1. Engaging “Passive Learners” Jason O’ Shell, B.A., Page County High School Brandon K. Schultz, Ed.D., NCSP, James Madison University

2. Agenda Academic Motivation ‘Passive Learners’ Targeting Motivation? Typical targets for intervention Theoretical intervention models Real-World (Feasible) Applications Our Goal: Explain the ‘why’ and ‘how’ to improve student motivation

3. What Causes ADHD? (Nigg, 2006) The causes are unclear, but research strongly suggests a biological linkbiological Some environmental toxins (e.g. lead) may be associated with ADHD, but only explain a small portion of cases Brain imaging techniques have found significant differences in specific parts of the brain for ADHD and peers EEG scans have been shown to differ between ADHD and peers

4. Academic Motivation Motivation has been defined as “…desires, needs, and interests that energize the organism and direct it toward a goal” (Santrock, 1987, p. 662) Motivation related to achievement has been examined in many ways From this growing literature, some useful concepts have emerged…

5. Academic Motivation (Covington, 2000; Olivier & Steenkamp, 2004) Early theorists suggested there are two components of motivation: These drives oftentimes conflict, and a student’s classroom behavior depends on the balance or imbalance of the two Motivation Hope for SuccessFear of Failure

6. Academic Motivation (Hermans, as cited in Olivier & Steenkamp, 2004) Later theorists divided fear of failure into two subcomponents: Low AnxietyHigh Anxiety Performance Positive Fear of Failure – anxiety that improves performance Negative Fear of Failure – anxiety that impedes performance

7. “Passive Learners” (Barron, Evans, Baranik, Serpell, & Buvinger, 2006) What is the motivation profile of an adolescent with ADHD and/or related learning difficulties? Tend to have a long history of failure experiences, which reduces hopes for future successes “I’m never going to be a good student” Tend to be motivated by fear (avoiding failure) rather than hope for success “I just don’t want to look totally stupid”

8. “Passive Learners” (Olivier & Steenkamp, 2004) Performance goal orientation – Poor self-regulation Poor frustration tolerance (e.g., find shorter shortcuts) External locus of control Low self-esteem High reward thresholds

9. 146 Elementary Students, 70% with ADHD (Volpe et al., 2006) Prior Reading Achievement ADHD Motivation Social Skills Study Skills Engage- ment Current Reading Achievement Measured by Standardized Test Scores

10. Targeting Motivation? How do we improve motivation? Traditionally, we use reward systems (e.g., token economies), most often with younger children in highly structured settings In theory, providing extrinsic rewards (e.g., points, special activities) eventually leads to intrinsic motivation— when it is done correctly

11. Targeting Motivation? But what about middle and high school? Is it too late to influence an adolescent’s intrinsic motivation? Can we strengthen desire or interest? The research to date seems to have focused on extrinsic influences on motivation, and not so much on intrinsic factors (Piana & Volpe, 2008)

12. Typical Targets for Intervention (Piana & Volpe, 2008) Prior Reading Achievement ADHD Social Skills Study Skills Engage- ment Current Reading Achievement Learning Strategies Medication / Behavior Mod. Class Participation Motivation

13. Real-World Applications What are the best ways to address passive learning styles and performance goal orientations? Classroom environment Cooperative learning? Motivation to complete assignments Building interest & providing feedback Conveying concepts effectively Structuring writing assignments

14. Targeting Passive Learners joshell@pagecounty.k12.va.us

15. Targeting Passive Learners An inviting classroom Motivating to read Using concepts/vocabulary Clarifying & organizing writing

16. An inviting classroom?

17. More inviting?

18. Classroom environment Seating & technology Order & interaction What works? Sights & sounds Pique curiosity Most things work

19. Motivating to read Balancing consequences & rewards Expectations & choices Checking progress Frequency Simple pleasures

20. Using concepts/vocabulary Copy the notes? Give the notes? What about vocabulary?

21. Clarifying & organizing writing Main idea Topic sentence Thesis S + D+ 3R TAG Support an opinion Discuss a topic State a position = CONFUSION

22. References Barron, K. E., Evans, S. W., Baranik, L. E., Serpell, Z. N., & Buvinger, E. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137-158. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Reviews of Psychology, 51, 171-200. Olivier, M. A., & Steenkamp, D. S. (2004). Attention-deficit/hyperactivity disorder: Underlying deficits in achievement motivation. International Journal for the Advancement of Counseling, 26, 47-63. Piana, M., & Volpe, R. (2008). ADHD and motivation: Relevant research and meaningful strategies. Presentation at 40th annual National Association of School Psychologists Conference: Resilience: Building Strength for Life, New Orleans, LA. Santrock, J. W. (1987). Adolescence: An introduction (3 rd Ed.). Dubuque, Iowa: Brown. Volpe, R. J., DuPaul, G. J., DiPerna, J. C., Jitendra, A. K., Lutz, G., Tresco, K., et al. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.