Motivation and Learning Strategies for College Success : A Self-management Approach

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UNDERSTANDING MOTIVATION 53

a good time. She is not worried about getting C grades and is espe-

cially satisfied with any grade that does not require much effort.

Sheila enjoys reading novels and writes very well. In fact, she has

submitted some of her poetry to her college literary magazine.

Unfortunately, she does not apply her intellectual interests and abil-

ities to her schoolwork.

Anxious Alberto

Alberto lacks self-confidence and is very anxious about academic

tasks. He constantly worries about his performance on every test or

assignment. His anxiety is so great that he forgets material on tests

even though he prepares well. Alberto has trouble sleeping, constantly

has stomachaches, and does not enjoy college.

Each of these students has a different set of beliefs and perceptions

that limit his or her present and possibly future academic success. All

of these students have motivational problems. Defensive Dimitri

doubts his ability and is concerned that others will not see him as

capable. Safe Susan does not want to take any risks or challenge her-

self. She just cares about doing well. Hopeless Henry does not believe

anything he does will make a difference in succeeding in college. He

has learned to be helpless. Satisfied Sheila does not value her academic

accomplishments. As a result, she chooses to spend her time and effort

in nonacademic areas. Anxious Alberto wants to be a successful stu-

dent. However, his constant worry causes considerable anxiety that

interferes with his academic success.

Do any of these students resemble anyone you know? As you read

this chapter, think about how the content can help you better under-

stand each of these students. After studying this chapter, you will be

able to:

• Identify the factors that influence motivation.


• Assess your beliefs and perceptions to account for your own
  motivation.

WHAT IS MOTIVATION AND WHAT FACTORS INFLUENCE IT?

Student motivation in the college classroom involves three inter-

active components (adapted from Pintrich, 1994). The first compo-

nent is the personal and sociocultural factors that include individ-

ual characteristics, such as the attitudes and values students bring

to college based on prior personal, family, and cultural experiences.

The second component is the classroom environment factors that

pertain to instructional experiences in different courses. The third