Motivation and Engagement Wheel Analysis

This solved assignment delves into Andrew Martin's Motivation and Engagement Wheel. The analysis focuses on the student's personal strengths and weaknesses related to positive and negative thoughts and behaviors. It examines how these factors influence motivation and engagement in learning and work, highlighting areas for development like boosting confidence and addressing negative self-beliefs.

Running head: EDUCATION PSYCHOLOGY
Education psychology
Name of the Student
Name of the University
Author note

1EDUCATION PSYCHOLOGY
Topic 8 Humanist Approaches to Education and Psychology
OLT 8.4 Published research on rewards
Rewarding is regarded as an effective behaviour modification technique that helps to
motivate students to achieve success in their academics. Intrinsic and extrinsic rewards are being
employed in classroom for the promotion of appropriate behaviour and motivate them to
complete their homework and projects. One identifying advantage of rewards in learning and
teaching is that it promotes motivation among students for full effort on homework and
classroom tasks (Hidi, 2016). Rewards drive intrinsic motivation where it arises from within the
individual and satisfying for the students. In psychology, internal and external rewards are
defined where a person just enjoys the task or activity and view them as an opportunity for the
exploration, learning and actualization of their inner potentials. The offering of rewards or
reinforcements is a way to motivate learning and teachers develop learning environments where
students could give full effort for attempting the class assignments, projects and tasks. Through
this rewarding system in learning and teaching, students show enhanced interests and greater
participation in the classroom tasks. Students are also motivated to understand their roles and
responsibilities and give their best efforts in achieving them. Teachers and instructors find it
difficult to make students learn the teaching content and so, rewards as a behaviour modifying
mechanism to motivate the students to learn and take up challenges that teachers assign them.
When students receive rewards from teachers, they give more effort in their learning process
(Petty, 2014). Therefore, from the psychological perspective, rewards act as motivating factors in
learning and teaching.

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One identified disadvantage of rewards in learning and teachings is that they are short-
term goals that deviate students from actual learning or understanding of the subject. These
rewards are not consistent and do not increase in certain types of work. Rewards lack consistency
and teachers often find that when rewards are removed from the system, students start losing
their interests and motivation to perform the work. This rewarding system requires time to
develop as each student is different and finding methods that intrinsically motivate him or her
can be different as well as tricky. This involves knowing the interests of the students and figuring
out how this connects to the material and this acts as the limiting factor in the learning and
teaching process (Csikszentmihalyi, 2014).
From the above discussion involving the pros and cons of rewarding system, I think that
rewards are necessary for the students as it helps them to achieve their goals, however, it should
be consistent, correct and effective. This rewards system could be beneficial for the teachers if
they understand them as short-term goal and students would not be interested in some temporary
motivating technique. I think rewards make students happy and they are encouraged to become
productive in their learning process and better accomplishment of the academic goals. It also
creates a sense of pride and achievement and makes them more productive in their academics.
Therefore, it can be concluded that rewards acts as positive reinforcement that help students to
perform better and understand that they deserve praise in their learning.
References
Csikszentmihalyi, M. (2014). Intrinsic motivation and effective teaching. In Applications of flow
in human development and education (pp. 173-187). Springer Netherlands.

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Hidi, S. (2016). Revisiting the role of rewards in motivation and learning: implications of
neuroscientific research. Educational Psychology Review, 28(1), 61-93.
Petty, T. (2014). Motivating first-generation students to academic success and college
completion. College Student Journal, 48(2), 257-264.

4EDUCATION PSYCHOLOGY
Topic 9 Behaviourist Approaches of learning
OLT 9.1 Comments not grades
Professor, Dylan Wiliam is a reputed educator in United Kingdom and his ideas are
consistently being mentioned in the reform of education circles. The Classroom Experiment by
Dylan illustrates that teacher is the most essential factor in student learning and it can be
improved with continuous persistence and willingness to work better. After watching the videos
of the experiments 1 and 2, I believe that this experiment increase engagement of students and
advancement in the learning process. The video features that teachers should embrace change,
however, honest reflection, hard work, adaptation and teamwork are also needed for the growth
and productivity. This experiment is not an intervention for the students to enhance learning;
however, it is about helping teachers in decision-making that is based on the understanding level
of all students. He explains that in this way the achievement gap is closed promoting excellence.
Among the innovation techniques, “the comment not grades” experiment by Dylan
explains how grades and marks affect a student’s motivation to engage in learning. He
demonstrates that a big gap exists between the top and bottom graders and students who get
bottom grades starts losing motivation and give up learning. The comments made by the tutors
are important in this context and not the grades. The feedback from the teachers is of paramount
importance as compared to the grades that students receive (bbc.co.uk, 2017). If the feedback
received by the student evokes emotional reaction, I think the half battle is lost. Students hook on
their and feeling demotivated to engage in learning. According to Dylan, feedback (positive and
constructive) is important rather than grades or marks. Intoxicated grades affect students and this
interferes with their ability and motivation to be engaged in learning process. I think teachers

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should make comments on the work and suggest strategies so that they are engaged in learning.
Comments should also provide them opportunity for improvement and in this way, student
transit towards self-evaluation, peer-review and reflection.
Grades and marks have implications in the teaching and learning process. When students
receive constructive grades, it aid in motivating them and encourage them to get engaged in
learning process. Constructive and descriptive feedback works for the individual students that act
as a critical factor to improvement. Positive feedback conveys the information on the
performance of the student and details suggestions that help them to overcome difficulties and be
engaged in effective learning. It also affects learning in a way that detailed comments received
by students channelize their attention towards specific and relevant information, stimulate their
mental elaboration and finally, boost performance (Van den Bergh, Ros & Beijaard, 2014).
Similarly, comments have implications on teaching as when teachers make positive comments, it
encourage students to become engaged in continuous learning by being focused on the specific
areas that need improvement. As a result, teachers can promote better classroom practice when
they support constructive and positive feedback. In this way, comments from teachers can
strengthen student learning by providing ample support acting as facilitator as well a direct
transmitter of education and knowledge (Freeman et al., 2014).
References
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &
Wenderoth, M. P. (2014). Active learning increases student performance in science,
engineering, and mathematics. Proceedings of the National Academy of
Sciences, 111(23), 8410-8415.

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http://www.bbc.co.uk, (2017) The Classroom Experiment - Episode guide - BBC Two.
(2017). BBC. Retrieved 13 October 2017, from
http://www.bbc.co.uk/programmes/b00txzwp/episodes/guide
Van den Bergh, L., Ros, A., & Beijaard, D. (2014). Improving teacher feedback during active
learning: Effects of a professional development program. American educational research
journal, 51(4), 772-809.

7EDUCATION PSYCHOLOGY
Topic 10 Assessment of development and learning
OLT 10.1 How do you manage your motivation and engagement?
Motivation and Engagement wheel developed by Andrew Martin is a practical multi-
factorial approach for the students to understand the relationship between motivation and
engagement. According to this wheel, motivation is the energy that drives students to learn
effectively and work towards achievement. Engagement is the behaviour that follows the energy
and drives them towards effectively learning and achievement. The scale comprise of eleven
factors that are grouped under four themes. Positive thoughts offer positive motivation through
learning focus, valuing and self-belief. Positive behaviour offers positive engagement through
persistence, task management and planning. Similarly, negative thoughts drive negative
motivation through failure avoidance, anxiety and uncertain control. Negative behaviour results
in negative engagement through disengagement and self-sabotage (Liem & Martin, 2017).
After undertaking the test, I analysed that I fit under positive behaviour that drives me
towards positive engagement. When I receive positive behaviour from others, I become
motivated and engaged towards effective learning and work. I am able to perform better as I
become persistent, take an active part in task planning and management. When my confidence is
boosted, I feel motivated to work, be engaged that finally boost my learning and work towards
achievement. When there is positive engagement or emotional commitment, people get
motivated to work and thrive for success. When I have positive attitude or behaviour, I feel
enjoyed to take an active part in the work and ensure continuous engagement.
My strength is positive behaviour that helps me to be positively engaged with others and
work towards a common goal. When I am engaged in literacy tasks, my willingness to accept

8EDUCATION PSYCHOLOGY
instruction is enhanced and improve my task performance. This helps me to be persistent
towards my work and take an active part in learning, planning and management. I believe that
motivation leads to engagement and positive behaviour can help me to be engaged in active
learning process. I am understandably persistent towards positive behaviour and this helps me to
become competent towards my learning process and work.
After analysis, I also reflected on my weakness and areas for improvement. I need to
develop confidence that inculcates positive thoughts in me like learning focus, valuing and self-
belief. Positive thoughts are directly proportional to positive motivation, I lack confidence, and
as a result, I dwell in negative thoughts. This gives rise to negative motivation like uncertain
control, failure avoidance and anxiety. Whenever I am assigned any task or assignment, I do not
feel confident to take the challenge due to my low-esteem and dwelling negative thoughts. This
is the reason I do not feel motivated to take up the task that is directly proportional to negative
motivation. This provides area for improvement where I have to boost my confidence level so
that I feel motivated to work towards the accomplishment of the assigned task. This can be
achieved through affirmation and by questioning my inner critic (Martin, Ginns & Papworth,
2017). I need to focus on my strengths and forget about failures and negativities in life that
would help me to develop positivity to gain confidence to work towards achievement (Neff,
2016).
References
Liem, G., & Martin, A. (2017). The Motivation and Engagement Scale: Theoretical Framework,
Psychometric Properties, and Applied Yields. Retrieved 13 October 2017, from
http://onlinelibrary.wiley.com/doi/10.1111/j.1742-9544.2011.00049.x/abstract

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Martin, A. J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different?
Does it matter?. Learning and Individual Differences, 55, 150-162.
Neff, K. D. (2016). Self-compassion. Mindfulness in Positive Psychology: The Science of
Meditation and Wellbeing, 37.