PSYC FPX 3770 Assessment 2 Motivation and Performance in Education
Phillip April 20, 2024 No Comments

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Name

Capella university

PSYC FPX 3770 Psychology of Human Motivation and Performance

Prof. Name

Date

The Problem: Procrastination

Procrastination stands as a significant hurdle for students in completing tasks or assignments, adversely impacting their motivation and resulting in poor academic performance (Klingsieck, 2013). It affects a considerable number of students consistently and problematically (Klingsieck, 2013), often manifesting signs of anxiety and stress (Klingsieck, 2013).

The Solution

Implementing stimulus control can be instrumental in combating procrastination, with the premise that eliminating distractions will decrease procrastination tendencies (Steel, Svartdal, Thundiyil, & Brothen, 2018). This approach also aligns with effective self-regulation techniques (Steel, Svartdal, Thundiyil, & Brothen, 2018). Additionally, Cognitive Behavior Therapy (CBT) offers another viable solution, emphasizing that optimal performance stems from intrinsic or extrinsic motivation, thereby satisfying basic psychological needs (Rozental et al., 2018; Cook & Artino Jr., 2016).

The Theories

The Self-Determination Theory underscores human motivation, revolving around inherent growth and psychological needs such as autonomy, competence, and relatedness (Lopez-Garrido, 2021). It delineates between extrinsic and intrinsic motivation (Lopez-Garrido, 2021). Conversely, the Temporal Motivation Theory accentuates time as a crucial motivational factor and delves into factors like expectancy/self-efficacy, value, impulsiveness, and delay (Steel, Svartdal, Thundiyil, & Brothen, 2018).

The Research

Studies indicate that impulsive choice is exacerbated by stimuli, implicating the significance of controlling environmental cues (Steel, Svartdal, Thundiyil, & Brothen, 2018). Research findings suggest that distancing oneself from temptation or eliminating it reduces procrastination (Fishbach & Shah, 2006). Moreover, offsetting tempting activities by avoiding stimuli and focusing on goal-oriented tasks decreases procrastination tendencies (Fishbach & Shah, 2006).

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Research (cont.)

CBT, particularly in group settings, has shown improvements in academic procrastination (Rozental et al., 2018). It demonstrates effectiveness in reducing procrastination scores significantly (Karas & Spada, 2007). Furthermore, studies reveal that CBT interventions, coupled with therapist contact, positively impact treatment outcomes, including internet-based interventions (Rozental & Carlbring, 2013).

Applying This Information By Professionals

In educational settings, teachers can foster autonomy by offering choices in learning materials and assessment formats (Usable Knowledge, 2016). They can promote relatedness through collaborative activities and reduce physical barriers to stimulate control (Usable Knowledge, 2016). Additionally, creating optimally challenging tasks and providing constructive feedback can enhance competence and motivation (Usable Knowledge, 2016).

Summary & Conclusion

In summary, procrastination poses a significant challenge in academics, addressed through the Self-Determination Theory and the Temporal Motivation Theory. Stimulus control and CBT offer effective strategies to combat procrastination. Professionals in education can apply these theories and research findings to mitigate procrastination and enhance student motivation and performance.

References

Cook, D., & Artino Jr., A. (2016). Motivation to learn: an overview of contemporary theories. DOI: 10.111/medu.13074

Fishbach, A., & Shah, J. (2006). Self-Control in Action: implicit dispositions toward goals and away from temptations. DOI: 10.1037/0022-3514.90.5.820

Karas D, Spada MM (2009). Brief cognitive-behavioral coaching for procrastination: A case series. DOI: 10.1037/0022-3514.90.5.820

Klingsieck, K.B. (2013). Procrastination: When good things don’t come to those who wait. DOI: 10.1027/1016-90401/9000138

Lopez-Garrido, G. (2021). Self-Determination Theory and Motivation.

Rozental, A., & Carlbring, P. (2013). Internet-Based cognitive behavioral therapy for procrastination: Study protocol for a randomized controlled trial.

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

Rozental, A. et al. (2018). Treating Procrastination Using Cognitive Behavioral Therapy: A Pragmatic Randomized Controlled Trial Comparing Treatment Delivered vis The Internet or in Groups.

Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A longitudinal Study of Temporal Motivation Theory.

Usable Knowledge (2016). Intrinsically Motivated.