Engaging “Passive Learners”
Jason O’ Shell, B.A., Page County High School
Brandon K. Schultz, Ed.D., NCSP, James Madison University
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
What Causes ADHD?
(Nigg, 2006)
The causes are unclear, but research
strongly suggests a biological link
 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

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…

Academic Motivation
(Covington, 2000; Olivier & Steenkamp, 2004)

Early theorists suggested there are
two components of motivation:
Motivation
Hope for Success

Fear of Failure
These drives oftentimes conflict, and a
student’s classroom behavior depends
on the balance or imbalance of the two
Academic Motivation
(Hermans, as cited in Olivier & Steenkamp, 2004)
Later theorists divided fear of failure into
two subcomponents:


Positive Fear of
Failure – anxiety
that improves
performance
Negative Fear of
Failure – anxiety
that impedes
performance
Low Anxiety
Performance

High Anxiety
“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”
“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

146 Elementary Students,
70% with ADHD
Prior
Reading
Achievement
(Volpe et al., 2006)
Measured by
Standardized
Test Scores
Study
Skills
ADHD
Current
Reading
Achievement
Motivation
Engagement
Social
Skills
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

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)
Typical Targets for Intervention
Prior
Reading
Achievement
(Piana & Volpe, 2008)
Study
Skills
ADHD
Current
Reading
Achievement
Motivation
Engagement
Social
Skills
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

Targeting Passive Learners
joshell@pagecounty.k12.va.us
Targeting Passive Learners

An inviting classroom

Motivating to read

Using concepts/vocabulary

Clarifying & organizing writing
An inviting classroom?
More inviting?
Classroom environment

Seating &
technology
 Order &
interaction
 What works?

Sights & sounds
 Pique curiosity
 Most things work
Motivating to read

Balancing consequences & rewards




Expectations & choices
Checking progress
Frequency
Simple pleasures
Using concepts/vocabulary
Copy the notes?
 Give the notes?


What about vocabulary?
Clarifying & organizing
writing

Main idea
Topic sentence
Thesis

S + D+ 3R






TAG
Support an opinion
Discuss a topic
State a position
= CONFUSION
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 (3rd 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.