Motivation and Academic Resilience: Developing a Model for Student Enhancement

Abstract

This paper explores a model of motivation and introduces the concept of academic resilience. Although motivation is critical to academic success, academic gains that students make can be lost if they are not resilient to setback, study pressure, and stress in the school setting. It is therefore important that students are motivated and resilient to academic pressures. A problem with motivation theory and research, however, is that it has not been formulated in a way that provides educators and students with a common language with which to develop motivation and academic resilience in the classroom. This paper draws together seminal motivation theory, posits clear constructs that represent these theories, and then repackages them into a model that can be used by educators and understood by students. Such a model also holds direct implications in the classroom and counselling contexts, and the strategies for enhancing motivation and academic resilience are discussed.

An Analysis of the Profile of Resilient Students based on PISA 2012

“…Results provided supporting evidence for the statements by Alva (1991), Wang, Haertel, and Walberg (1994), and Martin (2002). Although low-SES may be negatively…”

“…rationale of the present study was also justified by Alva (1991) who stated that although it is really difficult to change the conditions that put the students at risk, it is crucial that the disadvantaged students learn to deal with their problems and improve their academic skills, and Martin (2002) who stated that they can be provided themselves with a good learning opportunity, which makes them academically resilient.…”

“…Çalışmada elde edilen bulgular literatür ile de uyuşmaktadır (Alva, 1991;Martin, 2002;Wang, Haertel, & Walberg, 1994). Düşük SES başarı üzerinde olumsuz bir etkiye sahip olsa da, düşük başarı kalıcı bir durum olmak zorunda değildir.…”

Self Efficacy Sebagai Mediator Pada Hubungan Gaya Identitas Dengan Academic Buoyancy

“…Keyakinan siswa terhadap kemampuannya untuk bisa mengatasi masalah atau stresor mempengaruhi motivasi serta ketekunannya dalam menghadapi masalah atau stresor tersebut (Martin, 2002). Siswa yang memiliki self efficacy tinggi memiliki penampilan yang lebih baik di kelasnya, yakni mampu menunjukkan berbagai usaha dan ketekunan, serta mampu menghadapi secara efektif masalah-masalah yang mereka temui melalui proses kognitif dan emosional yang mereka gunakan (Bandura, 1997, dalam Martin, 2002.…”

The Capitalization of Personal Self-Efficacy: Yields for Practices and Research Development

“…A desire to achieve in motivational contexts, in this analysis, entails academic resilience (e.g., "I think I'm good at dealing with schoolwork pressures": A. Martin, 2002;A. J. Martin & Marsh, 2006 and modest effort expenditure, enabling individuals to engage in deep cognitive strategies for learning (e.g., "I try to relate new material, as I am reading it, to what I already know on that topic": Kember, Biggs, & Leung, 2004).…”