PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

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). PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

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.

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Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

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I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

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• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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