CASE STUDY IN MOTIVATIONAL THEORY

EDU 615, Motivational Theory and Classroom Management

Case Study: The Self-Determination Theory of Motivation
August 24, 13
Joyce H. Fragale
University of New England

CASE STUDY IN MOTIVATIONAL THEORY

INTRODUCTION
Erin is a twelve-year old girl who attended the seventh grade during the previous school
year. She is identified for the Ventures (gifted and talented) program, and is high performing in
all academic areas. Erins favorite thing to do is read. She reads voraciously, enjoys art, and
likes to write. She is from a middle class family and has one younger and two older and siblings.
Erin is a quiet girl of few words and few friends. Her objective measures are exemplary,
however, due to absenteeism and lack of homework completion her report card grades suffer
immensely. She attended the seventh grade at the local elementary school for three quarters of
the school year. During the spring Erins parents pulled her out in order to home school her. I
ran into her mother over the course of this summer and she told me that Erin might in fact be
returning in the fall. Erin possesses the potential for a bright future, but lacks the motivation to
succeed.
OBSERVATIONS:
Beginning her 7th grade year Erin was often late or not in attendance at all. She often
turned her homework in late, if at all. Due to the fact that Erins objective measures were
exemplary I assumed that the issue was most probably lack of challenge, or a mismatch between
learning and teaching style. Modifications were made in those directions. Several strategies to
increase Erins motivation were implemented. Discussions with Erin, meetings with her parents,
pre-assessment combined with formative assessment, as well as learning style and interest
surveys, resulted in modifications including curriculum compacting, independent study
opportunities, and acceleration. Erin was provided with a mentorship conditional to her
attendance, accelerated into a Language Arts Independent Study, and benefitted from
independent study opportunities in other subjects. Due to her inability to be on time, Erin was

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also allowed to come to school after her first class, and complete her Language Arts Independent
Study at the end of the day, in my office.
None of these strategies worked to increase Erins motivation. She rarely turned in
homework, completed none of her independent study work, and did not stay for her after school
Language Arts Class. Erin continued to be habitually late or absent in spite of her enthusiasm for
her mentorship. She seemed lethargic in class, and generally unhappy. She often pondered over
a task in order to look busy, or doodled. When questioned in an effort to provide help, guidance,
or just seem genuinely interested, her response was always I dont know.
These issues began to steadily decline throughout Erins seventh grade year. Erins
mother met with me and the building principal several times during which she expressed her
frustration. She did not feel that Erin was bored, and simply stated that she could not get her out
of bed, and that no matter what she tried she could not get her to complete her homework. Erins
parents experimented with many extrinsic motivators, which worked short term. By her own
admission Erins mother threatened repeatedly to home school Erin. Erin was adamant that this
was the route that she preferred. Specific examples of Erins lack of motivation follow.
Erin pre-tested out of an introductory review unit in Science last fall. She was therefore
given an opportunity to complete an independent study research project of her choice. She was
assisted in narrowing her study to a manageable topic, given an outline of steps toward project
completion, a set time to periodically meet with the teacher or myself, and an alternate location
(the school library) in which to work during the regular science periods. Her meetings with her
teacher and myself repeatedly revealed that she was not working efficiently independently. I met
with Erin to discuss what the issue might be, during which time she revealed that she did not
mind working independently, but did not like being away from the class. The teacher and I set

CASE STUDY IN MOTIVATIONAL THEORY

up a place for her to work independently within the classroom. This was unsuccessful as well, as
she continually missed deadlines for project completion steps.
During library time Erin was usually excited to choose a book, or bring in her own, and
be given the opportunity to read. The librarian at times held a more structured class with projects
to be completed. During these times Erin often sat with her head down, refusing to do the
project which always offered a large variety of choices and included art, another activity that
usually worked to engage Erin.
During the later part of the beginning of the school year, Erin revealed to me that she was
bored in Language Arts and already knew much of the material. I was excited to hear Erin
advocate for herself, and her revelation made perfect sense to me given her love of reading and
writing. Upon consulting with the Language Arts Teacher we decided that in order to diagnose
Erins prior knowledge given her high performance, it would be best to design an assessment
inclusive of the 7th grade curriculum. Erin was excited at the idea of completing this
assessment, and scored extremely well. Her parents, the building principal, teacher, and myself
were in agreement that acceleration into an 8th grade language arts program would be
appropriate. Erin was given the opportunity to complete an online curriculum. This could be
done in the location of her choice, and during any time of her choice as long as it did not impact
her other subjects. Unfortunately this proved to be unsuccessful because Erin did not even work
to complete module one.
If there is an area in which Erin could be considered weaker compared to the others it is
math. However, even in math often times Erin was able to master the skill at hand at an
increased pace compared to her classmates. It was brought to my attention at the beginning of
the school year that Erin often did not need the review that was part of the teachers daily

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teaching protocol. Her math teacher and I met with Erin and explained to her that if she felt that
she did not need the review portion of any given math period, she could go on to work on that
nights assignment, challenge herself with an online math program used by all of the students
(albeit at their individual levels), or complete on topic challenge problems that the teacher would
assign. Erin chose not to take advantage of these opportunities. Instead she chose to doodle with
her head in her hand, slouched in her chair, if she did not need the review. The next day she
would have not completed her homework, in spite of the fact that she had ample opportunity to
work on it during the class period.
POSSIBLE CAUSES
Currently Erin is neither intrinsically nor extrinsically motivated. This may have
stemmed from several variables surrounding her education, as well as her home environment.
Some strategies that were implemented were possibly a detriment to her motivation.
Erins need for self-directedness has been disregarded both at home and at school, as both
parents and school officials have used extrinsic motivators. Extrinsic motivation obviously had
little impact on Erins performance. Grades became meaningless to her. Erin loves working
with younger children, so a mentorship opportunity was implemented as a way to encourage
increased on time attendance. As recommended in the research this was used as a last resort
(Deci, Koestner, and Ryan, 1999; as cited in Lynch, 2007), as a method to positively manipulate
a routine task (Brophy, 2004; as cited in Lynch, 2007), and criteria was set for the reward in the
form of a contract which was discussed and signed by the student (Midgley and Urdan, 1992; as
cited in Lynch, 2007). The reinforcer (mentorship) was chosen, and deemed to be valuable to
Erin, and the reward was immediate. However, the reward was given prior to, and as a condition

CASE STUDY IN MOTIVATIONAL THEORY

of performance. Obviously this extrinsic motivator had no positive affect and may be
attributable to the self determination theory as an aspect of control (Lynch 2007, B).
Above this, modifications were made in an effort to increase Erins motivation based on
the theory that she was in need of more challenge. These modifications, however well
intentioned, may have given Erin the perception that her education was more controlled than the
other students in her class. Although the options that were implemented with the goal of
increasing Erins motivation were always discussed with Erin, none of them worked because she
saw even the positive reinforcers as controlling. According to Deci and Ryan (1985; as cited in
Anderman & Anderman, 2014) true intrinsic motivation can only exist when an individual feels
unpressured and not dependent on any rewards (p. 52).
Teacher praise is another aspect cited by Lynch (2007) as potentially having a negative
effect due to embarrassment or perceived control. At some point during Erins educational career
she may have been praised for her ability, or condemned for her lack of motivation citing her
ability as a reason that this shouldnt be the case. As indicated by Brophy (2004, p. 197; as cited
in Lynch, 2007) It is better to focus on the effort and care that the student put into their work
Eggen and Kauchak, (2007, as cited in Lynch 2007), concur with research that indicates that
ability attributions may negatively impact motivation.
Although evidence does not support that Erin perceives herself as lacking in ability, she
does appear to devalue academic tasks. In addition to the use of extrinsic rewards other reasons
for Erins devaluation of educational tasks may include enrollment in a unidimensional
classroom, and/or task design that does not stimulate personal or situational interest and therefore
motivation (Anderman & Anderman, 2014). Also, Erin may not be able to relate immediate

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tasks with long-term benefits, and therefore sees no value in putting forth any effort toward their
completion.
THEORY APPLICATION AND EFFECTIVE STRATEGIES
The Self-determination Theory of Motivation applies to Erin. This theory suggests that
self-determination fulfills three basic human needs: the need for autonomy (self directedness),
the need for relatedness (spending time with, and feeling connected to, others), and the need for
competency (the perception that one is able), (Deci & Ryan, 1985; Ryan & Deci, 2000; as cited
in Anderman & Anderman, 2014). Anderman & Anderman (2014) cite several strategies that
may be implemented in an effort to motivate Erin. Strategies recommended for increasing
students motivation, mirror those found in a multidimensional/differentiated classroom
(Anderman & Anderman, 2014; Tomlinson, 2004).
AUTONOMY
There is evidence that Erin dislikes any type of external control, including control that is
intentioned to be positive (Anderman & Anderman, 2014). She perceives both punishment and
reward as controlling behavior (Deci, 1975; Deci & Ryan, 1987; as cited in Anderman &
Anderman, 2014). Erin works for short-term rewards however once the reward is no longer
available, no motivation remains to engage in the task (Deci 1975; as cited in Anderman &
Anderman, p. 52).
Integrating Erins interests into the curriculum, as well as looking for opportunities to
create situational interest, may work to increase her perception of self-directedness through
personal association. The completion of learning and interest profiles, quick writes, or
conversations with Erin and her parents, are methods by which her interests can be obtained.
Curriculum planning should include specifying and communicating the relationship of the

CASE STUDY IN MOTIVATIONAL THEORY

material to be learned to the world around us, including careers, interests, hobbies, and every day
life (Anderman & Anderman, 2014; Tomlinson, 2004).
Students who fit the self-determination theory for motivation will benefit from choice.
Teachers should assure that the classroom is differentiated/multi-dimensional (Anderman &
Anderman, 2014, Tomlinson, 2004) by offering a variety of tasks and activities and including
student choice when possible.
Choice in homework completion allows for many opportunities for self-directedness
(Deci & Ryan, 1985; Ryan & Deci, 2000; as cited in Anderman & Anderman, 2014). Research
pertaining to correlations between achievement and homework, specifically: time spent on
homework, quality of homework, the impact on attitudes toward school, and the age and grade
level of the student (Cooper & Valentine, 2001; as cited in Anderman, 2014), should be taken
into consideration by the teachers.
Teachers should be aware of the importance of choice and implement strategies that
increase Organizational Autonomy Supports, Procedural Autonomy Supports, and Cognitive
Autonomy supports (Anderman & Anderman, 2014). Erin would specifically benefit from more
voice in Procedural Autonomy Supports including opportunities for choice in tasks, how the
tasks are completed, as well as choice in demonstration of mastery. Independent studies,
acceleration, as well as other alternative learning opportunities were offered, however, Erin had
little input as to what these alternatives consisted of. research suggests that when students
are provided with the opportunity to make meaningful choices, student motivation is enhanced
(Anderman & Anderman, 2014, p. 134).
Methods for Cognitive Autonomy Support should be integrated into the class lessons with
an eye to differentiating the content (Tomlinson, 2004). This would be especially helpful in

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Erins case as her need for self-directedness would be greatly enhanced by learning through
discovery.
RELATEDNESS
Erins need for relatedness became evident when her distaste for independent study was
revealed. She preferred working in the classroom with the other students. Research around
programming for students with gifts and talents also reveals that opportunities for students to
work together are important (Clinkenbeard, 2012). However, Erin is a member of a class of
students who operate distinctly below her performance level. Schedules are prohibitive in
matching her with high performing students from other grades. Above this Erin is a girl of few
words and not socially outgoing.
Extra effort should be given to make sure that Erin has opportunities to spend time with
other highly able students who hold some of the same interests (Neihart, Reis, Robinson, &
Moon; as cited in Clinkenbeard, 2012). The teacher may be able to accomplish this through in
class groupings. According to Tomlinson (2004, p.3) A hallmark of an effective differentiated
classroom is the use of flexible grouping, which accommodates students who are strong in
some areas and weaker in others. Bandura, (1969; as cited in Anderman & Anderman, 2014)
states that if the student forms positive relationships with a group, the student may try to fit in by
complying with the educational expectations of the group.
The teacher could also establish a mentor for the student. Mentors may be able to
increase the students motivation by pointing out relevant associations between school, the
students interests, strengths, and goals, and based on this accomplishment may inadvertently
ensure a Mastery Goal Orientation (Anderman & Anderman, 2014).

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Organizational Autonomy Support would benefit Erin. Choices in where she completes
her class work, the creation of groups, as well as choices concerning whether she will work
independently, with partners, or as a member of a group, will enhance her need for selfdirectedness.
It is also important that Erin feels a sense of belonging and acceptance. When students
feel a sense of belonging in their schools and classrooms, academic performance is
enhanced(E.M. Anderman, 2002; L.H. Anderman & Freeman, 2004; Goodenow, 1993;
Resnick et al., 1997; Skinner, 1995; as cited in Anderman & Anderman, 2014; p. 138). Teachers
should work to ensure that all students feel welcome and valued When students perceive that
their teachers care about them as learners, beneficial outcomes result ( Juvonen, 2006; Wentzel,
1997; as cited in Anderman & Anderman, p. 151).
COMPETENCY
The development of a multidimensional/differentiated classroom is crucial to Erins need
to feel competent while fitting in with her peers. In a multidimensional/well differentiated
classroom, students are accepting of differences. Alternative groupings, tasks, activities, and
completion rates are the norm in this environment. Therefore, students are less likely to have the
ability, or the desire, to compare themselves to their peers. Students learning is based upon their
interests, styles, and readiness levels, associated with the topic at hand (Anderman & Anderman,
2014; Tomlinson, 2004).
Teachers should work to develop a Mastery Goal Orientation within the students in
their classroom. This can be accomplished in part by modeling an interest in, and enthusiasm
for, learning about the topic. Emphasis should also be placed on the mastery of the topic, and not
on the completion of the associated tasks (Anderman & Anderman, 2014).

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Teachers should make sure that Erins tasks are challenging, meaningful, and valuable to
her (Eccles, 1983; Wigfield & Eccles, 1992, 2000; Wigfield, Tonks, & Lutz Klauda, 2009; as
cited in Anderman & Anderman, 2014). Tasks should be developmentally appropriate and
represent a challenge level that is within the natural progression of the students learning; neither
too easy nor too complex (Tomlinson, 2004).
Finally, praise should be monitored to assure that it is based on the quality of Erins work,
and not on her innate ability Anderman & Anderman, 2014).
CONCLUSION
Assessments revealed the need for alternative programming for Erin, and her
modifications were well intentioned. However, these modifications proved to be misguided.
Due to Erins combined need for self directedness, relatedness, and competency, it is my
conclusion that she would have benefitted from more discrete modifications. Modifications
would primarily include in class differentiation of the regular curriculum (Tomlinson, 2004)
combined with opportunities for choice, and a greater voice in her educational programming. I
have learned that in addition to programming that mirrors best practice for differentiating based
upon data pertaining to student readiness, interest, and learning style, (Tomlinson, 2004),
consideration must be given to students unique personal attributes. Without this consideration
positives potentially attributable to alternative programming may be negated at the least, and
motivation negatively impacted at the worst.
Motivation is a complex issue impacted by internal as well as external factors that stem
from students social interactions, as well as interactions with school and home environments.
Each individual brings with them a unique set of characteristics. Thus, seemingly same

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symptoms may have very different and complicated root causes, and require equally individual
remedies.
Anderman & Anderman (2014) cite aspects of students environments that can be
modified to promote positive motivation. Schools should develop policies surrounding
academics in general, homework, behavioral expectations, and safety that are clearly defined,
well communicated, and fairly applied. Teachers and students should develop classroom rules
and routines at the onset of the school year, and practice them frequently.
A motivating classroom should be a well-differentiated/multidimensional classroom
(Anderson & Anderson, 2014; Tomlinson, 2004) wherein the environment is welcoming, safe
and encourages academic risk. The content, materials, processes, and groupings used in the
education of students should allow for real world application, as well as target students interests,
learning styles, academic readiness, and take into consideration other variables pertaining to
students individual learning needs.
The curriculum should be engaging and exciting, and teachers should model their
enthusiasm for the topic at hand. Goals should be clear, displayed, and acknowledged as part of
student learning. Teachers should work to overcome preconceived negative views of the topic at
hand and increase students self efficacy through positive interventions in academics as well as
behaviors.
School and home play equally important roles in students attitudes toward school and
motivation to succeed. Families should be encouraged to be equal partners in their childs
education, and welcome participants in the school community. Peer groups views can be a
determining factor especially in the middle school years. Parents and teachers should encourage
positive role models.

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Most importantly, we as educational professionals do have the power to positively or
negatively impact student motivation. Student motivation hinges on decisions that we make
everyday.

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References
Anderman, E., & Anderman, L. (2014). Classroom motivation. Upper Saddle River, New Jersey:
Pearson.
Clinkenbeard, P. R. (2012). Motivation and Gifted Students: Implications of Theory and
Research. Psychology In The Schools, 49(7), 622-630.
Lynch, D. J. (2007). Research-based issues to consider in using extrinsic rewards to motivate
students. Informally published manuscript, University of New England, University of
New England, Biddeford, Maine, .
Tomlinson, C.A, (2004). How to differentiate instruction in mixed ability classrooms. (2nd
edition) Alexandria, VA: Association for Supervision and Curriculum Development.