Introduction
Many students struggle academically and see education negatively. Jacob, a middle school kid who is willing to drop out of school and is failing most of his classes, is one student who sticks out to me (Cho & Kim, 2019). It is evident from talking to his instructors and Jacob himself that he is having a lot of challenges in school, including learning theories, motivational theories, and issues with cognitive, social, and moral development. In this essay, I will examine Jacob’s present academic challenges and create a strategy to inspire and encourage him to pursue further education.
Student and Problem
Academically, Jacob is having difficulty in school. His professors have called him inept and lazy, and he is failing most of his classes. Jacob has indicated his intention to leave school and agrees with this description. He sees no need to pursue more education as he feels that nothing he learns in school applies to his life. His academic difficulties have negatively impacted Jacob’s self-esteem since he feels unworthy compared to his peers who are doing well.
Reason for Choosing This Student
The selection of Jacob as the subject of analysis is based on the recognition that his educational challenges include many dimensions, making his case intricate and multifaceted. The challenges he faces are derived from cognitive and learning theories and include aspects of social and moral growth. The individual’s inclination to discontinue their education is a matter of worry that needs prompt assistance (Cho & Kim, 2019). By identifying the fundamental reasons for his challenges, I intend to build a strategy that may successfully inspire and encourage Jacob to continue his studies.
Motivational Theories
The first theory is the Self-Determination Theory (SDT). It is a theory of motivation that emphasizes how the psychological requirements of the person influence motivation and behavior. According to this theory, people have three fundamental psychological needs: relatedness, competence, and autonomy. For people to be intrinsically motivated—that is, to pursue an activity for its purpose without regard to outside pressures or rewards these demands must be met (Chiu,2022). In this case, it is possible that Jacob did not feel confident in his academic ability, so he was not motivated or interested in school. He could believe he is not learning as much as his classmates and has little influence over his education.
The second theory is the Social Cognitive Theory (SCT). This theory focuses on how cognitive processes and social factors shape behavior. This hypothesis holds that people pick up new skills by watching and copying the actions of others. In addition, they assess the results of their deeds, which affects their incentive to carry out the same activities in the future (Beauchamp et al., 2019). Jacob could have been motivated to go to school since he saw his peers who were having scholastic difficulties. By comparing himself to his peers, it is also possible that he formed unfavorable opinions about his academic aptitude.
Using these Theories to Motivate Jacob
According to the self-determination theory, people are more motivated when their psychological demands for relatedness, competence, and autonomy are met (Chiu, 2022). Jacob would be motivated if I gave him some autonomy and control over what and how he learned, enabling him to participate in the decision-making process of his education. Additionally, I would provide him chances to show off his skills, like establishing attainable objectives and rewarding him when he meets them.
The Social Cognitive Theory emphasizes the significance of observational learning and self-evaluation in the context of motivation (Beauchamp et al., 2019). To incentivize Jacob, it would be beneficial to expose him to positive exemplars who have triumphed over comparable challenges and achieved notable academic accomplishments. Possible revision: This may include incorporating guest speakers who can provide insights into their achievements or facilitating a mentorship for Jacob to get valuable assistance and direction.
Goals for Jacob
The first thing I want to see with Jacob is an improvement in his academic standing. Through motivational theories and the establishment of a nurturing learning atmosphere, I aim for Jacob to become more enthusiastic about his studies and begin to show growth.
Second, when Jacob begins to achieve academic achievement and realize his potential, I would like to see an improvement in his self-esteem. I aim to enhance Jacob’s self-esteem and foster a more optimistic view of himself by highlighting his talents and offering constructive criticism and support.
Reengaging Jacob in the learning process and fostering a passion for learning would be my final objectives for him. Using techniques that put his psychological needs first and provide encouraging examples of academic achievement, I will raise Jacob’s drive and enthusiasm for learning.
Conclusion
In conclusion, Jacob has complex educational issues that need varied solutions. I want to use SDT and SCT to urge Jacob to complete school. I aim to help Jacob become a confident, passionate student who strives for academic success. We must recognize that each student’s road to academic success is unique and that we can provide individualized assistance and incentives by identifying their challenges.
References
Beauchamp, M. R., Crawford, K. L., & Jackson, B. (2019). Social cognitive theory and physical activity: Mechanisms of behavior change, critique, and legacy. Psychology of Sport and Exercise, pp. 42, 110–117.
Chiu, T. K. (2022). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), S14-S30.
Cho, Y., & Kim, M. (2019). Achievement goal pursuit during the transition from middle school to high school: Its antecedents and consequences from a self-determination perspective. Educational Psychology, 39(8), 984-1004.
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