Attainment Motivation
Students who are motivated by attainment are competitors. As a four-year old this child may be the one who tells parents to leave her
alone because she can tie her shoes herself. And, then, spend 20 minutes of intensely concentrated effort to result in some rough approximation of a knot. One group of researchers (Schapiro, Schneider, Shore, Margison, and Udvari, 2009) found that competitive gifted adolescents tend to focus on competing to do well at something as a gauge of how successful they are at a task when working on academics. It was more common among students in general to compete in order to prove themselves superior to someone else. Still, gifted students did not fall exclusively into one style or the other.
Proving they can accomplish tasks on their own or proving they can accomplish a task as well as or better than their peers is paramount to students motivated by attainment. For example, when one of these students feels as if he can join a competition with someone, he will move away from what is usually a more enjoyable activity in order to give full attention to competing or meeting the challenge. He associates success, or lack thereof, to his identity. He is a winner, or he is a loser. Often, he sees himself either as a success or as a failure.
According to Harvard University research psychologist David McClelland, people who have what he termed a need for achievement see rewards, even monetary gain, as important primarily as a measure of their accomplishment. That is, for these students, the extrinsic reward is not the motivator, it is the accomplishment it represents that makes a concrete or social reward important. In general, they like to take calculated risks, set challenging but accomplishable goals, and get regular feedback on their progress.
As Parents
Ask yourself the following questions if your child is competitive or insistent on completing tasks without assistance:
Am I supporting healthy competition while building sportsmanship?
Do I discuss the competitive advantages of having a good education?
Do I discuss the skills attained from the lessons more than I discuss the grade?
Do I support the quality of accomplishments without encouraging perfectionism?
Do I emphasize the relationship between the effort put into work and the quality of the outcome?
Investigate Further
alone because she can tie her shoes herself. And, then, spend 20 minutes of intensely concentrated effort to result in some rough approximation of a knot. One group of researchers (Schapiro, Schneider, Shore, Margison, and Udvari, 2009) found that competitive gifted adolescents tend to focus on competing to do well at something as a gauge of how successful they are at a task when working on academics. It was more common among students in general to compete in order to prove themselves superior to someone else. Still, gifted students did not fall exclusively into one style or the other.
Proving they can accomplish tasks on their own or proving they can accomplish a task as well as or better than their peers is paramount to students motivated by attainment. For example, when one of these students feels as if he can join a competition with someone, he will move away from what is usually a more enjoyable activity in order to give full attention to competing or meeting the challenge. He associates success, or lack thereof, to his identity. He is a winner, or he is a loser. Often, he sees himself either as a success or as a failure.
According to Harvard University research psychologist David McClelland, people who have what he termed a need for achievement see rewards, even monetary gain, as important primarily as a measure of their accomplishment. That is, for these students, the extrinsic reward is not the motivator, it is the accomplishment it represents that makes a concrete or social reward important. In general, they like to take calculated risks, set challenging but accomplishable goals, and get regular feedback on their progress.
As Parents
Ask yourself the following questions if your child is competitive or insistent on completing tasks without assistance:
Am I supporting healthy competition while building sportsmanship?
Do I discuss the competitive advantages of having a good education?
Do I discuss the skills attained from the lessons more than I discuss the grade?
Do I support the quality of accomplishments without encouraging perfectionism?
Do I emphasize the relationship between the effort put into work and the quality of the outcome?
Investigate Further
There are a number of competitions that are oriented toward academic accomplishment, problem-solving skills, and artistic talents. The link above is the Hoagies Gifted Education Page that provides information on many of those competitions.
Students motivated by attainment may focus on a subject or area where they feel there is competition or a chance to prove themselves. Other subject areas may be allowed to let slide while focusing on the competition. The video on attainment motivation portrays a mother and child who are in just such a situation. This skit was developed and performed by students at the Kemps Landing/Old Donation School.
In addition, students who are primarily motivated by attainment sometimes have difficulty in school because it does not spark their competitive instincts or their sense of accomplishment. They may be highly competitive against their siblings, on a sports team, or in their neighborhood, but do not feel any competitive urgings at school. If this is a concern for your child you can explore further by clicking on the Supporting Attainment Motivations button. |
The ability to win graciously and learn from defeat is critical to students motivated by attainment. The video at the above link focuses on sports but applies to any type of competition.
References
Dawson, P & Guare, R. (2009). Executive Skills: the hidden curriculum. Principal Leadership. Retrieved from the National Association of School Psychologists Online Web site: http://www.nasponline.org/resources/principals/Excutive%20Functioning_NASSP_Mar%2009.pdf
Dweck, C. (2006). Mindset: the new psychology of success. New York, NY, Random House.
Dweck, C. (2006-2010). Mindset. Retrieved from Mindset Online Web site: http://mindsetonline.com/
Fiegley, D. Guidelines for supportive parents. Retrieved from the Rutgers Youth Sports Research Council Online Web site: http://youthsports.rutgers.edu/resources/general-interest/guidelines-for-supportive-parents
Hoagies Gifted Education Page. Contests and Awards. Retrieved from the Hoagie Gifted Educaction Page Online Web site: http://www.hoagiesgifted.org/contests.htm
McClelland, David. (1988). Human Motivation. Cambridge University Press, MA
Schapiro, M., Schneider, B. H., Shore, B. M., Margison, J. H. & Udvari, S. J. (2009). Competitive goal orientations,
quality, and stability in gifted and other adolescents' friendships: A test of Sullivan's Theory about the harm caused by rivalry. Gifted Child Quarterly. 53:2. pp 71-88.
Siegle, D., McCoach, D.B., Greene, M, & Reis, S. (2000). Making a difference: strategies to increase student motivation and academic achievement. Retrieved from: http://www.gifted.uconn.edu/Siegle/NRCGTUnderachievementStudy.htm
Sword, L.K. (2012). Emotional intensity in gifted children. Retrieved from the Supporting the Emotional Needs of the Gifted Online Web site: http://www.sengifted.org/archives/articles/emotional-intensity-in-gifted-children
Dweck, C. (2006). Mindset: the new psychology of success. New York, NY, Random House.
Dweck, C. (2006-2010). Mindset. Retrieved from Mindset Online Web site: http://mindsetonline.com/
Fiegley, D. Guidelines for supportive parents. Retrieved from the Rutgers Youth Sports Research Council Online Web site: http://youthsports.rutgers.edu/resources/general-interest/guidelines-for-supportive-parents
Hoagies Gifted Education Page. Contests and Awards. Retrieved from the Hoagie Gifted Educaction Page Online Web site: http://www.hoagiesgifted.org/contests.htm
McClelland, David. (1988). Human Motivation. Cambridge University Press, MA
Schapiro, M., Schneider, B. H., Shore, B. M., Margison, J. H. & Udvari, S. J. (2009). Competitive goal orientations,
quality, and stability in gifted and other adolescents' friendships: A test of Sullivan's Theory about the harm caused by rivalry. Gifted Child Quarterly. 53:2. pp 71-88.
Siegle, D., McCoach, D.B., Greene, M, & Reis, S. (2000). Making a difference: strategies to increase student motivation and academic achievement. Retrieved from: http://www.gifted.uconn.edu/Siegle/NRCGTUnderachievementStudy.htm
Sword, L.K. (2012). Emotional intensity in gifted children. Retrieved from the Supporting the Emotional Needs of the Gifted Online Web site: http://www.sengifted.org/archives/articles/emotional-intensity-in-gifted-children