Supporting Utility Motivation
If your child is primarily motivated by what she percieves to be the utility of what she is learning you can attempt to keep her motivated by first helping her envision her future. All of education can then be supported by referencing her vision.
Envision the Future
When talking about school do not focus solely on the content your child is studying. Make sure to explain that he is learning reasoning skills and habits that will be very useful to him as he strives to become successful. Once learned, these positive habits become tools he can use or success in a number of different ventures. It is like learning how to use a hammer or a new computer programming skill.
Look at the Data Together
Sometimes gifted students with utility motivation are very analytical and pragmatically oriented. If this is the case with your child you can use data to support your argument for the utility of education. Research studies show again and again that students who get a good education tend to get better, higher paying jobs, live longer, healthier lives, and are happier with their lives than students who do not get a good education.
Also, you can use the descriptions of self-regulation skills, study skills, and habits of mind that are associated with success in any given field. For example, if she would like to become a scientist she has to do more than think like a scientist. She needs to learn the self-discipline, habits of mind, and emotional resilience needed to be successful in science. She also needs to learn the requirements for accessing her preferred fields of science and for becoming a competent practitioner of science. These requirements include getting a high school diploma with a good grade point average. Thus, the course itself may not seem to be useful to your child, but getting a good grade in the course is useful to meeting her long-term goals.
Study Self-regulation Together
Scientific research on self-regulation is called executive functioning. The article Using Self-Regulated Learning to Reverse Underachievement in Talented Students provides an introduction to the importance of self-regulation skills for gifted students.
The website for Habits of Mind looks at the importance of personal skills such as persisting, striving for accuracy, and remaining open to
continuous learning.
Remember, for these kids it is not enough to know what the executive functioning skills or habits of mind are. They must first learn how they will be useful to them. Next, they must see how school is a place to develop strong executive functioning skills and positive habits of mind. Then, they must be reminded how their success on a particular task can be used to help them develop executive functioning skills or a specific habit of mind even if they do not see an immediate use for the task.
Envision the Future
When talking about school do not focus solely on the content your child is studying. Make sure to explain that he is learning reasoning skills and habits that will be very useful to him as he strives to become successful. Once learned, these positive habits become tools he can use or success in a number of different ventures. It is like learning how to use a hammer or a new computer programming skill.
Look at the Data Together
Sometimes gifted students with utility motivation are very analytical and pragmatically oriented. If this is the case with your child you can use data to support your argument for the utility of education. Research studies show again and again that students who get a good education tend to get better, higher paying jobs, live longer, healthier lives, and are happier with their lives than students who do not get a good education.
Also, you can use the descriptions of self-regulation skills, study skills, and habits of mind that are associated with success in any given field. For example, if she would like to become a scientist she has to do more than think like a scientist. She needs to learn the self-discipline, habits of mind, and emotional resilience needed to be successful in science. She also needs to learn the requirements for accessing her preferred fields of science and for becoming a competent practitioner of science. These requirements include getting a high school diploma with a good grade point average. Thus, the course itself may not seem to be useful to your child, but getting a good grade in the course is useful to meeting her long-term goals.
Study Self-regulation Together
Scientific research on self-regulation is called executive functioning. The article Using Self-Regulated Learning to Reverse Underachievement in Talented Students provides an introduction to the importance of self-regulation skills for gifted students.
The website for Habits of Mind looks at the importance of personal skills such as persisting, striving for accuracy, and remaining open to
continuous learning.
Remember, for these kids it is not enough to know what the executive functioning skills or habits of mind are. They must first learn how they will be useful to them. Next, they must see how school is a place to develop strong executive functioning skills and positive habits of mind. Then, they must be reminded how their success on a particular task can be used to help them develop executive functioning skills or a specific habit of mind even if they do not see an immediate use for the task.
References
Mindful by Design. Retrieved from Mindful by Design Online Web site: http://www.habitsofmind.org/
Reis, S. & Green, M. Using Self-Regulated Learning to Reverse Underachievement in Talented Students. Retreived from the Neag
Center for the Gifted and Talented Online Web site: http://www.gifted.uconn.edu/general/faculty/reis/Self-regulated_Learning_Reverse_Underachievement.html
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
Reis, S. & Green, M. Using Self-Regulated Learning to Reverse Underachievement in Talented Students. Retreived from the Neag
Center for the Gifted and Talented Online Web site: http://www.gifted.uconn.edu/general/faculty/reis/Self-regulated_Learning_Reverse_Underachievement.html
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