Utility Motivation
Students who are motivated by utility feel that knowledge, skills and understanding are only worth learning if they have a practical application. If they do not see a useful purpose they do not see a reason to learn the material.
CAUTION: Parents and teachers often attempt to use utility motivation no matter how a student is motivated. We tend to emphasize that students "need" a good education in order to be successful, pay their bills, support a family, and so on. These statements reflect reality but make little emotional connection to students who are motivated intrinsically, extrinsically, or by attainment.
Envisioning a future of accomplishment can help these students be succesful. The more that vision is internalized and entrenched the more readily school tasks can be characterized as necessary and useful steps toward reaching the goal of accomplishment.
For example, it is useful for them to learn how to meet the expectations of someone in charge (such as a teacher) even when those
expectations do not seem important at the time. Meeting a set of requirements is a skill that is essential for success in just about any
career.
As Parents
If your child is focused on why she needs to learn something and constantly needs to be convinced the learning will be useful to her, ask yourself the following questions.
Do I help my child envision a future of accomplishment?
Do I draw connections between the content and skills my child is learning in school and real world experiences?
Do I explain that developing the skills for processing information, managing time, persisting in the face of obstacles, and other habits that aid overall success are as important as learning the content?
Investigate Further
CAUTION: Parents and teachers often attempt to use utility motivation no matter how a student is motivated. We tend to emphasize that students "need" a good education in order to be successful, pay their bills, support a family, and so on. These statements reflect reality but make little emotional connection to students who are motivated intrinsically, extrinsically, or by attainment.
Envisioning a future of accomplishment can help these students be succesful. The more that vision is internalized and entrenched the more readily school tasks can be characterized as necessary and useful steps toward reaching the goal of accomplishment.
For example, it is useful for them to learn how to meet the expectations of someone in charge (such as a teacher) even when those
expectations do not seem important at the time. Meeting a set of requirements is a skill that is essential for success in just about any
career.
As Parents
If your child is focused on why she needs to learn something and constantly needs to be convinced the learning will be useful to her, ask yourself the following questions.
Do I help my child envision a future of accomplishment?
Do I draw connections between the content and skills my child is learning in school and real world experiences?
Do I explain that developing the skills for processing information, managing time, persisting in the face of obstacles, and other habits that aid overall success are as important as learning the content?
Investigate Further
The child who is motivated primarily by the utility of what is being taught often resists doing school work because he does not see it as useful. If this is concern for your child, you can explore this topic further by following the link above.
The skit on utility motivation was developed and performed by students at the Kemps Landing/Old Donation school. The student tries to present a compelling argument for why he should not have to study Shakespeare while the parent attempts to broaden his son's understanding of utility. |
Students with an entrepreneurial attitude often find school to be irrelevant to their plans. The video in the above link provides the perspective of just such an entrepreneur. They don't see how it will be useful to them.
Many successful entrepreneurs report that they struggled in school because it lacked meaning for them. They did not want to be scientists, accountants, or lawyers; they wanted to be the person who hires the scientists, accountants, and lawyers. The video on this page gives the perspective of one such entrepreneur.
Cameron Herold discusses entrepreneurial traits from his perspective as an entrepreneur. You do not need to agree with him completely to use this as a starting point about discussing the traits of someone who wants to run her own business. Some of the comments made about his
presentation may add to your discussion.
It is critical that we find ways to make school and learning useful to entrepreneurs. The objectives of the Virginia Beach City Public Schools Strategic Plan include developing the kinds of skills Cameron Herold says are important for entrepreneurs.
Many successful entrepreneurs report that they struggled in school because it lacked meaning for them. They did not want to be scientists, accountants, or lawyers; they wanted to be the person who hires the scientists, accountants, and lawyers. The video on this page gives the perspective of one such entrepreneur.
Cameron Herold discusses entrepreneurial traits from his perspective as an entrepreneur. You do not need to agree with him completely to use this as a starting point about discussing the traits of someone who wants to run her own business. Some of the comments made about his
presentation may add to your discussion.
It is critical that we find ways to make school and learning useful to entrepreneurs. The objectives of the Virginia Beach City Public Schools Strategic Plan include developing the kinds of skills Cameron Herold says are important for entrepreneurs.
References
Herold, C. (2010). Let's raise kids to be entrepreneurs. Retrieved from TED Ideas Worth Spreading Online Web site: http://www.ted.com/talks/cameron_herold_let_s_raise_kids_to_be_entrepreneurs.html
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. Retrieved 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
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. Retrieved 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