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"Achievement Motivation" Reconsidered
By Dr. Jacob Mermelstein
Among the most popular childhood games over the years has remained
"house," "school," and other role-playing fun times. Our little ones get
their thrills in creating situations that imitate their elders. And in
the process, they are ready, indeed are happy, to watch their "baby" in
the doll carriage for prolonged periods, "clean" the house, do the
laundry, etc. While playing "school" their never seems any problem with
a "pupil" daydreaming nor does he balk when "punishments" are meted out.
Nothing can delight a teacher more than a first-grader who verbalizes
his disappointment when he is off from school, when there is no homework
or that little was learned in class.
But whatever happens to this over-abundance of enthusiasm and seemingly
endless amount of motivation for learning and doing as the child
matures? Can we not capture this eagerness to learn, reinforce it and
build upon this apparently natural and almost universal order for
knowledge and mastery? Instead, parents are forced to set up artificial
situations to stimulate our young and to reward them in order to
perform.
Can this process -- the deterioration of an innate motivation for
learning in children -- be halted or at least slowed down? Or better
yet, can parents help develop and then, together with the teacher,
sustain and foster the child's innate achievement motivations?
A number of observable factors would indicate the answer is yes --
achievement motivation can be fostered in children without extraneous
rewards or reinforcement.
The Child's Need to Master His Environment
When children have reached the stage in life when they can accomplish
simplistic feats, there seems to be a drive for them to do so. Parents
can see this readily when their child first sits up, walks or talks. All
that seems to be necessary is the child's physical or psychological
ability, an opportunity to perform and an adequate model to copy. Once
the task has been accomplished, the child, furthermore, tends to repeat
his performance without any overt stimulation. This can be frequently
observed when, for example, the child is first able to stand up. Without
encouragement, from others or any apparent need, he pulls himself up,
stands bathed in a grin of satisfaction, "plops" down, only to repeat
the process over and over again.
This rudimentary bit of behavior can serve as a model for more
complicated learning tasks. It involves a principal which may be called
"initiative, exertion, success and repetition."
Initiative to stand up for the first time comes, apparently, from within the
child -- a drive to explore, to do what he is able to, to act and
master his environment.
Exertion as such does not impede the tendency to perform because
without exertion one cannot really speak of mastery. On the contrary,
exertion in itself seems to be a motivating factor, because once the
child can pull himself up without undue effort he ceases to do so unless
it is to serve another purpose.
Success seems to be crucial. Without success, exertion is fatiguing,
without reward and thus discouraging. The healthy infant does not exert
himself unless such exertion is related to an attainable goal.
Repetition is a corollary of success. Success is a pleasurable state
that demands repetition. What he can do he wants to do. It can thus be
said that success makes repetition both possible and even likely to
occur.
This type of behavior -- involving initiative, success and repetition --
can be observed at all levels of maturity. It makes the homemaker decide
to exert herself and bake a cake though it can be bought. But it will
limit her to attempt only those recipes where success is likely; yet, if
successful, will make for repeated efforts for the same dish. This
cluster of behavior patterns is responsible for children initiating
games and activities; delighting in strenuous games, and finding
satisfaction in the same task even after innumerable repetitions.
And it should serve parents and teachers to foster achievement
motivation in the child without artificial and extraneous methods or
devices.
All learning is dependent upon some initiative, a readiness to act on
one's own. Individuals will act when it is their belief that there is a
need to act and that through one's action the aspired goal can be
achieved. This calls for training in independence at a relatively early
age in life and allowing the child to make more and more decisions on
his own as he matures. For example, within reason, he is to be allowed
and indeed encouraged to make his own friends, choose his own clothing
and try difficult tasks without asking for help.
This demands a kind of attitude in the home where individuals are
encouraged to be active and manipulate the environment rather than be
passive, pessimistic and having a kind of "what's the use" attitude. It
calls for a philosophy of life that believes in personal responsibility
of one's actions rather than a fatalistic and passive attitude toward
life.
The need to exert oneself and to expend effort makes some
frustration in early childhood necessary and beneficial. Obviously,
ready gratification of every whim would stifle achievement. It would
impede initiative and make effort unnecessary. Because success is so
important to learning and fostering achievement motivation, tasks which
are presented to the child must be within reach, albeit with some
effort. Parents frequently make the mistake of encouraging the child to
walk or be toilet-trained before he is ready -- usually because the
neighbor's child is. Or, he is given a bicycle or toy before mastering
of these are within his reach.
As a result, the child develops a negative attitude toward such tasks
and subsequently training becomes more difficult. To prove this point,
parents need only check up on which toys are almost never used by the
child; they are usually those given to him before he was able to
master their use.
Continued next issue.
Previous articles:
Dr. Jacob Mermerlstein on childhood depression
Dr. Jacob Mermelstein is a practicing psychologist, certified both in New York and New Jersey.
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