Why do some kids arrive at secondary school already motivated to work hard, while some arrive demotivated to exert much effort at all in lessons?
Picture two students you’ve taught: one who works incredibly hard, and one who seems incredibly lacklustre and avoids making effort. What explains this difference? How does motivation work?
In a series of five blogposts, I plan to explore what we as teachers can do about motivation, self-control and willpower in school. There’ll be stories of elephants, chimps and bees; mindsets, biases and self-fulfilling prophecies. The heroes of the story will be Carol Dwek, Daniel Kahnemann, Richard Thaler & Cass Sunstein, Jonathan Haidt, Kelly McGonigal and the Heath brothers. Going beyond the cognitive psychology I’ve been exploring, this is a journey into our social, intuitive minds.
In the first post of the series, I want to see how two approaches from the field of economics might apply…
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