Motivation Scenario T

You have a friend, Emily Weller, who is teaching this year for the first time at a local elementary school, and she has not had a motivation class.

She tells you her concerns about one of her fourth grade students, Drew. Although Drew has a C+ in Emily’s science class, she feels that he is

capable of learning much more and could be an A student. Yet Emily believes that Drew is unmotivated to put forth much effort. For instance, Drew

often complains to other students that the class is too much work, and who cares about this science stuff anyway? In addition, after a recent test in

which Drew received a D, Emily overheard Drew talking to another student. Emily was dismayed to hear Drew say, “Why bother studying? You get it or

you don’t. And I don’t. So studying is not going to change anything.”

From the “Scenarios” document, choose one scenario and respond to the questions that relate to the scenario you selected.
Write a 250-500-word essay on Motivation Response to the scenario that you chose. Be sure to identify the relevant theories and explain how you

arrived at your conclusions.
1. Considering the motivation theories, explain Drew’s lack of motivation.
2. In light of the behaviorist and/or social cognitive theories, identify three strategies Emily could employ to develop Caitlin’s motivation.
3. Explain how Emily implements one of your suggestions and how Drew responds to Emily’s support.
Rubric guidelines
Insightful explanation of the lack of motivation in the students’ behaviors is intuitively linked to specific motivation theories.
Behaviorist and/or social cognitive theories strategies’ impact the student’s motivation is novel.
Implementation of strategy is given in thorough detail with logical steps or procedures. Student’s response to strategy is realistic and insightful.
Maslow’s hierarchy of needs, achievement motivation, intrinsic, and extrinsic motivation is comprehensively and intricately woven throughout the