Hi Jamie, I notice that in your post, you indicated that you are confused by the class. You have also claimed that you do not understand the book and the assignments despite reading them multiple times. Another notable issue that you are questioning whether the instructor does not like you. In response to your concerns, I would like to confirm to you that the instructor does not hate you as professional ethics dictate that an instructor should be fair to all the students. I am sorry you are having trouble understanding the book and the assignments, but amassing knowledge is not an innate ability; instead, it is a skill that can be developed through a steady and sustained effort. I want to help you not only to pass the assignments but also to succeed in this course. In this regard, I have provided a rubric, which outlines the areas which you should cover in the assignments. Once I mark your homework, I will give constructive feedback on the areas you need to improve. By making the required corrections and modifications, you and other students will have an opportunity and earn full marks. Your score in this assignment will translate into 10% of the final grade. After our next lesson, we will meet to discuss your motivations for studying this course. If you follow these instructions, I believe you can attain full marks in this assignment.
Explanation of the Response
Self-confidence and self-efficacy dictate one’s ability to undertake a task. Self-efficacy theory posits that individuals are likely to engage in tasks that they are confident of accomplishing (Yusuf, 2011). Similarly, Stavredes (2011) underscores that motivation directly impacts the amount of time and effort an individual can dedicate to learning. In the case, Jamie is less motivated about studying since she believes that the book is hard to read, and the assignment instructions are difficult to understand. The first step in improving Jamie’s motivation and self-efficacy is to assure her that the instructor is fair to all students as any perception of bias may compromise her ability to succeed. Moreover, a rubric will guide Jamie on the assignment requirements and, as a result, improve her motivation for studying the book. Ambrose et al. (2010) also argue that targeted and constructive feedback can have a motivating effect on students. In this regard, I will assess Jamie’s written assignment and provide feedback on the corrections she is to make to earn full marks. Undertaking these modifications will enable Jamie to associate her final score to her persistence and hard work.
Incorporating early successes will provide the necessary confidence for students to complete more significant tasks. In this regard, the assignment will, therefore, translate into 10% of the final grade to give the students a sense of control over their score at the end of the semester. I will also meet with Jamie to discuss her motivations for studying the course. Whereas extrinsically motivated learners often take a class for external rewards, such as recognition and grades, intrinsically driven students are more likely to engage in an activity because of the challenge involved, creativity, and the need to gain more understand (McKeachie and Svinicki, 2014). The motivation that starts as extrinsic may become intrinsic over time as students begin to internalize and relate to the course content. Therefore, I will use everyday examples when explaining various concepts in the book so that students can relate to the course content. Overall, these activities will improve Jamie’s self-efficacy and boost her ability and confidence to complete the assignments.