The Paradox of Achievement

This chapter discusses the paradox of achievement that harder you push, the worse it gets. The chapter says that people can be motivated in more controlled ways or more self-determined ways, with intrinsic motivation and well-integrated extrinsic motivation being the bases for self-determination. By encouraging students' experimentation and self–initiation, teachers can foster students' willingness to take on challenges, explore new ideas, persist at difficult activities, and feel good about themselves. The chapter reviews an array of evidence suggesting that intrinsic motivation and the internalization of extrinsic motivation flourish in situations of secure relationships that provide opportunities for need satisfaction. By offering optimal challenges, providing feedback that is not evaluative of the person, giving a meaningful rationale for requested behavior, acknowledging feelings, providing greater choice, and setting up co-operative learning opportunities, teachers can foster students' self-determination. Moreover, by taking account of teachers' needs along with the students' needs, it is possible to begin implementing the types of widespread school reform that, although more difficult than simply emphasizing higher standards and using tougher tests, is nonetheless the most promising prospect we have for bringing about excellent education.