Walden University Motivating Students to Read

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Today students often lack the motivation to read and to learn. It can be a result of developmental changes and the increasing social pressure of peers. According to Bandura’s (1986) social cognitive theory found that people learn through observation, social experiences and a sense of their abilities and self, called self-efficacy. Self-efficacy shapes cognitive, motivational, and practical processes (Bandura, 1986). Cognitive processes result in goal development, incorporates successful outcomes when self-efficacy is strong.
On the other hand, when students have a history of failure in school, which includes years of remedial or special education classes can lead to low self-efficacy can lead to the poor perception of academic abilities and the lack of motivation to improve (Bandura, 1986). Any motivation processes shape someone life’s experience and a person’s belief in their abilities. Bandura (1986), explained theories that address motivation include attribution, goal, and expectancy-value theory, all of which helps to support self-efficacy in creating goals and exhibiting the motivation necessary to have success in reading and school (Bandura,1986). This process can help foster positive motivation or damage self-efficacy when a student struggles to perform in reading.
This study will also be guided by the empowerment theory, which will be used to conceptualize issues at the macro, mesa, and micro level (Lynch, 2018). The empowerment theory is an appropriate fit to explore the ways to promote self-efficacy among teachers and students because disempowerment affects tin addressing these groups on many levels (Lynch, 2018). A multidimensional approach is useful in addressing the challenges that teachers have when dealing with struggling readers on an individual level as well as the more significant problem of poverty and disempowerment of the community. This framework will help to critique the system of disadvantage and economic oppression that is detrimental to the development of these children as readers (Lynch, 2018). At any level, these students are disempowered, and they must be able to rely on the adults that need to meet these needs.

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