Enthusiastic Reader > Recent Status Updates

p 115-116 - "Ego involvement develops when people are contingently esteemed by others, so it goes hand in hand with introjection of values and regulations. When self-esteem is hinged on performance outcomes, people struggle to maintain a facade... ego involvement not only undermines intrinsic motivation, but as one would expect, it impairs learning and creativity"

p 115-116 - "Ego involvement develops when people are contingently esteemed by others, so it goes hand in hand with introjection of values and regulations. When self-esteem is hinged on performance outcomes, people struggle to maintain a facade... ego involvement not only undermines intrinsic motivation, but as one would expect, it impairs learning and creativity"

p 113 - "Introjection is the process that facilitates the emergence of a false self—the emergence of a set of rigid rules and identities—and it is a process through which people can lose contact with who they really are."

When asking others to complete an uninteresting/unpleasant task, provide a rationale, acknowledge and honor feelings and negative responses, and use minimal pressure.

(cont'd) Furthermore, in classrooms, these quiet, compliant students are often considered model students, so they are ignored—successful cases that need little attention... when people introject rules and evaluations, they often feel that they cannot live up to them no matter how hard they try."

p 97 - "The compliance of these youngsters [students who work hard because they believe they OUGHT to rather than being internally motivated] can work against them in various ways. Of course they will lack the vitality and enthusiasm that makes school a joyful experience, but an even sadder outcome is that it gets them focused on trying to please others rather than finding out what is right for themselves. (cont'd)

p 91 - "The incident raises the question of how to promote a desirable behavior such as learning fractions if the behavior is not intrinsically motivated—if the person does not find it interesting." YES THANK YOU.

p 89 - "most of the people I've known who were independent were driven to that independence by inner or outer forces. Their independence—or emotional isolation—was controlled; it was not a choice." This would be a good counterpoint or addition to the "Alone or Lonely?" reflection: asking students to explain the difference between independence and isolation.

p 86 - "To be intrinsically motivated people need to perceive themselves as competent and autonomous; they need to feel that they are effective and self-determining."

p 86 - "The experience of an autonomy-supportive listener had helped Stephanie's natural developmental process to get back on track."

p 84 - "it is time to stop looking for the easy answers contained in the reliance on control and instead to start employing more autonomy-supportive approaches."

p 80 - "Human development is a process in which organisms continually elaborate and refine their inner sense of themselves and their world in the service of greater coherence."

p. 80 - "At the heart of our perspective is the assertion that people develop through the process of organismic integration as they proactively engage their world. This means that there is a basic tendency within people to move toward greater coherence and integrity in the organization of their inner world."

This helps explain why people dismiss information that conflicts with strongly-held beliefs. Need to learn.

Yeah, I'm just gonna have to buy this one, I think. But I also need some follow-ups.

p 46 - "Everything gets evaluated in terms of its bottom-line yield—the cost-benefit ratio, so to speak... These people want results... They want high test scores, and they are not terribly concerned if the students feel good or are interested in school."

Story of Lisa on pp 38-40

(continued) The picture, if a picture results, is a by-product and may be useful, valuable, interesting as a sign of what has passed. The object, which is back of every true work of art, is the attainment of a state of being, a high state of functioning, a more than ordinary moment of existence.'"

"Robert Henri, perhaps the greatest American art teacher of the twentieth century, once captured the essence of being intrinsically motivated when he wrote: 'The object of painting a picture is not to make a picture—however unreasonable this may sound. (continued)

p 19 - "For young children, learning is a primary occupation; it is what they do naturally and with considerable intensity when they are not preoccupied with satisfying their hunger or dealing with their parents' demands... Why is it that so many of today's students are unmotivated, when it could not be more clear that they were born with a natural desire to learn?"

p 18 - "Rewards may increase the likelihood of behaviors, but only so long as the rewards keep coming."

p 10 - "The proper question is not, 'how can people motivate others?' but rather, 'how can people create the conditions within which others will motivate themselves?'"

p 9 - "Most people seem to think that the most effective motivation comes from outside the person, that it is something one skillful person does to another... think of the orderly classroom where the concerned teacher, through the cunning use of rewards and punishments, turns little beasts into compliant learners."

OUCH, dude! ;D

p 6 - "It should be clear that authenticity cannot be understood in terms of outward behaviors alone; one must look to the motivations that underlie them. Some of the people who marched for civil rights in the sixties were being authentic; others were not. Some of the people who hang around health clubs in the nineties are being authentic; others are not."

p 4 - "Rebellion is the outward manifestation of people's tendency to defy controls, and it coexists uneasily with conformity, which is the expression of their tendency to comply."

So a defiant attitude leads to rebellion, while a compliant attitude leads to conformity.

p 3 - "The other response to control is defiance, which means to do the opposite of what you are expected to do just because you are expected to do it. Compliance and defiance exist in an unstable partnership representing the complementary responses to control."

p 3 - "To the extent that a behavior is not autonomous it is controlled, and there are two types of controlled behavior. The first type is compliance, and it is compliance that authoritarian solutions hope to accomplish. Compliance means doing what you are told to do because you are told to do it."

p 2 - "An alternative approach begins not with blame and control, but with asking why people are behaving irresponsibly in the first place — why they are being violent, engaging in unhealthy behaviors, going hopelessly into debt, or ignoring their children in order to amass a fortune."

p 1 - "Control is an easy answer. It assumes that the promise of reward or the threat of punishment will make the offenders comply."

George gives his subordinates the day off and none of them want to leave work! YES SO BELIEVABLE!

Five ways to love your passengers - not trash.