Have you noticed how there are people who seem to “happen to the world” and others who have the “world happen to them”? People who are proactive and engaged, and others who are passive and alienated?
People who happen to the world are the ones who make their own choices about their lives, learning and everything. Isn’t that how things should be? People being active and make decisions about their future, and shaping their own thinking. How about people with the passive approach to life, people who let the world happen to them? What is their learning like?
Psychologists use the term “locus of control” to describe whether people believe that they can control the items and actions of their own lives. Intrinsic control means that I am responsible for my own life. Extrinsic control means that someone else decides for me, and I need those others to come and save me from hard situations.
But, it also means that my achievements are controlled by external factors concentrated to explanations like “It’s about luck”, “This is too hard”, and “I don’t know xyz”- the last one being super funny as there is more information at the reach of our fingertips than ever before. And after teaching for a few years you have pretty much heard them all.
My favourite one is: “S/he made me do it”. Really? Did s/he now? And how, exactly?
Why this long intro, you may ask. Well, so much of our academic success depends on what we believe about ourselves and education, and the interactions of the two. Life and learning cannot (and shouldn’t) be separated from each other. Simply measuring up to a performance standard, or creating a product (essay, project, worksheet, etc.) asked by the teacher shouldn’t be the end result of learning. Outcomes should be seen as a new configuration of students’ own knowledge, instead of superficial external measures.
This is the real problem in education: teaching is so disconnected from learning. In the U.S. we invest more funds in education per pupil than many other OECD countries, yet the learning results are not improving. In a way it doesn’t surprise me because the fundamental idea of education is not matching reality. When teaching is seen as is simple as imparting or transmitting teachers’ knowledge into students, or imposing the teachers’ worldview into them, then one could easily argue how creating more standards or paying big money for additional testing is the solution for the underachievement problem. But information sharing is not teaching! Learning must be active and meaningful for students!
When learning is understood as students internally constructing their own knowledge and effectively using it in problem solving and to support their learning process, then learning and teaching are certainly something more than just information sharing.
Students’ academic performance derives from their learning, right? And students’ learning depends on their academic self-concept, which consists their motivation (intrinsic and/or extrinsic) as well as engagement, and also their own beliefs about their competence as learners. Understanding how students create their mindsets and beliefs about intelligence is important, and the research shows how ” there is more support for an effect of academic self-concept on achievement than vice versa” .
Please note that I am not talking about boosting anyone’s self-esteem. I am trying to paint a picture of having realistic self-image as a learner and a human being. Both our knowledge and our beliefs are references to the life we live. Children (students) are no exception from this rule. This is why it is so important, both individually as well as in communities like schools, to ask questions like:
Do we believe in fixed intelligence as static and unchanging, based on inherited qualities like gift or talent (Mindset concept by Carol Dweck)?
Or, do we view intelligence with a growth mindset, which understands the developing nature of it, and emphasized how everyone can learn?
Researchers strongly recommend the latter one: “Encouraging a malleable (growth) mindset helps to sustain children’s intrinsic motivation, thereby enhancing both academic success and life-long learning”. I think it is also very clear that only by empowering students to be active participants in their own learning and providing choices, we can create the culture of being responsible of our own lives and learning.
So, what can we all as adults – parents and teachers – do to foster this academic competence in every student?
 Bossaert, G., Doumen, S., Buyse, E. & Verschueren, K. (2011). Predicting children’s academic achievement after the transition to first grade: A two-year longitudinal study. Journal of Applied Developmental Psychology. 32, 47-57.
 Haimovitz, K., Wormington, S. V., & Corpus, J. H. (2011). Dangerous mindsets: How beliefs about intelligence predict motivational change. Learning and Individual Differences, 21(6), 747-75