I highlighted this section because I liked how it showed the relationship between motivation and engagement.

" A second step would be researchers studying different core constructs to come together to consider whether these many self-appraisals, while distinguishable, nevertheless represent complementary aspects of students academic identities."❖   I like how this part mentions “academic identities” and their important role in how a student presents themselves in an academic setting.

" Although much overlap is apparent, little attention has been devoted to sorting out, comparing, or integrating constructs from different branches of theory and research." This introduces the idea that approaching what motivates a student should be closely looked at because of how many layers play a role.

"In addition to perceived competence, at least six other common categories of self-appraisals can be identified. As show in figure 9.1.2, these include (1) valuing of the educational process and outcomes, (2) growth mindsets, (3) mastery achievement goals, (4) autonomy or ownership of the educational process, (5) feelings of relatedness or belonging, and (6) a sense of purpose in school."

All the categories of self-appraisals could influence a different way of teaching if they were involved in the students’ learning.

"This teacher, who I now greatly look up to, told that just because you ask a question doesn't mean you are stupid, its actually quite the opposite."

This connects to the idea that a teacher has a strong impact on a student’s perspective on learning and having the motivation for it.

" I believe the occasional interactive or hands on activity that makes students figure out for themselves is beneficial."

It was interesting to see how the students incorporated suggestions of what has helped them stay engaged in what they were learning.

" I somewhat agree with 'school should cultivate students' curiosity and let them feel the thrill of finding something out' but I think that the educational system has lost sight of that goal."

This reinforces that teaching has drastically changed and has confined students’ ability to explore new perspectives/ ideas.

"Because you know that training means you do the behavior and you get feedback. That is powerful."

This was a powerful explanation of how there is little to not difference of what we consider "education" and "training insinuating that we should look at them interchangeably.

" Well, you give them feedback. You give them recognition. You show them they are competent."

It is important for students to know that they are capable of completing tasks through the support of their role models.

" We can always learn from each other. We need to have the humility to accept feedback, and the courage to speak up. And we need to help each other feel self-motivated."

This was a good way to finish things off because he talked about all the 4 C's that interact with each other to help someone feel motivated.

Important to define what curiosity is and know how to apply it in a school curriculum.

"In the work reported here, we extend the field’s understanding of intrinsically-motivated learning by capturing the benefits of question-guided curiosity-driven learning."

This was an introduction to their study to see if curiosity makes a difference in the way someone learns.

" Specifically, our results suggest that actively generating a high number of quality questions inspires curiosity, promotes information for-aging, and enables subsequent memory. Our results also indicate that learning benefits from motivational states, such as curiosity to know more and satisfaction with the information acquired, as well as individual differences, such as openness to experience."

This supports the idea that curiosity palsy major role in a student's ability to retain information and their motivation to seek out knew information.

"These resultscorroborate studies showing that people choose to wait longer for or seek out informationthat they are curious to know more about (Baranes et al., 2015; Litman et al., 2005; Marvin& Shohamy, 2016), and are consistent with a view of curiosity as a process that proactivelymotivates individuals to seek new information."

This could help teachers create a curriculum that better challenges and stimulates the thinking of a student to want to learn about school content.

This presents a confounding variable to consider when thinking about different motivation levels within students.

"These and other risk factors create an educational gap in at-risk students from a very early age (Rouse et al., 2020) and ultimately impact what students think of themselves and of their future. "

This section further emphasizes the lasting effects of disadvanatges some students are placed in.

"Thus, their teachers are constructed as demanding but close to their students, as opposed to other teachers who do not care about them, while participants construct themselves against ESO students who do not behave well."

This further expands on the idea of the importance of a teacher's role in the development of the student's learning identity.

"Thus, it is necessary to identify and intervene on the social discourses of these different groups that promote or hinder students’ schooling, such as neighbourhood discourses that undervalue formal education or the quality of the school from their neighbourhood."

This is important for teachers to be aware of the levels their students are at in order to meet their needs and accommodate.

This stood out to me because it describes the foundation of whether an individual believes they are competent or not.

"Response Facilitation Effect According to the literature, there is an increased frequency of learned behavior after model is reinforced for same behavior."

This highlights the importance of reassurance and recognition from a leader to create motivation within the other individuals.

"Based on previous studies, learning is defined as 'A persisting change in human performance or performance potential as a result of the learner’s interaction with the environment.”

This reinforces the idea that having a good role model, teacher in this case, is a big factor in not only the student's learning but also their motivation to learn.

"Moreover, Bandura is arguably the most eminent living psychologist. His Social Cognitive theory has influenced many areas of inquiry: education, health sciences, social policy and psychotherapy among others."

This shows how reliable and credible the information from Bandura is to further create a strong foundation for my claim.

" People need to feel in control of their own life, behaviors, and goals. This is about choice." Autonomy is also very important to know about because this references a student's own belief of their own ability to learn something and put out something.

" People need to gain mastery and control of their own lives and their environment. Essential to wellness." Competence makes the most sense because students need to understand what they are learning to build their motivation to continue.

Overall, Maslow tried his best into simplifying what goes on behind the scenes of someone's motivation by dividing it into competence, autonomy, and relatedness.

motivational teaching strategies and the impact of these strategies on stu-

dents’ motivation in an Indonesian high school context." I liked this introduction to the paper because case studies hold a lot of valuable information especially if they all point to the same results. Very credible and valid.

"The findings indicate that most of the students involved in the study held a

similar perception that learning should involve enjoyable learning activities

such as jokes, games, or funny stories." This emphasizes the idea that students want an interactive learning environment to better learn new material.

"She smiles a lot. It makes me feel comfortable, not afraid of making mistakes.

Previously my English teachers are very strict so I experience that English is a

very difficult subject for me and I am afraid to talk in the classroom." I liked how this study included student comments similar to how the popular scholar I chose did as well. This reinforces the idea that teachers need to make their learning environment safe so students can be vulnerable with each other.

"They said that Arfan was easy go-

ing and approachable. The students could talk and discuss with him inside or

outside the classroom. He even offered many opportunities to his students to

ask questions." This is important because it ignites that curiosity within a student to want to learn more.