Students Study Motivation Quotes

Rejection is an opportunity for your selection.

How you spend your time when you are not working or studying says everything about who you are and what is motivating your life.

With great enthusiasm and determination you will master the art in your field.

Whoever seeks higher knowledge must create it for himself. He must instill it into his soul. It cannot be done by study; it can only be done through life. Whoever, therefore, wishes to become a student of higher knowledge must assiduously cultivate this inner life of devotion. Everywhere in his environment and his experiences he must seek motives of admiration and homage. If I meet a man and blame him for his shortcomings, I rob myself of power to attain higher knowledge; but if I try to enter lovingly into his merits, I gather such power. The student must continually be intent upon following this advice. The spiritually experienced know how much they owe to the circumstance that in face of all things they ever again turn to the good, and withhold adverse judgement. But this must not remain an external rule of life; rather it must take possession of our innermost soul.

Uniform of a soldier and uniform of a student both are equally needed for the nation.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

With diligent practice, you will be an expert.

Graduate study is an intensive education. You have to be diligent and determined from the beginning to the very end.

We all have our unique careers that differ from one another, but the fact is that we must become "teachers and learners" at the end of it all! By the "learning career", we know what other people know; by the "teaching career", we make other people to know what we know!

The greatest gift for yourself is to study to the highest degree.

The subject of karma is of great fascination to many cultural explorers, philosophers and mystics. Essentially the word karma means 'action' which includes both negative and positive effects. On the positive slant, when you help another, you help yourself. This is cause and effect, from attitudes, motivations and behavior. That which you do, you get back. And so, in the everyday world, when one exercises (action) and builds up muscle tone, this too is karma. Yes, this does not seem so esoteric. Studying is also action, and by focusing on a topic or skill one improves; Mental muscles are built up, and one graduates from the student to become a journeyman, and then an expert, and eventually a teacher.

Certain things need to be done again and again in life, but those things can be learned only in context, not as an abstraction. Different contexts must be provided in order to motivate students and to provide real world skills that will be remembered, not because they were studied and tested but because they were practicied again and again.

There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.

I'm gonna take all my sadness, frustration, anger and energy and channel it into becoming the best possible student. I am going to become a learning machine... Go ahead, go to all your parties. Go ahead and go home to your families and friends every weekend. You are probably smarter than me. But it doesn't matter. While you are goofing around, I'm gonna be studying, and I'm gonna catch you.

a study by Marie Guilloteaux and Zoltán Dörnyei (2008) who explored the links between teachers’ motivational practice and students’ motivation for L2 learning. It was a large-scale study with 27 teachers and over 1,300 learners in English as a Foreign Language (EFL) classrooms in Korea. The teachers’ motivational strategies were described using a classroom observation scheme—the Motivation Orientation of Language Teaching (MOLT). MOLT identified 25 motivational practices used by the teachers that were relatively easy to define and to observe.

For those teachers I have mentioned, and also for me, teaching is much more than a job. It is a responsibility to those under my supervision—a responsibility to teach them. And how can I tell if I’ve taught them, if I’ve been successful? Right. Only if they’ve learned. Therefore, I have learned to focus on studying people, especially young people. I study the way they react, the way they are motivated, the way they are frustrated, and the way they work. This will help me discover the way they learn and when I discover that, I’m half way there. The methods I learned, both for the classroom and for the court, were created from and for my students.” - John Wooden

The use of rewards—what might be called positive coercion—does not work in the long run any better than threat and punishment, or negative coercion. In the reward, the child senses the parent’s desire to control no less than in the punishment. The issue is the child’s sense of being forced, not the manner in which the force is applied. This was well illustrated in a classic study using magic markers.2 A number of children were screened to select some who showed a natural interest and inclination for playing with magic markers. Those who did were then divided into three different groups. For one group, there was no reward involved and no indication what to do with the markers. Another group was given a small reward to use the markers, and the third was promised a substantial reward. When retested sometime later, the group that had been most rewarded showed the least interest in playing with the magic markers, while the children who had been left uninstructed showed by far the greatest motivation to use them. Simple behaviorist principles would suggest it ought to have been the other way around, another illustration that behavioral approaches have no more than short-term efficacy. At work here, of course, was residual counterwill in response to positive coercion. In a similar experiment, the psychologist Edward Deci observed the behaviors of two groups of college students vis-à-vis a puzzle game they had originally all been equally intrigued by. One group was to receive a monetary reward each time a puzzle was solved; the other was given no external incentive. Once the payments stopped, the paid group proved far more likely to abandon the game than their unpaid counterparts. “Rewards may increase the likelihood of behaviors,” Dr. Deci remarks, “but only so long as the rewards keep coming... Stop the pay, stop the play.” We

The legendary inscription above the Academy's door speaks loudly about Plato's attitude toward mathematics. In fact, most of the significant mathematical research of the fourth century BC was carried out by people associated in one way or another with the Academy. Yet Plato himself was not a mathematician of great technical dexterity, and his direct contributions to mathematical knowledge were probably minimal. Rather, he was an enthusiastic spectator, a motivating source of challenge, an intelligent critic, an an inspiring guide. The first century philosopher and historian Philodemus paints a clear picture: "At that time great progress was seen in mathematics, with Plato serving as the general architect setting out problems, and the mathematicians investigating them earnestly." To which the Neoplatonic philosopher and mathematician Proclus adds: "Plato...greatly advanced mathematics in general and geometry in particular because of his zeal for these studies. It is well known that his writings are thickly sprinkled with mathematical terms and that he everywhere tries to arouse admiration for mathematics among students of philosophy." In other words, Plato, whose mathematical knowledge was broadly up to date, could converse with the mathematicians as an equal and as a problem presenter, even though his personal mathematical achievements were not significant.

Japanese students when compared to other countries students clearly stand out as highly desirable long-term students. Their high level of literacy, visa access, motivation to study, scholastic ability, and value as alumni make them a sort after student market in Asia

KNOWLEDGE APPLIED For this very reason we need, before we start to ascend our mountain, to stop and ask ourselves a very fundamental question—a question, indeed, that we always ought to put to ourselves whenever we embark on any line of study in God’s holy book. The question concerns our own motives and intentions as students. We need to ask ourselves: What is my ultimate aim and object in occupying my mind with these things? What do I intend to do with my knowledge about God, once I have it? For the fact that we have to face is this: If we pursue theological knowledge for its own sake, it is bound to go bad on us. It will make us proud and conceited. The very greatness of the subject matter will intoxicate us, and we shall come to think of ourselves as a cut above other Christians because of our interest in it and grasp of it; and we shall look down on those whose theological ideas seem to us crude and inadequate and dismiss them as very poor specimens. For, as Paul told the conceited Corinthians, “Knowledge puffs up. . . . The man who thinks he knows something does not yet know as he ought to know” (1 Cor 8:1-2). To be preoccupied with getting theological knowledge as an end in itself, to approach Bible study with no higher a motive than a desire to know all the answers, is the direct route to a state of self-satisfied self-deception. We need to guard our hearts against such an attitude, and pray to be kept from it. As we saw earlier, there can be no spiritual health without doctrinal knowledge; but it is equally true that there can be no spiritual health with it, if it is sought for the wrong purpose and valued by the wrong standard. In this way, doctrinal study really can become a danger to spiritual life, and we today, no less than the Corinthians of old, need to be on our guard here.

In 1968, elementary school teacher Jane Elliott conducted a famous experiment with her students in the days after the assassination of Dr. Martin Luther King Jr. She divided the class by eye color. The brown-eyed children were told they were better. They were the “in-group.” The blue-eyed children were told they were less than the brown-eyed children—hence becoming the “out-group.” Suddenly, former classmates who had once played happily side by side were taunting and torturing one another on the playground. Lest we assign greater morality to the “out-group,” the blue-eyed children were just as quick to attack the brown-eyed children once the roles were reversed.6 Since Elliott’s experiment, researchers have conducted thousands of studies to understand the in-group/out-group response. Now, with fMRI scans, these researchers can actually see which parts of our brains fire up when perceiving a member of an out-group. In a phenomenon called the out-group homogeneity effect, we are more likely to see members of our groups as unique and individually motivated—and more likely to see a member of the out-group as the same as everyone else in that group. When we encounter this out-group member, our amygdala—the part of our brain that processes anger and fear—is more likely to become active. The more we perceive this person outside our group as a threat, the more willing we are to treat them badly.

You never know what you have learned until you put it into practice or until you do it.

There were certainly multiple factors contributing to these men’s post-moonwalk slump, but the question What do you do after walking on the moon? became a gigantic speed bump. The trouble with moonwalkers and billionaires is when they arrive at the top, their momentum often stops. If they don’t manage to find something to parlay, they turn into the kid on the jungle gym who just hangs from the ring. Not coincidentally, this is the same reason that only one-third of Americans are happy at their jobs. When there’s no forward momentum in our careers, we get depressed, too. As Newton pointed out, an object at rest tends to stay at rest. So how does one avoid billionaire’s depression? Or regular person’s stuck-in-a-dead-end-job, lack-of-momentum-fueled depression? Harvard Business School professor Teresa Amabile took on the question in the mid-2000s in a research study of white-collar employees. She tasked 238 pencil pushers in various industries to keep daily work diaries. The workers answered open-ended questions about how they felt, what events in their days stood out. Amabile and her fellow researchers then dissected the 12,000 resulting entries, searching for patterns in what affects people’s “inner” work lives the most dramatically. The answer, it turned out, is simply progress. A sense of forward motion. Regardless how small. And that’s the interesting part. Amabile found that minor victories at work were nearly as psychologically powerful as major breakthroughs. To motivate stuck employees, as Amabile and her colleague Steven J. Kramer suggest in their book, The Progress Principle, businesses need to help their workers experience lots of tiny wins. (And as we learned from the bored BYU students in chapter 1, breaking up big challenges into tiny ones also speeds up progress.) This is helpful to know when motivating employees. But it also hints at what billionaires and astronauts can do to stave off the depression that follows the high of getting to the top. To get out of the funk, say Joan DiFuria and Stephen Goldbart, cofounders of the Money, Meaning & Choices Institute, depressed successes simply have to start the Olympic rings over. Some use their money to create new businesses. Others parlay sideways and get into philanthropy. And others simply pick up hobbies that take time to master. Even if the subsequent endeavors are smaller than their previous ones, the depression dissipates as they make progress.

Your Personal Angel A story about an angel who has been taking care of you even before you were born and will always take care no matter how much you grow old.... you know that angel as Mother, Mamma, Mom... My mom only had one eye. I hated her… She was such an embarrassment. She cooked for students and teachers to support the family. There was this one day during elementary school where my mom came to say hello to me. I was so embarrassed. How could she do this to me? I ignored her, threw her a hateful look and ran out. The next day at school one of my classmates said, ‘Eeee, your mom only has one eye!’ I wanted to bury myself. I also wanted my mom to just disappear. I confronted her that day and said, ‘ If you’re only gonna make me a laughing stock, why don’t you just die?’ My mom did not respond… I didn’t even stop to think for a second about what I had said, because I was full of anger. I was oblivious to her feelings. I wanted out of that house, and have nothing to do with her. So I studied real hard, got a chance to go abroad to study. Then, I got married. I bought a house of my own. I had kids of my own. I was happy with my life, my kids and the comforts. Then one day, my Mother came to visit me. She hadn’t seen me in years and she didn’t even meet her grandchildren. When she stood by the door, my children laughed at her, and I yelled at her for coming over uninvited. I screamed at her, ‘How dare you come to my house and scare my children!’ Get Out Of Here! Now!’ And to this, my mother quietly answered, ‘Oh, I’m so sorry. I may have gotten the wrong address,’ and she disappeared out of sight. One day, a letter regarding a school reunion came to my house. So I lied to my wife that I was going on a business trip. After the reunion, I went to the old shack just out of curiosity. My neighbors said that she died. I did not shed a single tear. They handed me a letter that she had wanted me to have. My dearest son, I think of you all the time. I’m sorry that I came to your house and scared your children. I was so glad when I heard you were coming for the reunion. But I may not be able to even get out of bed to see you. I’m sorry that I was a constant embarrassment to you when you were growing up. You see... when you were very little, you got into an accident, and lost your eye. As a mother, I couldn’t stand watching you having to grow up with one eye. So I gave you mine. I was so proud of my son who was seeing a whole new world for me, in my place, with that eye. With all my love to you, Your mother 

If your mid-semester crisis keeps you awake at night because you don’t think you’re good enough, just know that you are. You tried your best, and that’s all your dean expects of you. If you’re not perfect from the start, that’s okay. You have four years to get it right!

Does What I Think Really Matter? Ronnie Littleton Pause for just a moment and try to not think. Keep trying. It appears to be impossible to stop thinking, doesn’t it? Thinking is a necessary and unavoidable part of life. Not only that, our thoughts actually shape who we are, what we believe, what we do, and how we treat others. If our thoughts are this powerful, it seems obvious that we should avoid incorrect thoughts, for incorrect thoughts will lead to problems as we make decisions and form opinions based on bad information. On the other hand, correct thoughts will lead to good outcomes. This is why the Apostle Paul commands believers to transform their thinking (Rm 12:2). George Washington, our first president, became ill in 1799. One of the treatments prescribed for his illness was bloodletting—cutting open a vein to allow a specific amount of blood to flow out. Bloodletting was a fairly common practice at the time. It was believed that bad blood was the cause of fever, and that by letting some out, the fever would be relieved. We now know that this was not just incorrect thinking, it was dangerous. A wrong belief led to a wrong practice that may have actually hastened Washington’s death. The treatment was intended to heal, but was actually harmful. The physician who treated Washington had a good motive for his actions, and no doubt his course of treatment would have been supported by his medical colleagues; good motives and consensus of opinion, however, cannot make up for bad ideas. Since our ideas, opinions, and feelings have a big impact on what we do, and since they may be mistaken even if they match what everyone around us believes, where can we turn to know for certain what is right? One thing we can do is train ourselves to think logically. Logic is the study of reasoning principles—in other words, how we make valid inferences. In many cases it allows us to identify where our thinking has gone wrong and where we have bought into beliefs that are false. Nothing that is true can be illogical, so the use of logic is a filter for untruth. Logic and truth are not the same things, however. Think of logic as the plastic container that holds the milk in your refrigerator. The milk represents truth (a belief that corresponds to reality). If the plastic jug is full of holes, it could never hold the milk. On the other hand, if the container is sound, it will hold the milk. Now, just because the milk jug is valid does not necessarily mean that it has any milk in it, or that the milk is okay to drink. In a similar way, you can be a very logical person and yet miss the truth because of biases or inadequate information. In such cases, your wrong ideas may lead to bad consequences, such as wrong beliefs about God. Thus, we must always think logically and consult the sure source of ultimate truth: the Bible. Since what you think matters now and forever, you cannot afford to do otherwise.

Graveyard of Dreams (The Sonnet) When the heart is born in the middle of a desert, Is it wrong for them to set out in search of water! Or should the heart remain a handicapped patriot, Never to realize and manifest their rightful power! No heart is ever known by the land they are born in, Heart is known by the light it pours out into the world. I say, cut off all allegiance to the intolerant desert, And seek out the land where your roots are watered. Heart's allegiance is only to light, not to some puny tribe, Land your feet where they greet you with garland, not shackles. Those who continue to peddle patriotism to guilt trap the genius, Are the last people to deserve exclusive rights to light universal. Seek out an environment conducive to your light, Instead of being chained to the graveyard of dreams. Wield your light with all your conviction and dignity, And you'll illuminate all, even the dreamkilling fiends.

Analysing success stories and case studies equips students with critical thinking skills and inspires them to think creatively and strategically when faced with challenges in their own lives and careers.

There is very little research on the consequences of having disparate conscious and nonconscious “selves” that are out of synch. An exception is the work of Joachim Brunstein and Oliver Schultheiss. In several studies, they measured people’s nonconscious agentic motives (needs for achievement and power) and communal motives (needs for affiliation and intimacy), using the TAT test. They also included self-report measures of these same motives. As in previous studies, they found little correspondence, on average, between people’s nonconscious and conscious motives. Some individuals, however, did have nonconscious and conscious motives that corresponded, and these people showed greater emotional well-being than people whose goals were out of synch. In one study, students’ nonconscious and conscious goals were assessed at the beginning of the semester and their emotional well-being tracked for the next several weeks. The students whose conscious goals matched their nonconscious goals showed an increase in emotional well-being as the semester progressed. The students whose conscious goals did not match their nonconscious goals showed a decrease in emotional well-being over the same period. It appears to be to people’s advantage to develop conscious theories that correspond at least somewhat with the personality of their adaptive unconscious.30

Horst (2005) used simplified readers in a study of vocabulary development among adult immigrants who were enrolled in an ESL programme in a community centre in Montreal, Canada. The 21 participants represented several language backgrounds and proficiency levels. In addition to the activities of their regular ESL class, students chose simplified readers that were made available in a class library. Over a six-week period, students took books home and read them on their own. Horst developed individualized vocabulary measures so that learning could be assessed in terms of the books each student actually read. She found that there was vocabulary growth attributable to reading, even over this short period, and that the more students read, the more words they learned. She concluded that substantial vocabulary growth through reading is possible, but that students must read a great deal (more than just one or two books per semester) to realize those benefits. As we saw in Chapter 2, when we interact in ordinary conversations, we tend to use mainly the 1,000 or 2,000 most frequent words. Thus, reading is a particularly valuable source of new vocabulary. Students who have reached an intermediate level of proficiency may have few opportunities to learn new words in everyday conversation. It is in reading a variety of texts that students are most likely to encounter new vocabulary. The benefit of simplified readers is that students encounter a reasonable number of new words. This increases the likelihood that they can figure out the meaning of new words (or perhaps be motivated to look them up). If the new words occur often enough, students may remember them when they encounter them in a new context.

People are more motivated and confident when they believe they have more control over their environment. “People with low-power mindsets do less than they otherwise could,” said one motivation researcher (Rigoglioso, 2008). Inviting students to have a voice in classroom decisions—where they sit, what day a test takes place, in what order units are studied, or even where a plant should be placed in the classroom—can help them develop that greater sense of control. An added benefit to this strategy could be fewer discipline issues. William Glasser suggests that power is a key need of students, and that 95% of classroom management problems happen because students are trying to fulfill that need (Ryan & Cooper, 2008, p. 85).

one study has found that it can even be helpful for people to literally “bribe” themselves with rewards if they meet their goals (Kristof, 2009). This can be applied in the classroom by suggesting that students list how they can reward themselves—a night of video games, sleeping in late—if they achieve some of their goals.

Relevance Students are often hesitant to invest time and energy in a course when they think there will be no valuable payoff to them. We are deeply committed to the value of learning for its own sake, but emphasizing the real-world relevance of case studies need not denigrate the learning experience. You will not discourage students motivated by the joy of learning by emphasizing that the case discussions will teach them about the practical implications of what they are learning. But for those many students motivated by the trade aspects of what we teach, we emphasize how grounded case discussions are in the reality of practice.

They were divided into four categories that are described below along with examples of the motivational behaviours included within each. 1     Teacher discourse: arousing curiosity or attention, promoting autonomy, stating communicative purpose/utility of activity 2     Participation structure: group work/pair work 3     Activity design: individual competition, team competition, intellectual challenge, tangible task product 4     Encouraging positive retrospective self-evaluation and activity design: effective praise, elicitation of self/peer correction session, class applause. In each lesson, the learners’ motivation was measured in terms of their level of engagement. The proportion of students who paid attention, who actively participated, and who eagerly volunteered during activities was calculated. A three-level scale was used to measure engagement in each observed lesson: very low (a few students), low (one third to two thirds of the students) and high (more than two thirds of the students). Learners also completed a questionnaire about their motivation levels specifically related to their EFL class. The researchers found significant positive correlations between the teachers’ motivational practices, the learners’ engagement behaviours, and the learners’ self-reports on the questionnaire. The researchers acknowledge that correlation results do not indicate cause–effect relationships. Nevertheless, the findings are important because this is the first study to provide ‘any empirical evidence concerning the concrete, classroom-specific impact of language teachers’ motivational strategies’ (Guilloteaux and Dörnyei 2008: 72).

learners’ beliefs about the kind of instruction that is best can influence their satisfaction and success. The grammar translation approach is useful for the study of grammar and vocabulary and can be valuable for understanding important cultural texts. The audiolingual approach with its emphasis on speaking and listening was used successfully with highly motivated adult learners in intensive training programmes for government personnel in the United States. However, there is little classroom research to support such approaches for students in ordinary school programmes that must serve the needs of students who bring different levels of motivation and aptitude to the classroom.

Isn’t it strange then that the focus in our profession is on teaching techniques and classroom activities, not learning techniques, motivation and self-study activities? The focus in course books, training courses, workshops, articles and websites tends to be on supporting teachers in creating effective classroom events (teacher goals) rather than supporting students in achieving their ambitions with the language (learner goals). Good lessons will always help students, of course, and can contribute to student commitment to learning the language, but if we focus exclusively on lessons, we will miss the opportunity to leverage the potential every student has to practise more and make quicker progress.

Finland had required a matriculation test for 160 years; it was a way to motivate kids and teachers toward a clear, common goal, and it made a high school diploma mean something. Korea rerouted air traffic for their graduation test. Polish kids studied for their tests on nights and weekends, and they arrived for the exam wearing suits, ties, and dresses. In America, however, many people still believed in a different standard, one that explained a great deal about the country’s enduring mediocrity in education: According to this logic, students who passed the required classes and came to school the required number of days should receive their diplomas, regardless of what they had learned or what would happen to them when they tried to get a job at the Bama Companies. Those kids deserved a chance to fail later, not now. It was a perverse sort of compassion designed for a different century.

But more and more students are motivated – or forced – to study mathematics. There is an irresistible drift towards the exact sciences – defined as ‘exact’ by their use of mathematical tools.

General Butler was invoking Blacks’ natural proclivity for violence and criminality to avoid punishment for the massacre he had carried out. But hardly any congressional investigators questioned his motive for expressing these racist ideas, which at the time were being codified by a prison doctor in Italy. Cesare Lombroso “proved” in 1876 that non-White men loved to kill, “mutilate the corpse, tear its flesh and drink its blood.” His Criminal Man gave birth to the discipline of criminology in 1876. Criminals were born, not bred, Lombroso said. He believed that born criminals emitted physical signs that could be studied, measured, and quantified, and that the “inability to blush”—and therefore, dark skin—had “always been considered the accompaniment of crime.” Black women, in their close “degree of differentiation from the male,” he claimed in The Female Offender in 1895, were the prototypical female criminals. As White terrorists brutalized, raped, and killed people in communities around the Black world, the first crop of Western criminologists were intent on giving criminals a Black face and the well-behaved citizen a White face. Lombroso’s student, Italian law professor Raffaele Garofalo, invented the term “criminology” (criminologia) in 1885. British physician Havelock Ellis popularized Lombroso in the English-speaking world, publishing a compendium of his writings in 1890.20

Scripture requires searching--much of it can only be learned by careful study. There is milk for babes, but also meat for strong men. The rabbis wisely say that a mountain of matter hangs upon every word, yea, upon every title of Scripture. Tertullian exclaims, "I adore the fulness of the Scriptures." No man who merely skims the book of God can profit thereby; we must dig and mine until we obtain the hid treasure. The door of the word only opens to the key of diligence. The Scriptures claim searching. They are the writings of God, bearing the divine stamp and imprimatur--who shall dare to treat them with levity? He who despises them despises the God who wrote them. God forbid that any of us should leave our Bibles to become swift witnesses against us in the great day of account. The word of God will repay searching. God does not bid us sift a mountain of chaff with here and there a grain of wheat in it, but the Bible is winnowed corn--we have but to open the granary door and find it. Scripture grows upon the student. It is full of surprises. Under the teaching of the Holy Spirit, to the searching eye it glows with splendour of revelation, like a vast temple paved with wrought gold, and roofed with rubies, emeralds, and all manner of gems. No merchandise is like the merchandise of Scripture truth. Lastly, the Scriptures reveal Jesus: "They are they which testify of me." No more powerful motive can be urged upon Bible readers than this: he who finds Jesus finds life, heaven, all things. Happy he who, searching his Bible, discovers his Saviour. __________________________________________________________________   Morning, June 10   [506]Go To Evening Reading   "We live unto the Lord."  

I also believe strongly in the powerful words: “I took the road less traveled, and that has made all the difference.” They are good ones to live by. The big, final motivator was that I really wasn’t enjoying my university studies. I loved the Brunel and our small group of buddies there, but the actual university experience was killing me. (Not the workload, I hasten to add, which was pleasantly chilled, but rather the whole deal of feeling like just another student.) Sure, I like the chilled lifestyle (like the daily swim I took naked in the ornamental lake in the car park), but it was more than that. I just didn’t like being so unmotivated. It didn’t feel good for the soul. This wasn’t what I had hoped for in my life. I felt impatient to get on and do something. (Oh, and I was learning to dislike the German language in a way that was definitely not healthy.) So I decided it was time to make a decision. Via the OTC, Trucker and I quietly went to see the ex-SAS officer to get his advice on our Special Forces Selection aspirations. I was nervous telling him. He knew we were troublemakers, and that we had never taken any of the OTC military routine at all seriously. But to my amazement he wasn’t the least bit surprised at what we told him. He just smiled, almost knowingly, and told us we would probably fit in well--that was if we passed. He said the SAS attracted misfits and characters--but only those who could first prove themselves worthy. He then told us something great, that I have always remembered. “Everyone who attempts Selection has the basic mark-one body: two arms, two legs, one head, and one pumping set of lungs. What makes the difference between those that make it and those that don’t, is what goes on in here,” he said, touching his chest. “Heart is what makes the big difference. Only you know if you have got what it takes. Good luck…oh, and if you pass I will treat you both to lunch, on me.” That was quite a promise from an officer--to part with money. So that was that. Trucker and I wrote to 21 SAS HQ, nervously requesting to be put forward for Selection. They would do their initial security clearances on us both, and then would hopefully write, offering us (or not) a place on pre-Selection--including dates, times, and joining instructions. All we could do was wait, start training hard, and pray. I tossed all my German study manuals unceremoniously into the bin and felt a million times better. And deep down I had the feeling that I might just be embarking on the adventure of a lifetime. On top of that, there was no Deborah Maldives saying I needed a degree to join the SAS. The only qualification I needed was inside that beating heart of mine.

Immerse yourself in good books. Read one to two hours per week if you can, more if time permits. Become acquainted with the literary classics. Read as much as you can on personal improvement (self help), history, people, business, and finances. Study the great works of the philosophers. Study scriptures and read about religions and anything that adds value to religious beliefs. Invest in yourself! Learn as much as you can and become a student of life. You can learn a great deal from the experiences of others, from their great successes and also from their failures. Everything you read becomes part of you. Carefully choose what you read on a daily basis. Be very careful with what you choose to read. The words you choose to read play an important role in your personal development and overall outlook on life. Be open-minded about what you read and often take what you read with a grain of salt. Much of what we read is written through colored lenses and is the summation of someone else’s thought, habit, education, beliefs, and past and present life experiences.

Program Evaluation and Educational Research (PEER) Associates, they created the Place-based Education Evaluation Collaborative (PEEC). Findings about student achievement are still preliminary, but PEEC’s work regarding other impacts of place-based education on students and teachers reiterates much that has surfaced from earlier studies about the positive effect that situating learning in authentic contexts can have on student motivation and involvement.

All great acquisitions come from voluntary thought” was Elizabeth’s guiding principle. She would not cultivate any motive for learning in her students besides curiosity, claiming that study for the sake of reward or in fear of punishment produced “superficial rather than profound” knowledge.

The Misbâh has chapters on “knowledge” (- ilm, ch. 62), “certain knowledge” ( yaqîn, ch. 88), “wisdom” (hikmah, ch. 99), and “ignorance” ( jahl, ch. 77). The chapters are spread over the whole, work seemingly without any clear motivation justifying their insertion in the particular places in which they are found. “Jafar” starts, of course, with the praise of knowledge as he does with the blame of ignorance whose progress is darkness42 and whose recession is light. He is concerned with clarifying the particular aspect of knowledge that is referred to in such common traditions as the search for knowledge being a duty, the search for knowledge to be extended even as far as China,43 and the knowledge about one’s soul being the knowledge of the Lord.44 In the first case, the knowledge intended is the knowledge of the fear of God and of certainty (- ilm at-taqwâ wa-l-yaqîn); in the sec- ond, the knowledge about (ma- rifah) the soul/self which includes the knowledge about the Lord; and in the third (where this last knowledge is particularly speci- ed), the knowledge that requires acting in accordance with it and which is “sincere devotion” (ikhlâs). The theme of the necessity of acting with sincere devotion is then elaborated by means of statements castigating useless knowledge and stressing the fact that just a small amount of knowledge supports a large amount of life-long work. An inscription found and deciphered by Jesus and a revelation received by David likewise indicate the need for action. “Knowledge” is the only way leading to God. The true “knower” is identi- ed by his prayers, his piety, and his actions, and not by his appearance, his pre- tensions, and his words. True knowledge has always been sought in the past by those possessing intelligence, devotion (nusk), modesty (bashful- ness, hayâ), and the fear of God (khashyah); today it is sought by men not possessing any of these qualities. Statements concerning the qualities required of teachers and students conclude “Jafar's chapter on knowledge. Knowledge, for “Jafar,” is the result of introspection, a response within the individual to the divine. But it is also the result of a process of teaching and studying, and it must - find expression in relevant human activity. The whole would seem to be a mixture of moderate Shîah views of revealed and inspired knowledge and the “orthodox” concern with the methodology of the transmission of traditions and their practi- cal legal signi- cance.

During the second semester of 1945, at the University of Havana, Fidel Castro studied law and became involved in student politics. It was during a time when student protesters were exceptionally active. Throughout the régime of Geraldo Machado (President of Cuba from 20 May 1925 until 12 August 1933), university students were suppressed by La Porra (the secret police), and later it was not much better when Batista’s forces took over. Things got very physical when student activists and labor leaders were attacked and terrorized by violent, armed, politically motivated gangs. Frequently, even opposing student groups attacked each other. Castro, getting caught up in this gang culture, ran for the position of President of the Federation of University Students (FEU), a group founded by Julio Antonio Mella (the originator of Communism in Cuba). Although he was unsuccessful in this endeavor, he did become active in anti-imperialistic movements and campaigned for Puerto Rican Independence and a democratic government for the Dominican Republic. His involvement in these left-leaning groups grew, and although he did not embrace communism, he did protest the political corruption and violence during the Grau administration. In November of 1946, Castro spoke out against President Grau (7th President of Cuba) during a student speech, the text of which was printed in several newspapers. In 1947 Castro joined Eduardo Chibás’ (a well liked activist & radio personality) new Partido Ortodoxo, which promoted social justice, political freedom and honest government.

Given the obvious “will to power” (as Friedrich Nietzsche called it) of the human race, the enormous energy put into its expression, the early emergence of hierarchies among children, and the childlike devastation of grown men who tumble from the top, I’m puzzled by the taboo with which our society surrounds this issue. Most psychology textbooks do not even mention power and dominance, except in relation to abusive relationships. Everyone seems in denial. In one study on the power motive, corporate managers were asked about their relationship with power. They did acknowledge the existence of a lust for power, but never applied it to themselves. They rather enjoyed responsibility, prestige, and authority. The power grabbers were other men. Political candidates are equally reluctant. They sell themselves as public servants, only in it to fix the economy or improve education. Have you ever heard a candidate admit he wants power? Obviously, the word “servant” is doublespeak: does anyone believe that it’s only for our sake that they join the mudslinging of modern democracy? Do the candidates themselves believe this? What an unusual sacrifice that would be. It’s refreshing to work with chimpanzees: they are the honest politicians we all long for. When political philosopher Thomas Hobbes postulated an insuppressible power drive, he was right on target for both humans and apes. Observing how blatantly chimpanzees jockey for position, one will look in vain for ulterior motives and expedient promises. I was not prepared for this when, as a young student, I began to follow the dramas among the Arnhem chimpanzees from an observation window overlooking their island. In those days, students were supposed to be antiestablishment, and my shoulder-long hair proved it. We considered power evil and ambition ridiculous. Yet my observations of the apes forced me to open my mind to seeing power relations not as something bad but as something ingrained. Perhaps inequality was not to be dismissed as simply the product of capitalism. It seemed to go deeper than that. Nowadays, this may seem banal, but in the 1970s human behavior was seen as totally flexible: not natural but cultural. If we really wanted to, people believed, we could rid ourselves of archaic tendencies like sexual jealousy, gender roles, material ownership, and, yes, the desire to dominate. Unaware of this revolutionary call, my chimpanzees demonstrated the same archaic tendencies, but without a trace of cognitive dissonance. They were jealous, sexist, and possessive, plain and simple. I didn’t know then that I’d be working with them for the rest of my life or that I would never again have the luxury of sitting on a wooden stool and watching them for thousands of hours. It was the most revelatory time of my life. I became so engrossed that I began trying to imagine what made my apes decide on this or that action. I started dreaming of them at night and, most significant, I started seeing the people around me in a different light.

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In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

Alison Wood Brooks, an associate professor at Harvard Business School, had a different notion of how to handle nervousness. In a series of three studies, she subjected groups of people to experiences that most everyone would find nerve-racking: completing “a very difficult IQ test” administered “under time pressure”; delivering, on the spot, “a persuasive public speech about ‘why you are a good work partner’ ”; and most excruciating of all, belting out an 80s pop song (“Don’t Stop Believin’,” by Journey). Before beginning the activity, participants were to direct themselves to stay calm, or to tell themselves that they were excited. Reappraising nervousness as excitement yielded a noticeable difference in performance. The IQ test takers scored significantly higher. The speech givers came across as more persuasive, competent, and confident. Even the singers performed more passably (as judged by the Nintendo Wii Karaoke Revolution program they used). All reported genuinely feeling the pleasurable emotion of excitement—a remarkable shift away from the unpleasant discomfort such activities might be expected to engender. In a similar fashion, we can choose to reappraise debilitating “stress” as productive “coping.” A 2010 study carried out with Boston-area undergraduates looked at what happens when people facing a stressful experience are informed about the positive effects of stress on our thinking—that is, the way it can make us more alert and more motivated. Before taking the GRE, the admissions exam for graduate school, one group of students was given the following message to read: “People think that feeling anxious while taking a standardized test will make them do poorly on the test. However, recent research suggests that arousal doesn’t hurt performance on these tests and can even help performance. People who feel anxious during a test might actually do better. This means that you shouldn’t feel concerned if you do feel anxious while taking today’s GRE test. If you find yourself feeling anxious, simply remind yourself that your arousal could be helping you do well.” A second group received no such message before taking the exam. Three months later, when the students’ GRE scores were released, the students who had been encouraged to reappraise their feelings of stress scored an average of 65 points higher.

Here’s an example from the test Marty and his students developed to distinguish optimists from pessimists: Imagine: You can’t get all the work done that others expect of you. Now imagine one major cause for this event. What leaps to mind? After you read that hypothetical scenario, you write down your response, and then, after you’re offered more scenarios, your responses are rated for how temporary (versus permanent) and how specific (versus pervasive) they are. If you’re a pessimist, you might say, I screw up everything. Or: I’m a loser. These explanations are all permanent; there’s not much you can do to change them. They’re also pervasive; they’re likely to influence lots of life situations, not just your job performance. Permanent and pervasive explanations for adversity turn minor complications into major catastrophes. They make it seem logical to give up. If, on the other hand, you’re an optimist, you might say, I mismanaged my time. Or: I didn’t work efficiently because of distractions. These explanations are all temporary and specific; their “fixability” motivates you to start clearing them away as problems. Using this test, Marty confirmed that, compared to optimists, pessimists are more likely to suffer from depression and anxiety. What’s more, optimists fare better in domains not directly related to mental health. For instance, optimistic undergraduates tend to earn higher grades and are less likely to drop out of school. Optimistic young adults stay healthier throughout middle age and, ultimately, live longer than pessimists. Optimists are more satisfied with their marriages. A one-year field study of MetLife insurance agents found that optimists are twice as likely to stay in their jobs, and that they sell about 25 percent more insurance than their pessimistic colleagues. Likewise, studies of salespeople in telecommunications, real estate, office products, car sales, banking, and other industries have shown that optimists outsell pessimists by 20 to 40 percent.

As a society, we pursue happiness and become measurably less happy over time. We privilege autonomy, and end up bound by rules to which we never assented, and more spied on than any people since the beginning of time. We pursue leisure through technology, and discover that the average working day is longer than ever, and that we have less time than we had before. The means to our ends are ever more available, while we have less sense of what our ends should be, or whether there is purpose in anything at all. Economists carefully model and monitor the financial markets in order to avoid any future crash: they promptly crash. We are so eager that all scientific research result in ‘positive findings’ that it has become progressively less adventurous and more predictable, and therefore discovers less and less that is a truly significant advance in scientific thinking. We grossly misconceive the nature of study in the humanities as utilitarian, in order to get value for money, and thus render it pointless and, in this form, certainly a waste of resource. We ‘improve’ education by dictating curricula and focussing on exam results to the point where free-thinking, arguably an overarching goal of true education, is discouraged; in our universities many students are, in any case, so frightened that the truth might turn out not to conform to their theoretical model that they demand to be protected from discussions that threaten to examine the model critically; and their teachers, who should know better, in a serious dereliction of duty, collude. We over-sanitise and cause vulnerability to infection; we over-use antibiotics, leading to super-bacteria that no antibiotic can kill; we make drugs illegal to protect society, and, while failing comprehensively to control the use of drugs, create a fertile field for crime; we protect children in such a way that they cannot cope with – let alone relish – uncertainty or risk, and are rendered vulnerable. The left hemisphere’s motivation is control; and its means of achieving it alarmingly linear, as though it could see only one of the arrows in a vastly complex network of interactions

I'm in the mood to study and absorb all of the knowledge that I can right now.

studies with college students have shown that frustration tolerance is a learned skill directly connected to ongoing motivation in the face of temporary failure, as well as a positive sense of self-esteem and confidence.41 This means that even for a person who seems to always win in competition, they do not learn to develop the frustration tolerance required to function adequately outside of their comfort zone—most notably in meaningful social relationships and a rich personal life characteristic to high-quality of life.

For this very reason we need, before we start to ascend our mountain, to stop and ask ourselves a very fundamental question—a question, indeed, that we always ought to put to ourselves whenever we embark on any line of study in God’s holy book. The question concerns our own motives and intentions as students. We need to ask ourselves: What is my ultimate aim and object in occupying my mind with these things? What do I intend to do with my knowledge about God, once I have it? For the fact that we have to face is this: If we pursue theological knowledge for its own sake, it is bound to go bad on us.

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Keep These Things in Mind While Enrolling For A Professional Online Course While online courses are gaining in popularity due to the conveniences they offer, you must consider a few things before enrolling in one. Not all programs are suitable for everyone. Not everyone is good at learning online. There are a lot of conditions that must be satisfied to make such learning successful. It is better that you consider everything carefully before starting your e-learning course. 1. How Will The Course Help You? There are many online professional programs available from various universities and educational platforms. You must see which one will be most useful for you. If you are working and you need to acquire a skill to get a promotion, then you must choose such a course. It is not just money that you are spending on these courses. You are also investing a lot of your time and effort to successfully complete your learning. 2. Do You Have The Motivation To Learn By Yourself? Getting motivated to study when you are in a classroom full of students is easy. A professor is teaching and also watching you. But in online certification courses, you have the freedom of studying whenever and wherever you want. Many of the e-learning platforms allow you to complete the program at your pace. This can make you lethargic and distracted. You must ask yourself whether you can remain motivated to complete the course. 3. How Familiar Are You With The Technology? You don’t need to be a computer genius to attend online professional programs. But you must be familiar with basic computer operations, playing videos on both desktops and mobile phones, and using a web browser. The other skill you will require in e-learning is the speed of typing on different devices. When there are live exchanges with the professors, you will need to type the queries very fast if you want to get your answers. 4. How Well Will You Participate In Online Classes? It is very easy to remain silent in virtual classes. There is no one staring at you and pushing you to ask questions or give answers. But if you don’t interact, you will not be making full use of online certification courses. Participation is very important in such classrooms. You must also take part in the group discussions that will bring out new ideas and opinions. E-learning is not for those who need physical presence. 5. Who Are The Others On The Programme? Knowing the other participants in online professional programs is very important, especially if you are already working and looking to acquire more skills. There must be people in the virtual classroom whose contributions will be useful for you. If the course has only freshers from college, then it may not give you any value addition. As a working person, you must look at networking opportunities that will help you with career opportunities. To Sum Up….. For working people, virtual classes are the best way to acquire more skills without taking a break from employment. These courses offer you the flexibility that you can never get in campus education. But you must make yourself suitable for e-learning to benefit from it.

These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39

This view of motivation, where students invest effort to get good at something, is often seen in out-of-school contexts – learning so as to be a dancer, a musician, a gamer. When in-school experiences lack this sense of purpose, it is most often because of dreary content and grading practices that reward compliance rather than learning. The measurement literature is replete with studies documenting the mixture of considerations that go into teachers’ grades. The majority of teachers use points and grades to “motivate” their students. Contrary to their intentions, this leads to the com-modification of learning and fosters a performance orientation rather than a mastery or learning orientation.

Technology enables frequent, low-stakes testing, an activity that powerfully promotes memory for material. Technology encourages better spacing of study over the time course of the class and helps prevent cramming. Technology facilitates presentation of material in ways that take advantage of learners’ existing knowledge about a topic. Technology facilitates presentation of material via multiple sensory modalities, which, if done in the right ways, can promote comprehension and memory. Technology offers new methods for capturing and holding students’ attention, which is a necessary precursor for memory. Technology supports frequent, varied practice that is a necessary precursor to the development of expertise. Technology offers new avenues to connect students socially and fire them up emotionally. Technology allows us to borrow from the techniques of gaming to promote practice, engagement, and motivation.

Finding Three: Boys Are Relational Learners Perhaps the most revealing and promising finding in our study was one that appeared without our seeking it. We had asked both boys and teachers not to discuss, mention, or name individual persons when they recounted an especially effective scholastic experience. And not a single teacher named or even profiled an individual student. By contrast, almost all of the boys named or profiled teachers. In many cases, boys veered away from discussing the nature of the lesson into deeply feeling responses to the impact a specific teacher had made. There was no single quality or even pattern of qualities singled out in the boys’ responses; they appreciated especially attentive and nurturing teachers in equal measure with daunting taskmasters who displayed an impressive command of their subjects. They celebrated teachers who found ways to be genuinely funny, as well as teachers who freely disclosed their own personal experiences and struggles. Common to all of the accounts in this chorus of praise and appreciation from students was a sense that the teacher in question had somehow seen and known the writer as a distinctive individual. Especially touching were the boys who identified themselves as frustrated and unsuccessful in their studies but experienced a transformation in understanding and motivation as a result of a teacher’s reaching out to him.

For sustained academic success, students need to transition from external motivation to internal satisfaction in their learning journey.

Extrinsic motivation can spark initial effort, but without intrinsic interest, it often leads to a superficial understanding of material.

Low motivation signals diminished drive, while a lack of motivation represents a deeper disengagement from learning.

Low self-worth can create a barrier to success, as students may not even attempt tasks they feel unworthy of completing.

Positive teacher-student relationships and a sense of belonging significantly enhance students' motivation and engagement, even in less-than-ideal academic settings.

Cultural and societal values often shape students’ attitudes towards education, influencing their motivation and performance.

Students with low motivation need simple support and tools to stay on track, while those with no motivation require intensive, personalised approaches to address their deeper-rooted issues.

Intrinsic motivation fuels learning from within, and is driven by personal interest and satisfaction, while extrinsic motivation relies on external rewards like grades or praise.

Struggling to manage family challenges often causes students to have emotional or motivational issues, making it difficult for them to concentrate or stay motivated.

Internal factors such as self-esteem and motivation shape how students view their abilities and influence their willingness to try.

A student's self-perception shapes their belief in their abilities and directly influences their academic engagement.

When students feel their cultural identity is not valued, they may experience alienation, weakening their motivation to succeed academically.

Culture and societal values shape student expectations, motivation, and attitudes toward education.

Poor performance can cause discouragement, and lack of motivation that can lead to chronic underachievement in students.

Psychological traits like low self-esteem and emotional sensitivity often exacerbate underachievement by reducing motivation and engagement.

Socioeconomic status (SES) and cultural background play critical roles in shaping motivation and academic performance, particularly for disadvantaged students who face additional barriers.

A growth mindset, the belief that intelligence and abilities can be developed with effort, is a key factor in reversing underachievement, as it fosters resilience and intrinsic motivation.

Albert Bandura's concept of self-efficacy in 1977 brought a new dimension to the understanding of underachievement, highlighting the role of self-belief in students' academic outcomes.

Recent perspectives on underachievement emphasise the need for a holistic approach, acknowledging that underachievement is not simply about motivation but also about emotional well-being, social context, and even cognitive factors.

Emotional factors such as anxiety, depression, and stress are significant contributors to underachievement, as they can directly affect a student's motivation and ability to perform well academically.

When students feel bored and unchallenged, it can lead to frustration and decreased motivation, fostering a negative attitude towards schoolwork.

In the mid-20th century, underachievement was often seen as a result of poor effort, lack of discipline, or insufficient motivation, with little regard for underlying psychological or environmental factors.

The 1960s to 1980s saw a shift towards understanding the psychological factors, such as motivation and self-perception that could affect academic performance and lead to underachievement.

Motivational theories like Attribution Theory show how students’ beliefs about their abilities influence their achievements.

Students’ lack of motivation and poor time management are major internal contributors to academic underachievement.

Students who lack of confidence in their abilities often lose motivation over time.

Fear of failure, perfectionism, and self-criticism are internal, psychological/emotional issues that usually affect students’ ability and motivation to grow academically.

A story about an angel who has been taking care of you even before you were born and will always take care no matter how much you grow old.... you know that angel as Mother, Mamma, Mom... My mom only had one eye. I hated her… She was such an embarrassment. She cooked for students and teachers to support the family. There was this one day during elementary school where my mom came to say hello to me. I was so embarrassed. How could she do this to me? I ignored her, threw her a hateful look and ran out. The next day at school one of my classmates said, ‘Eeee, your mom only has one eye!’ I wanted to bury myself. I also wanted my mom to just disappear. I confronted her that day and said, ‘ If you’re only gonna make me a laughing stock, why don’t you just die?’ My mom did not respond… I didn’t even stop to think for a second about what I had said, because I was full of anger. I was oblivious to her feelings. I wanted out of that house, and have nothing to do with her. So I studied real hard, got a chance to go abroad to study. Then, I got married. I bought a house of my own. I had kids of my own. I was happy with my life, my kids and the comforts. Then one day, my Mother came to visit me. She hadn’t seen me in years and she didn’t even meet her grandchildren. When she stood by the door, my children laughed at her, and I yelled at her for coming over uninvited. I screamed at her, ‘How dare you come to my house and scare my children!’ Get Out Of Here! Now!’ And to this, my mother quietly answered, ‘Oh, I’m so sorry. I may have gotten the wrong address,’ and she disappeared out of sight. One day, a letter regarding a school reunion came to my house. So I lied to my wife that I was going on a business trip. After the reunion, I went to the old shack just out of curiosity. My neighbors said that she died. I did not shed a single tear. They handed me a letter that she had wanted me to have. My dearest son, I think of you all the time. I’m sorry that I came to your house and scared your children. I was so glad when I heard you were coming for the reunion. But I may not be able to even get out of bed to see you. I’m sorry that I was a constant embarrassment to you when you were growing up. You see... when you were very little, you got into an accident, and lost your eye. As a mother, I couldn’t stand watching you having to grow up with one eye. So I gave you mine. I was so proud of my son who was seeing a whole new world for me, in my place, with that eye. With all my love to you, Your mother