A Cognitive and Sociocultural Analysis of Motivational Problems

In the case of Alex and Mr. Patterson, two similar, yet different, frameworks can be used to analyze the motivational problems which Alex experiences. Using a cognitive analysis, the approach focuses on individual performance. Using a sociocultural framework analysis, the approach focuses on a variety of interactions.

Using the cognitive approach to Alex’s motivational problems, Rueda and Dembo suggest that motivation is a result of Alex learning individually how to accomplish what the teacher has set out for him to learn (unidirectional approach). The authors suggest several intervention strategies that could be implemented in the classroom to possibly change Alex’s learning orientation from one of performance to mastery. These are all practical applications that Mr. Patterson could use in the classroom to help Alex be more motivated.

• • Relate family activities from home to school activities
  • Allow Alex to participate in decisions and control his own learning
  • Emphasize encouragement and rewards over threats and punishment, putting more emphasis on effort and self-improvement as opposed to ability
  • Use more cooperative learning, building a learning community
  • Allow Alex to pace his own learning, learning to develop realistic plans and managing time to complete tasks

Using the sociocultural approach to Alex’s motivational problems, Rueda and Dembo suggest that the motivational problems may be handled with a "meeting of the minds" through interaction between Mr. Patterson and Alex (a bi-directional approach). The authors suggest several intervention strategies that might be implemented in the classroom to change Alex’s motivational outlook in the classroom. Mr. Patterson could use these strategies in conjunction with Alex and the context of the situation.

• • Individualize instruction depending on Alex’s ZPD during a specific activity, keeping in mind the reciprocal effect (Mr. Patterson would also learn what works best in that situation)
  • Learn about Alex’s background and family life and use that as a basis for designing instruction (again both individuals are involved in the process)
  • Change classroom projects to more collaborative and authentic activities that can be related to activities outside of school (creating relationships)
  • Be flexible and responsive to Alex’s learning activities

One of the biggest differences that I saw between the cognitive and sociocultural perspective is that when Mr. Patterson uses the cognitive analysis to study motivation problems, he is being a generalist and using a "one size fits all"approach, not taking individual differences into account. When Mr. Patterson uses the sociocultural approach, he is being a specialist by getting into Alex’s head (and becoming part of his world, learning about his specific background) and figuring out where he is coming from, on what basis he is constructing his knowledge and being motivated. The sociocultural framework adds an important aspect to the educational process: teachers knowing students as individuals and teaching from the perspective as a partner in learning as opposed to a purveyor of knowledge to the cloned masses.

Another key difference is that from the sociocultural framework, motivation is not measured strictly by individual cognitive factors but also by the social setting which plays an important role in the motivational behavior.

Also, within a cognitive framework, knowledge construction is attributed to cognitive factors of the individual whereas within the sociocultural framework, knowledge construction is viewed as a product of social interactions.

From a cognitive analysis of motivational beliefs, the role of social interactions is secondary to the individual’s role in producing those behaviors. A sociocultural analysis views social interaction as the vehicle whereby individuals actually acquire more complex behaviors as they internalize cultural beliefs and norms.

If Mr. Patterson adopted the cognitive theoretical framework in trying to understand Alex’s motivational problems, he would act very differently in his attempts to motivate Alex than if he had adopted the sociocultural theoretical framework to work from. Even though he may have utilized some of the intervention strategies suggested by the authors for the cognitive perspective, his instructional methods would not have had the universal effectiveness had he adopted the sociocultural perspective of motivating students.

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