Is it time for teachers to redefine effort?
This research explores the intricate blend of cognitive and motivational aspects of effort in learning, offering practical insights for teachers …
The concept of effort in learning is evolving, now seen as a blend of cognitive demands and motivational influences (Grund et al, 2024).
As a teacher, I’ve often wondered why some students tackle complex projects with pizazz while others become overwhelmed. Knowing more about the multifaceted nature of ‘effort’ may have helped my naivety.
Understanding the balance of cognition and combining this with emotional and motivational influences could usher in a new era for ‘redefining effort’ in the classroom and on school reports.
Cognitive Load Theory (CLT) suggests effort is tied to the task’s complexity, whereas motivational theories like Self-Determination Theory (SDT) and Situated Expectancy Value Theory (SEVT) emphasise emotional and motivational dimensions. Understanding these and how they might amalgamate in the learning process helps us to understand how students engage with learning tasks.
