Regarding self-handicapping, procrastination is something that I developed in my bachelor years. There was a sudden drop in my studying consistency from high school because the external factors that used to motivate me such as school and private tutoring schedule, the final exams that would determine my place in upper education, etc. ceased to exist. Therefore, when I was left to self-regulate my learning during my bachelor years, create my own schedule, keep up with my assignments, I started procrastinating and this got progressively worse as the years went by. Of course individual interest on the topics that I was studying played a big role in my motivation levels as well. At some point I reappraised this notion to “ability to work under pressure” which was just one step further to excusing my actions instead of trying to correct them. 

In Hattie et.al.’s (2020) article, motivation profiles were an interesting proposal by the authors to help gain insights on peoples’ motivational tendencies and can be connected to emerging technologies. For example, the concept of mapping students’ profiles is something that could possibly be handled by a combination of learning analytics through a learning management system (LMS), multimodal data collection methods including physiological monitoring, self-reports and/or behavioral observations and lastly utilizing AI to analyze the data that comes from all these methods. I believe that motivation as a concept still remains very vague for students and is perhaps a part of learning that remains neglected. A more holistic approach in motivation could benefit learners in understanding themselves better and personalizing their learning.