Analysis of Calvin

Performance Avoidance Orientation and Calvin: 

 Calvin is a genius, but he refuses to show it.  He uses his intelligence in order to subvert the tests, because he does not find any value in trying to succeed. You can see an example of this when he gets the answer correct, but he sees a problem in the system of memorization of facts. This can lead to learned helplessness. This idea is demonstrated with Calvin finding creative loopholes to answer the test, or attempting to be entertaining rather than correct. He acknowledges this, and even seems excited by the fact that "my tests are popular reading in the teachers lounge." Calvin is motivated by how others see him, therefore he does not try to learn the material to the best of his ability. If he did try his hardest, and he failed he assumes that he would look bad in the eyes of his teachers and peers. This is a textbook example of Performance Avoidance Orientation. 

Why Does He Have This?

Calvin most likely has a Performance Avoidance Orientation orientation because of the social pressure in his classroom and Mrs. Wormwoods high expectations. When Calvin has to answer a question in front of the whole class, it makes him feel pressured to get the question right so that his peers don't think he is dumb or stupid. This makes him panic, and he gives a silly answer instead to deflect the question and the possibility of getting it wrong in front of the whole class. Mrs. Wormwood and her expectations of Calvin are also contributing to his motivational orientation. By telling him that its okay to get things wrong and not know the answer to everything, Calvin can shift his mindset and start becoming a mastery-oriented student.

Mrs. Wormwood's Approach

In order to help Calvin in his academic career and encourage a different motivational pattern, Mrs. Wormwood needs to help him understand that not every assignment has to be perfect or correct, and that getting things wrong is okay and part of the learning process. In addition to fixing his overall mindset about school and learning, breaking tasks into smaller pieces would help him stop procrastinating and finding excuses on why he can't do the assignment because the task is simpler and easier. Another step that she could take is creating a kinder class environment, where failure isn't a bad thing and her students are encouraged to try, so that Calvin does not feel pressured to be perfect and get everything correct. 

Mrs. Wormwood's Fostering Positive Motivation Patterns in Calvin

Calvin struggles to concentrate in class and often "spaces out" because of his creativity and imagination. To capture Calvin's attention, Mrs. Wormwood should let him express his creativity by creating a poster or presentation about his book report. That way, Calvin will be challenged to present his knowledge while also allowing him to craft. 

Example: Ms. Wormwoods can use the Goal Orientation Activities from Ames and Archer (1988) to develop specific projects that reinforce students' interests. Ms. Wormwoods can be described as fostering a teacher-oriented approach that would benefit Calvin if she shifted her approach to how students are learning. Calvin does not have a keen interest in the book reports, which prevents him from learning. Ms. Wormwood can foster a positive motivational pattern by adapting her pedagogical approach to meet students' learning interests, such as by creating a poster or illustration that highlights Calvin's imagination. 

Calvin is extremely knowledgeable; however, his performance-avoidance orientation shows in his second-guessing when demonstrating his knowledge, as shown below. Mrs. Wormwood should reach out to the school in regards of examination policy to find an alternative way to allow Calvin to demonstrate his knowledge. Focusing on the school-wide specific aspect of reinforcing motivation. While also teaching Calvin that making mistakes are apart of learning.

Example: Ms. Wormwood can tailor her classroom environment to help students like Calvin see themselves in the past. Calvin is caught up in the factual aspect of the question about academic success. That reinforces his performance-avoidance tendencies. Ms. Wormword can explicitly attempt to focus on students making connections to past events. A way that she can do this is by using a class activity, such as a Jigsaw, to reinforce a student-centered evaluation.