1-2 page critique/summary of an article - Essay Example

Critique/Summary Dr. Deckard Module One a. Identify the type of literature. i. This is a review based on previous studies done that is grounded in various educational and psychological theories in order to create a functional and practical framework that can help improve and maximize learning potentials (p. 327). b. A statement of the problem presented by the author i. Although the authors did not specifically state the problem, just the importance of the study they have written, it could be that the problem lies in the fact that there are a variety of factors that affect students’ sense of engagement and motivation in school; however, not all of them are being tackled in order to maximize student potential.

Interpersonal relationships is critical when it comes to student achievement and it should be addressed accordingly through a working framework based on solid studies and theories (pp. 327-328).c. A description of the subjects and or population studiedi. N/A this is a review of empirical studies based on the relationship between student achievement, engagement and motivation in school and interpersonal relationships geared towards the implementation of a universal student program (p. 339). Students are used as a general term throughout the review.d. A description of the instrument(s) used in the studyi.

The authors used various studies that have been conducted regarding the relationship between relatedness and student motivation and achievement. The tools most important to their study os how they integrated motivation, achievement and engagement-related theories to these various studies in order to formulate a trilevel approach to action (p. 338).e. A description of the methods and statistics used in the studyi. The authors used a variety of tiered approaches to intervention and educational practice to be able to come up with specific methods in formulating a trilevel approach to action that would incorporate the various motivation, achievement and engagement-related theories discussed in the study (p. 337). The authors think that this is the “best practice in addressing diverse education- and health-based problems and challenges” (p. 337). The theories used for this trilevel approach are the attribution, expectancy-value, goal, self-determination, self-efficacy, and self-worth theories (p. 338). For instance, for the attribution theory, one of the constructs is perceived control (p. 352). The specific mechanism that can be used is allowing for teachers to give feedback to students and this is a part of the trilevel educational practice of universal and targeted student programs and intervention (p. 352).f.

A summary of the results i. The authors found that “interpersonal relationships play a pivotal part in resolving complex or critical concerns with respect to current and prospective educational practice” (p. 351). This means that all of the theories, mechanisms, and approches to practice and intervention shown in their review and synthesis have positive outcomes when it comes to increasing and maintaining educational engagement, achievement, and motivation. Hence, interpersonal relationships, especially for those students who have girlfriends or boyfriends within the school, should also be considered when formulating effective learning strategies (p. 352).g.

A brief discussion of the implication of the research/article. i. As the authors state, the implications of their study comprises of giving achievement and motivational researchers a more in-depth look at how interpersonal relationships relate to their fields of study; providing educators with more ammunition to enhance educational outcomes; and opening up a new branch of research, mechanisms, and approach when it comes to incorporating the study of significant others in students’ academic lives (p. 353). ReferenceMartin, A.J. and Dowson, M. (2009). Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice.

Review of Educational Research, 79(1), 327-365.