Competency and Motivation - Part 2
Research beginning in the 1950’s supports what most parents recognize intuitively: children desire competency. They want to become good at something and they want to be recognized for their competencies. The best anecdotal proof of this phenomenon is a child’s face just after experiencing success. Not only his or her countenance beams, but the entire body is animated with satisfaction. It feels so good to accomplish things.
But equally important, research notes that children wish to grow in their specific competencies and if given the opportunity they will readily select tasks that “represent an optimal challenge given their capacities” (Csikszentmihalyi, 1975; Deci, 1975). In other words, once children establish some level of task success, they want to get better. They will seek out challenges that are slightly more difficult, ones that suggest probable success and increased competency. As competency grows, the child identifies himself with the activity: “I’m a good reader. I’m a good problem solver. I’m a good athlete.” Little-by-little, just like their adult models, children describe themselves by their competencies. It is also important to note, however, that children will be careful not to select challenges that might lead to failure. Hence they may avoid those tasks which would be most helpful to them in the long run.
The drive for competency places each child on a little personal odyssey, a quest for competencies in life. Children are programmed to engage their world, trying to establish who they are and who they will become. Even without parent or teacher input, children will seek competencies in life and growth in those competencies.
But parents and educators should also realize that most children, left to their own devices, will not necessary seek competence in the more challenging and personally enriching tasks, those that will most benefit their lives. Sometimes the competencies children seek from their own initiative can be productive, but often they are only choices along the path of least resistance. They have little impact on the child’s course toward productive adulthood. It is a self-selecting process and the odds of enduring value are low. For many years I have watched, with no small amount of heartache, some young people who become very good at activities that do nothing to benefit them in the future and sometimes even lead them down roads that squander their potential. Are they competent? Certainly. But competent at what?
On the other hand, parents and educators can direct the development of competences toward fulfilling the child’s highest personal potential. This is more difficult because often the development of these competencies requires more thought, more effort, more time, and they pose the potential for initial failure and discouragement. Children left solely to themselves, e.g. “What would you like to do, Honey?” will usually avoid the kind of activities that lead to productive competencies. Intervention is needed. Some adult must exercise time, patience, and perseverance to help children discover competencies in those tasks and activities that will lead not only to a fuller and more productive personal life, but also to greater personal satisfaction.
Let’s talk about these activities next month.
by Charles Debelak
