Chapter 7: The Role of Volition in Learning and Performance

Substitute "best employee," "best student," "best parent," or virtually any role for "best teacher" in this quotation, and change the goals accordingly. Most people find it difficult to carry out even their best intentions. Those who do so seem more than motivated somehow; they seem conscientious, disciplined, and striving. Modern psychology calls buckling down when we need to volition, and research is under way to understand the thinking and behavior that reflects this capability—in both children and adults. Educators have long recognized, at least implicitly, the importance of volition in learning and performance. Recently, however, concern about what educators can accomplish in less than ideal classroom situations has accelerated interest in volition, or, specifically, in the processes that underlie student initiative and persistence when there are obstacles to goaldirected learning (e.g., Deci & Ryan, 1985; Halisch & Kuhl, 1987; Kanfer & Kanfer, 1991; Wentzel, 1991). Much learning and performance takes place in less than ideal conditions. Classrooms, for example, are often crowded and noisy; they also require public displays of competence (Ames, 1985). Even under favor-