Darin Dredge, Office of First Year Experience.
Motivation is a tricky thing for many students as they navigate the college experience. Ask the average student why they are in college and you will get many answers ranging from "my parents want me to be in college" to "I want a good paying job." Whatever your student's perceived motivation, it is important to help them get to the core of why they are in college. One of the fastest ways for your student to fail is to not understand "why" they are doing what they are doing.
According to Paul Pintrich and Dale Schunk, authors of Motivation in Education, "Extrinsic motivation is motivation to engage in an activity as a means to an end. Individuals who are extrinsically motivated work on tasks because they believe that participation will result in desirable outcomes such as reward, teacher praise, or avoidance of punishment." For example, students who believe that obtaining a college education will assist them in securing gainful employment are extrinsically motivated.
Undeniably, extrinsic motivation is a driving factor in the pursuit of a college degree. According to the Census Bureau, among workers 18 years of age and older, educational achievement translates to better paying jobs. An adult with a high school diploma makes an average of $27,915 a year while an adult with a bachelor's degree earns an average of $51,206. Obtaining an advanced degree increases that average salary to $74,602. These numbers are readily communicated to students, further stoking the fire of extrinsic motivation.
Mr. Pintrich and Mr. Schunk also have a definition for intrinsic motivation. "Intrinsic motivation refers to motivation to engage in an activity for its own sake. People who are intrinsically motivated work on tasks because they find them enjoyable." An example of this would be reading a book for the enjoyment of reading.
As your student strives to fulfill the General Education requirements at Minnesota State University, Mankato they may struggle with intrinsic motivation. Many students question the relevance of the General Education curriculum to their overall development because they are primarily driven by extrinsic motivation. When you hear from your student and they express a disconnect between their course work and their end goal of a college degree it is vital to highlight the intrinsic value of education. Discovering intrinsic value also contributes to the development of healthy learning habits, including study skills and dedication to reading and research that are vital for degree completion.
As a parent, it is important to encourage your student to find value in both forms of motivation. Arguably, many students pursue higher education to become more marketable in the workforce. Ideally, students would also learn to appreciate the intrinsic value of education.
Having an open, honest conversation with your student can help pinpoint their source of motivation. If you sense that your student is having a difficult time with motivation, using this [PDF] Motivation Checklist (9 KiB) could help identify some of the issues your student is confronting:
Adapted from the Constructive Suggestions Regarding Motivation page.
If you suspect your student is struggling with motivation, encourage them to seek assistance at the Office of First Year Experience. In addition to working with your student on academic issues, FYE can make referrals to other on-campus resources.
Wendy Schuh, Alcohol and Drug Education Coordinator, MSU Student Health Services, Kato Party 411.
Although teens sometimes seem to have one foot out the door, parents still matter and you can help your student make decisions not to drink, smoke, or use other drugs. Nobody said parenting was easy. The more independent your student gets the more you may feel yourself caught between wanting to hold on and getting ready to let go.
Some parents who used drugs in the past choose to lie about it – but they risk losing their credibility if their kids ever discover the truth. Many experts recommend that you give an honest answer – but you don't have to tell them every detail. As with conversations about sex, some details should remain private. Avoid giving your student more information than they ask for, and ask your student a lot of questions to make sure you understand exactly why they are asking about your drug history. Limit your response to that information.
Set Expectations – think through your own expectations about your teen's behavior in college. Be clear about your stance on alcohol and other drugs, including any consequences you will impose if your rules are broken. Try to avoid posing restrictions like putting off paying their tuition. They are asking for help, and removing access to education isn't going to get them the help they need. Be sure your expectations are reasonable, well thought-out, and convey trust and support. Communicate these expectations to your student well before he or she leaves for college.
Drinking – Make sure your student knows that most college students don't drink and that there are plenty of other ways to get involved on campus without copious amount of alcohol. More information can be found at Kato Party 411.
Party Hosting – While you may think you're protecting your son or daughter by allowing drinking at home or offering to host parties where alcohol is being served, you're not. Not only are you condoning illegal behavior and sending a mixed message to your child, but in several states, including Minnesota, you can be held accountable for serving alcohol to a minor. There are two ways you can be held liable for hosting underage drinking parties - criminal and civil liability. Criminal liability involves a statutory prohibition enforced by the State through criminal proceedings that can lead to sanctions such as fines or imprisonment. Civil liability involves an action by a private party seeking monetary damages for injuries that result from permitting underage drinking on the host's premises.
Be open for discussion but don't discuss your past—unless asked. While it may be tempting to discuss your own history of alcohol and drug use during college, it is not advisable. Your student is still an adolescent, and you do not want to give mixed messages about drinking and drug use by telling stories from your past. Your student's life is the focus now.
Information adapted from Facts on Tap, Partnership for a Drug-Free America, and TheAntiDrug.com.
Jennifer Bruns, Program Coordinator for Fitness and Wellness, Campus Recreation.
Eating disorders are nothing new, but for parents who have children in college for the first time, the topic takes on a whole new meaning. Many parents think their kids "know better" or think their kids do not have body image issues. The truth is that eating disorders like anorexia and bulimia do not always stem from body image issues but instead from control issues.
Eating disorders are complex conditions that arise from a combination of long-standing behavioral, emotional, psychological, interpersonal, and social factors. Scientists and researchers are still learning about the underlying causes of these emotionally and physically damaging conditions. People with eating disorders often use food and the control of food in an attempt to compensate for feelings and emotions that may otherwise seem over-whelming.
For some, dieting, bingeing, and purging may begin as a way to cope with painful emotions and to feel in control of ones life, but ultimately, these behaviors will damage a persons physical and emotional health, self-esteem, and sense of competence and control. Factors contributing to eating disorders are prevalent in the college atmosphere.
Psychological factors like low self esteem and loneliness can occur if your student feels he or she does not fit in with the college lifestyle or has trouble making friends. Interpersonal factors like troubled family and friend relationships can also be common if your student is struggling with defining a new identity. The first year college student is not sure of where he or she fits within the family and high school social circles since being away at college, making it hard on both the student and the parents. The best thing parents can do is promote the self-esteem and self-respect of your student in intellectual, athletic, and social endeavors.
Parents also need to take a look at themselves to make sure they are not sending signals of conditional acceptance to their children (ex: "I'd be proud of you if you joined the gym/got straight A's/found a boyfriend."). Parents are often too caught up in their own lives to notice changes in their students behavior.
Your student doesn't "know better" and could have body image issues. If parents accept these facts and accept their student unconditionally, they are on the road to prevention of an eating disorder. Parents are probably the most influential people in a student's life. My charge to you is to be an objective observer of your student's behavior and feelings. Don't assume, don't blame and don't demand, and when your student is consciously or unconsciously crying for help; listen.
Some of this information, and other information for parents on eating disorders, can be found on the National Eating Disorders Association website.
| March 7, 2006 | No Evening Classes |
| March 11, 2006 | Saturday Classes Held |
| March 13-17, 2006 | No Classes - Spring Break |
Comments and questions about the Family Connection newsletter can be directed to the Office of First Year Experience via email at familyconnection@mnsu.edu.
