Welcome to “Failure Club”

Feigenbaum, Paul

doi:10.1215/15314200-9132039

Cited by 3 publications

(1 citation statement)

References 17 publications

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“…Quantitative empirical research on motivation in the tradition of SDT shares much with socio-cultural research regarding assumptions about the roles of agency and autonomy in motivation and the dynamic interplay of brain, body, and environment (context) in meaning-making and self-regulation. It might readily inform socio-cultural studies of L1 writing, as it has yet to do thus far, apart from a few exceptions ( Robinson, 2009 ; DeCheck, 2012 ; Kirchhoff, 2016 ; Williams, 2018 ; Feigenbaum, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Motivation and genre as social action: a phenomenological perspective on academic writing

Russell

2023

Front. Psychol.

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This article discusses the relationship between motivation and genre in the context of academic writing, aiming to further bridge the gap between information-processing (IP) cognitive approaches and socio-cultural or dialogical approaches to understanding cognition. The author takes one significant recent article bridging the gap, Graham’s Writers Within Communities (WWC) model, as a starting point and attempts to add concepts from genre as social action and Deci and Ryan’s Self-Determination Theory (SDT). The article explores how genre as social action is intimately connected with motivation and how SDT’s principles of competence, autonomy, and relatedness align with the phenomenological perspective on genre and motivation. The author suggests that these theories provide a more comprehensive understanding of writing motivation, emphasizing that the perception of genre as social action is a crucial motivator for writers and that self-determination is vital to authentic self-regulation in academic writing. The article illustrates the uses of the additional theories with an interview-based case study of a dissertation writer. It ends by discussing the possible implications of this theoretical research for empirical research on student motivation from both IP cognitive and sociocultural perspectives.

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Section: Discussionmentioning

confidence: 99%

Motivation and genre as social action: a phenomenological perspective on academic writing

Russell

2023

Front. Psychol.

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The motivations that improve the creative writing process: what they might be and why we should study them

Syrewicz

2022

New Writing

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Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education

Feigenbaum

2021

TLI

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Educators increasingly extol failure as a necessary component of learning and growth. However, students frequently experience failure as a source of fear and anxiety that impedes risk-taking and experimentation. This essay examines the dissonance between these generative and stigmatized paradigms of failure, and it offers ideas for better negotiating this dissonance. After conceptualizing the two paradigms, I examine various factors that reinforce failure’s stigmatization. I emphasize precarious meritocracy, a neoliberal ethos driven by hypercompetitive individualism that makes success a zero-sum game, and that causes especially significant harms on students who are already socially stigmatized. Efforts to ameliorate paradigm dissonance tend to focus on changing student dispositions or lowering the stakes of failure. I instead propose wise interventions that include analyzing the systemic roots of stigmatized failure and making failure a more communal experience. I then briefly address the systemic transformations necessary to cultivate generative failure more broadly.

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Welcome to “Failure Club”

Cited by 3 publications

References 17 publications

Motivation and genre as social action: a phenomenological perspective on academic writing

Motivation and genre as social action: a phenomenological perspective on academic writing

The motivations that improve the creative writing process: what they might be and why we should study them

Telling Students it’s O.K. to Fail, but Showing Them it Isn’t: Dissonant Paradigms of Failure in Higher Education

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