Monthly Article Archives: April 2006

Creating Motivating Environments: Part IIIRobert Brooks, Ph.D.

In the past two articles I described research examining the concepts of success, achievement, ambition, and motivation. Last month I focused specifically on the work of Dr. Marshall Raskind and his colleagues and their identification of “success attributes,” namely, those qualities that are most related to measures of accomplishment in one’s adult life. I also suggested strategies for promoting these attributes in both our children and ourselves. In the first two articles I asked, “If we are to create what I call ‘motivating environments,’ that is, environments in which those involved are eager to participate and cooperate, what are some of the key features associated with the cultivation of motivation and accomplishment?” In this, the third and final article in the series, I will delve further into a theory that I have found very helpful in designing “motivating environments.” Such environments allow for and encourage a wide spectrum of expressions of success and achievement but without losing sight of such moral and ethical values as honesty, respect, kindness, and compassion. A Theory of Self-Motivation As a parent, psychologist, educator, lecturer, and consultant I have been keenly interested in understanding and applying those variables that energize people not only to define

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