"Ability is thought of as being an internal stable factor over which a person may not think they have any control. However, one should consider that the ability to control one's own learning may become available to an individual if they actively engage in their learning. This active learning engagement has the potential to change neurological pathways, leading to changes in cognitive and skill-acquisition capacities, as well as advances in knowledge, potential, insight, and creativity(Arrowsmith-Young, 2012; Coyle, 2009; Doidge, 2010, 2015)."
"Effort is thought of as being an internal and unstable factor over which a learner has, if they so choose, to exercise a great deal of control. Effort is about self-initiated, self-directed motivation for all tasks and for advancing learning potential and overall skill and knowledge possibilities(Coyle, 2009; Glasser, 1986, 1999). In terms of application, effort is considered to be unstable because it varies with the learner's moment-to-moment choices, their interpretation of the task, and the situational demands, to which they are responding."
Four attribution factors influence motivation to engage and learn: ability, effort, task difficulty, and luck. Ability is described as an internal, stable factor but can become more controllable through active learning engagement that alters neurological pathways and enhances cognitive, skill-acquisition, knowledge, insight, and creative capacities. Effort is an internal, unstable factor under learner control and represents self-initiated, self-directed motivation for tasks and learning advancement. Effort varies moment-to-moment with choices, task interpretation, and situational demands and can increase or decrease rapidly in response to application, goals, emotions, and perceived endurance. Task difficulty is external and stable, yet sustained effort and practice can overcome it.
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