Positive social engagement, according to Anita Woolfolk (1998), which of course, also includes education, is enhanced when students understand that choices have consequences (Purje, 2014). One of the keys to achieving this goal, of positive engagement, according to Woolfolk, is through the consistent application of self- management. Woolfolk highlights that psychologists became interested in self-management behaviors because studies found that students subjected to externally imposed behavioral regimes, who were compelled to conform to a set of behavioral norms, too often refused to behave appropriately.
Since the COVID-19 pandemic spread to the U.S. in 2020, college leaders and policymakers have raised questions about the academic preparation of today's students. College readiness metrics in math and English have fallen nationally, and research shows that many students lack executive functioning skills as well as effective study habits. Though they may be underprepared for college courses, most students say they're motivated in college by grades or the pursuit of knowledge.
Levels = Grades. Each year is a level. Pass to advance, fail and repeat. Quests = Academic years. Fixed-time missions with objectives to complete. Points = Marks. Harder questions yield more points. Leaderboards = Ranks. Students are compared against each other. Some schools even split leaderboards across sections of the same grade. Boss fights = Board exams. High-stakes challenges that gate access to the next stage. Side quests = Assignments, projects, competitions. Extra recognition for optional tasks.