Critique of Six C’s of motivation Written by Wang and Han


Ka-Rhonda Porter
University of Houston

This chapter primarly focuses on the motivation of 10th grade students. The six C’s of motivation include the following, choice, challenge, control, collaboration, constructing meaning, consequences, and conclusion. The authors briefly describes each of the six C’s of motivation and gives an example of how it can be used with the 10th grade classroom assignment. The author’s state that choice means giving the students the opportunity to choose the type of assignment that they have to complete for the class. The research shows that if the students are given this choice they will choose something that is more interesting for them and succeed at it more. The second “C” to motivation is providing a challenge for the kids. Making sure that the assignment is on a varying skill level will motivate the students to try harder. The third “C” to motivation is control. If the students feel as if they are in control or apart of the control of the classroom, they are more likely to feel motivated. The fourth “C” to motivation is collaboration. Students that work in groups of their peers are more likely to be motivated. The fifth “C” to motivation is constructing meaning. This means that the students must view the new content as relevant to their life and their world in order for them to be motivated to learn the content. The final “C” to motivation is consequences. This means that there will be a type of accountability and responsibility to the student on completing their assignments.

Strengths and Weaknesses


  • This chapter on the Six C’s of motivation was titled very clear and appropriately for the text that was presented in the written information. The writer did an adequate job at being consistent to the subject at hand.
  • The author’s major strength in this article was presenting the data in actual situations or scenarios that could be used or identified with in similar educational fields. The statements made on motivation was very clear and easy to understand to even those people who are not familiar with the studies conducted on motivation.
  • Although the author cited several pieces of literature from a few of the notable researchers in the field of motivation, as a reader, I would have liked to have seen a collection of more diverse researchers in the field. I would have liked to have seen how this research could be used for the minority learner. I also would suggest more current data on motivation research as well. The only cited materials are prior to the year of 2000. Readers would be interested in knowing if there has been any new discoveries since 2000.
  • One thing that I would consider changing about the chapter is that it would be much more helpful for the readers that have a limited understanding of motivation is to provide a more initial clear definition of motivation. The author does not provide to the reader any prior information on motivation before proceeding to list the Six C’s of Motivation.
  • Another strength in the chapter is that the author made it clear in the opening paragraphs that the Six C’s to Motivation strategy is not a one size fit all method of reaching the youth. All readers need to be reminded of the fact that any strategy to remain flexible and to adjust and adapt to the audience you are trying to help.
  • The author did an efficient job at applying the data to a real world experience. This data on the Six C’s of motivation could assist with those students that are bored with a certain content area. It could also assist in the actual classroom by keeping the students actively involved in the lesson by allowing them the opportunity to choose the activity that they want to do. Students like the feeling of having control in choosing what they wish to learn. Many students in the inner city schools are not motivated to learn because they fail to see the relevance or importance in the work. If the students are given a choice and control then hopefully they will appreciate the lesson or task more.
  • The author explained the key points of the Six C’s to Motivation and applied it to real life scenarios. Through making these scenarios, the author makes the connections beyond just the beliefs and assumptions of the theorist. However, the chapter is deeply rooted in the theory of Vygosky.