Forth Bringing a Positive Learning Attitude

Positivity entails being optimistic about situations, interactions, and oneself. Instead of learning,
some people simply emit negative attitudes. Positive thinking elicits not only positivity but also creative
thinking, thereby enhancing our self-esteem and confidence. A positive attitude must begin first with
yourself. This campaign is directed at students, teachers, and educators, encouraging them to adopt these
practices or strategies that will assist them in encouraging others to develop a positive attitude toward
learning.

While the methods may be more applicable to educational institutions for this campaign, they can
also be applied more broadly. The first one is to serve as a role model. As previously stated, it must begin
with ourselves. As the proverb goes, seeing is believing, positivity and optimism are contagious. If others
observe that something positive occurs as a result of your positive attitude, they will likely do the same.
Demonstrating this will result in a positive and beneficial environment for everyone.

The second is that we must cultivate an appreciation for comfort and order. Occasionally, we
recognize that it is the sensation of acceptance by others. When we feel a sense of belonging to a group or
community, the more likely we are to engage in conversation that will eventually result in the exchange
of ideas, which is a positive perception that opens the door of learning. Certain activities can be
undertaken to accomplish this goal: (1) Peer-teachers should fortify their teaching by educating others; 2)
peer-students should engage in similar discourse, enabling greater understanding and; 3) Educators should
promote the emotional and social evolution of students, and increase their motivation, effort, and
achievement.

The third is to value and enjoy tasks. It is worthwhile to solve problems at appropriate difficulty;
it is unpleasant to resolve issues that are either too easy or too difficult. We must first ensure that there are
problems to be solved to achieve this objective. When they are unsure whether they can do it, we need to
ensure that they understand it and are clear about their responsibilities, including what they are expected
to do, how they are expected to do it, and how they will be evaluated. As a result, it will reinforce their
belief that they possess the capability and resources necessary to complete tasks.

Finally, we must shift our focus away from praising ability and toward praising effort. This is
frequently the source of a negative attitude toward learning. Rather than saying "you are intelligent," we
should say "you must have worked hard for it," and this makes a difference. Additionally, we must view
failure as a natural part of the learning process and this is important. Increasing intelligence requires self-
discipline, and numerous errors and failures are a necessary part of that process. It makes no difference if
you fail and gives up, but failing and continuing to move forward demonstrates that you have a positive,
learning attitude.

A positive attitude enables us to view situations more optimistically. The methods and objectives
outlined above will assist in encouraging not only students but all of us who continue to learn and desire
to learn. The value of education necessitates not only the attitude itself but also the factors that contribute
to it. Nothing is more valuable than having you look at things positively and solve problems with a clear
and optimistic mind.
References:
Díez-Palomar J, García-Carrión R, Hargreaves L, Vieites M. (2020) Transforming students’ attitudes
towards learning through the use of successful educational actions. PLoS ONE 15(10): e0240292.
https://doi.org/10.1371/journal.pone.0240292

Ghazali, Siti. (2008). Learner Background and their Attitudes towards Studying Literature.

Meral, S. A. (2019, August 25). Students’ Attitudes towards Learning, A Study on Their Academic
Achievement and Internet Addiction. https://files.eric.ed.gov/fulltext/EJ1227617.pdf

Willingham, D. T. (2010). Why don't students like school? : A cognitive scientist answers questions about
how the mind works and what it means for your classroom. San Francisco, CA: Jossey-Bass.