The research indicates that, from an attribution theory perspective, when it comes to advancing potential (irrespective of the field or discipline), there are four factors that influence a person’s motivation to positively engage and learn. These four factors are identified as ability, effort, task difficulty, and luck (Weiner, 1979, 1985)

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. As such, in attribution theory, effort is classified as unstable precisely because it can increase or decrease rapidly in response to the individual’s application, goals, emotions, and their perceived capacity to endure and potentially influence the outcome (Weiner, 1979, 1985).

Task difficulty is........

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