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. 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). 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). This distinction is central to attribution theory, as attributions to luck tend to undermine agency, while attributions to controllable factors (belonging to the individual) strengthen attributional potential, which supports the concept and application of discipline, determination and perseverance (Weiner, 1979, 1985). The literature suggests that this internal realization also leads to greater potential in further enhancing self-esteem and advancements in positive self-image.