1 chapter 11 motivating students to learn. 2 1.1 exploring motivation motivation: the drive to...
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CHAPTER 11Motivating Students to Learn
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1.1 Exploring Motivation
Motivation:
The drive to satisfy a need and the reason why people behave the way they do.
– Motivated behaviour is energized, directed and sustained.
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1.2 Exploring Motivation 3 main perspectives on motivation:
1. The Behavioural Perspective• Emphasizes external rewards and punishments as
keys in motivation• Incentives: positive or negative stimuli
2. The Humanistic Perspective• Stresses students’ capacity for personal growth,
freedom to choose their destiny• Self-actualization
3. The Cognitive Perspective• Students’ thoughts guide motivation• Competence motivation: people are motivated to deal
effectively with their world, to master their world and to process information efficiently
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1.3 The Humanistic Perspective: Maslow’s Hierarchy of Needs
Physiological Needs
Safety Needs
Belonging and Love
Esteem
Need to Know and Understand
Aesthetic Needs
Self-ActualizationGrowth Needs
Deficiency
Needs
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2.1 Achievement MotivationStudents with
ExtrinsicMotivation
Students withIntrinsic
Motivation
Do something to obtain something else.
Are influenced by rewards and punishments.
Demonstrate self- determination by doing something for its own sake.
Increase motivation when they are given some personal choice.
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2.2 Self-Determination and Personal Choice Events that foster a sense of self-determination or
competence enhance (or at least maintain) intrinsic motivation
To promote self-determination in your classroom:– Explain to students the importance of learning
activities– Be attentive to students’ feelings– Allow students to make personal choices– Allow them to divide into self-selected groups– Create learning centres where they can work
individually or collaboratively
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2.3 Optimal Experience and Flow Flow : feeling we get when engaged in activities that provide us with both a sense of meaning and a degree of happiness.
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2.4 Attribution TheoryAttribution Theory: in our attempts to make sense of our own behaviour or performance we seek or assign underlying causes - (excuses/reasons for success or failure). Locus:
– Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.
Stability: – If a student attributes positive outcome to a stable cause, there is
an expectation of future success.
Controllability: – Failure due to external factors causes anger.– Failure due to internal factors may cause guilt.
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2.6 Achievement Orientation Mastery Orientation:
• Students focus on the task, not their ability, have positive effect, and generate solution-oriented strategies that improve performance.
Helpless Orientation:• Students focus on their personal inadequacies
and attribute difficulty to lack of ability, and have negative affect
Performance Orientation:• Students are more concerned with outcomes
than process
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2.7 Self-Efficacy
A belief that what you do can produce positive outcomes
Students with high self-efficacy:– Set higher goals and persevere to attain them– Invest more effort\persist in difficult tasks longer – Recover more quickly from setbacks
Schools that promote self-efficacy:– Have high expectations and standards for achievement– Have teachers & principals who work together to
improve instruction
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2.8 Teaching Strategies for Improving Self-Efficacy
Teach goal settingTeach relevant strategiesMonitor students’ affectProvide appropriate mentors and
models.
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2.9 Self Regulatory Learning
Self-generation of thoughts, feelings, and behaviours to reach a goal
Three important concepts:
1. Goals
2. Planning
3. Self-monitoring
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3.1 Social Relationships
Motivation to Achieve
Parents should provide
the right amount of
challenge in a positive
environment and model
achievement behaviour.
Peers with high
achievement standards will
support student achievement in
others.
Teachers optimize
achievement when they provide
challengingtasks in a
supportive environment.
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3.2 Sociocultural Contexts: Gender differences
• Have higher competence
beliefs in math and sports
• High expectations for success in math courses and careers that require math & science ability
• Have higher competence beliefs in English, reading, and social activities
• High expectations for success in language courses and careers that require writing & speaking ability
FemalesMales
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3.3 Teaching Strategies for Motivating Students Create an atmosphere that promotes
learning Help students achieve expectations Encourage students’ intrinsic motivation Help students establish goals Use technology effectively Be a model (but not Kate Moss)
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4.1 Motivating Discouraged Students
Failure Syndrome“Increase
self-efficacy retraining and
attribution training.”
Protectionof Self-Worthby Avoiding
Failure “Includes non-performance,
procrastination, and inappropriate
goal setting.”
Low Achieverswith
Low Expectations“Provide constant reassurance as long as student demonstrates
effort.”
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4.2 Motivating Uninterested Students•Develop positive student-teacher relationships•Show patience, but maintain expectations•Keep their interests in mind•Teach strategies to make academics more enjoyable•Consider enlisting mentors whom the student respects