a discussion about student achievement motivation: theoretical views and instructional...
TRANSCRIPT
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A Discussion About Student Achievement Motivation: Theoretical
Views and Instructional Considerations
Rayne A. Sperling, PhD
Educational Psychology
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Agenda
• Brief introductions• Rayne introduction• Discussion of flexible plan for session– What is academic achievement motivation?– Does motivation really matter?
• Competence and motivation• Motivation drives engagement and leads to competence
– Is there such a thing as ‘bad’ motivation?– Participants’ observations, concerns, and issues (What
brought you here today?)
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Agenda
– Focus of discussion not only on “motivation”• Student behavior (actual and ideal)• Instructional actions
– Resources and directions• TARGETT model and others
– Overall take-home messages
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Approach
To share theoretical approaches to achievement motivation relevant to Engineering instructional contexts– Explain and discuss theories– Explore faculty perceptions/student perceptions– Identify representative and target faculty and student
behaviors– Identify and discuss grounded instructional strategies
to enhance student motivation
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Bad Motivation?
• Activity– Self-reported measures of achievement motivation– Actual and ideal
• Theoretically-ideal versus practically-ideal
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Academic Achievement Motivation
• Some students are not engaged or are engaged in the ‘wrong’ things or for the ‘wrong’ reasons
• Observing students’ behaviors may not indicate why they are engaged
• Numerous theories and constructs explain students’ motivation for academic tasks– Some recent empirical studies of engineering and
STEM students’ motivation
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Theories
• What motivation is NOT: Related constructs and considerations– Interest– Beliefs– Epistemology– Self-regulation– Engagement
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Theories
• There are many perspectives, for example: – Humanistic views– Attribution theory—the ‘Why’– Self-determination theory– Self-efficacy– Expectancy x value– Goal orientation– Goal theories– Self-worth perspectives
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Overall Considerations
• Locus of control– Belief about whether the outcomes are result of one’s
behaviors (internal) or the result of events outside one’s personal control (external)
• Locus of causality– Belief about whether the reason for the activity is
inside or outside the person
• Views of ability– Entity: Ability is stable and uncontrollable– Incremental: Ability is unstable and controllable
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Example Attributions
• High grade– Ability: I am good in math– Effort: I studied hard for the exam– Ability & Effort: I am good in math and I studied
hard for the exam– Task Ease: It was an easy test– Luck: I was lucky; I studied the right material
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Example Attributions
• Low grade:– Ability: I am no good in math– Effort: I didn’t study hard enough– Ability and Effort: I’m no good in math and I
didn’t study hard enough– Task difficulty: The test was impossible, nobody
could have done well– Luck: I was unlucky; I studied the wrong material
for the exam
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Attributions
Locus of causality
Stability Controllability
Ability Internal Stable Uncontrollable
Effort Internal Unstable Controllable
Luck External Unstable Uncontrollable
Task difficulty External Stable Uncontrollable
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Attributions
• Controllable attributions• The fate of ability attributions• Attributional retraining• When NOT to make effort attributions• Teacher attributions for student learning• Modeling accurate attributions
Action items/Reflections
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Self-Determination Theory
• Some think of this as the dichotomy of intrinsic and extrinsic motivation. – Intrinsic motivation refers to motivation for which
the activities are their own reward, inherent interest, enjoyment
– Extrinsic motivation refers to motivation for doing something for a separable outcome
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http://www.psych.rochester.edu/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
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Some Additional SDT
• Interaction of determination across types of motivation
• Autonomy (Choice, involvement, relevance, feedback, lesson-framing statements)
• Relatedness (Accepting and supportive environment)
• Competence (Ability to function effectively in environment: praise, criticism, attributional modeling, emotional reactions, offers of help)
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Some Additional SDT
• Present a challenge• Give learner control--Choice• Evoke curiosity (the role of interest)• Use rewards for tasks that are not already
intrinsic• Base rewards and feedback on quality of work• Use rewards to communicate increasing
competence or determination or engagement
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Drawing on Interest
• Personal and situational interest
• Mitchell– Catch (activities) and Hold (meaningfulness and
involvement)
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Other Views: Social Cognitive
• Self-Efficacy– A learner’s beliefs about his or her capability of
succeeding on specific tasks
• Expectancy x value– Learners are motivated to engage in tasks when
they expect to succeed and when they value achievement on the task
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Self-Efficacy
• Those who are efficacious:–Willing to try on difficult tasks– Believe they will succeed and can monitor and
control affect
• Contributing factors– Past performance –Modeling– Verbal persuasion (depends on the source)– Psychological state (i.e., distraction, anxiety)
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Increasing Efficacy
• One instructional strategy for increasing efficacy is the use of worked examples– Product versus Process worked examples– Scaffolded presentation of worked examples
• Success on related tasks• Collaborative tasks• Peer-guided tutoring groups
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Expectancy x Value
• Expectancy for success– Perception of task difficulty– Self-schema
• Task value– Intrinsic interest– Importance– Utility value– Cost
The equation…
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Addressing Value
• Lesson-framing statements• Meaningfulness• Nature of problems• Utility• Payoff for depth of engagement and
understanding
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Students in Context
• One motivation for a person’s behavior is to protect self-worth.
• Major source of self-worth information is performance on public tasks.
• In competitive academic settings, only a few students will succeed.
• To try hard and fail is a threat to self-worth.
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Defensive Strategies
• Don’t participate• False effort: make yourself appear as though you are
working on the task when you’re not• Self-handicapping: doing something to put yourself
at a disadvantage
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Defensive Strategies
• Set goals too high: failure provides no information about your own ability
• Set goals too low: same as above only now success provides no information
• Procrastinate: (publicly) put off working on the project, look like you don’t care…hey, you did well given that you only worked on it for a day…
• Underachieving: Setting (public) standards low
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Goals
• Learning (Mastery) goals: Goals to learn, to improve. This produces task-involved learners– Example behaviors:
• Work hard for understanding• Perseverance
• Performance goals: Goals that focus on perception of others. This produces ego-involved learners
Are performance goals always ‘bad’?
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Performance Goals
• Likely to cheat• Sloppy work• Attention seeking for good performance• Work for the grade• Compare grades• Choose tasks that will likely result in positive evaluations• Need clear evaluation criteria
Instructor behaviors that promote performance orientation
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Goal Orientations
Learning/Mastery Focused Performance focused
Success Improvement; mastery; Progress
High grades; Comparison
Effort To get better/to learn something new
To beat others/to demonstrate ability
Satisfaction Progress/challenge/mastery Doing better than others/ success with minimum effort
Evaluation Evidence of progress Social comparison
Interpretation of errors
Part of learning process Failure of ability
Ability Incremental/improves with effort
Fixed/entity
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Need for achievement
Goal set Attributions View of ability
Strategies
Mastery (Learning)
High Need for achievement low fear of failure
Learning goals of moderate difficulty to challenging
Effort, good strategy choice
Incremental Try another way, adaptive
Failure avoiding
Fear Failure
Performance goals, tries very hard or very easy goals
Lack of ability
Entity
Pretend not to care, don’t try hard
Failure accepting
Expects failure and depression
No goals, performance as a default
Lack of ability
Entity
Give up
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Goals
• Approach and Avoidance• Other goal considerations and theories– Social goals– Pleasing others• Parents, teachers, peers
– Future goals–Work-avoidance goals
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The TARGETT model
• Task• Autonomy/responsibility• Recognition• Grouping• Evaluation• Time• Teacher expectations
Ames (1992), Maehr & Anderson (1993), Todorovich & Model (2005), Woolfolk(2001)
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Goal Structures
• Cooperative: Students believe their goal is attainable only if other students will also reach the goal
• Competitive: Students believe that their goal is attainable only if others don’t reach the goal
• Individualistic: Students believe that their own attempt to reach a goal is not related to other students’ attempts to reach the goal.
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Teacher Expectations
• Beliefs and predictions about student abilities– Objectives: make clear you expect growth,
appropriate but high expectations
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Teacher Expectations
• More capable students are given:– More opportunity for public performance on
meaningful tasks– More opportunity to think– Higher level assignments (taxonomy)– More autonomy (less interruption, more choice)– More opportunity for self-evaluation– More honest feedback and contingent feedback– More respect for the individual learner– Meaningful time
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Avoiding the Expectation Trap...
• Use information from tests and prior experiences carefully
• Context may change behavior and cognition• Be careful in discussion with low ability students– Body language, wait time, ample and appropriate
praise, call on frequently, prompts and cues too
• Variety of instructional materials• Diversity-background experiences• Gender and ethnicity and race cautions
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Conclusion
• Things you currently do ‘right’• Things you knew• Things that surprised you• Action items• Resource requests