chapter 6 motivation. motivation motivation is an inner state that energizes, directs, and sustains...

CHAPTER 6CHAPTER 6

MotivationMotivation


MotivationMotivation is an inner state that is an inner state that energizes, directs, and sustains energizes, directs, and sustains

behavior. It gets learners moving, behavior. It gets learners moving, points them in a particular direction, points them in a particular direction,

and keeps them going.and keeps them going.


involves the processes that energize, direct,

and sustain behavior.

AFFECTAFFECT

AffectAffect is a close partner of is a close partner of motivation. It is the feelings, motivation. It is the feelings, emotions, and general moods emotions, and general moods that learners bring to bear on a that learners bring to bear on a task.task.

A.A. People like to believe they can People like to believe they can perform an activity perform an activity competently.competently.

A.A. Their self-confidence (or lack Their self-confidence (or lack thereof) related to that activity thereof) related to that activity affects their behavior.affects their behavior.

Perspectives on MotivationPerspectives on Motivation

The humanistic perspective

stresses students’ capacity for personal growth, freedom to choose their own

destinies, and positive qualities.

Basic Human NeedsBasic Human Needs

Arousal.Arousal. Competence and self-worth.Competence and self-worth. Control over the course of one’s Control over the course of one’s

life, or life, or self-determination.self-determination. A feeling of connection to other A feeling of connection to other

people, or people, or relatedness.relatedness.


The behavioral perspective emphasizes external rewards and punishments as keys in

determining student motivation.


The cognitive perspectiveThe cognitive perspective focuses on students’ competence

motivation, their internal motivation to achieve, their attributions, and

their beliefs that they can effectively control their environment.


The social perspective stresses the need for affiliation

or relatedness that involves establishing, maintaining, and restoring warm, close,

personal relationships.

How Motivation Affects Behavior, How Motivation Affects Behavior, Cognition, and LearningCognition, and Learning

Motivation Motivation directs behavior toward particular directs behavior toward particular goals.goals.

▪▪Motivation increases effort and persistence Motivation increases effort and persistence in activities.in activities.

▪▪Motivation affects cognitive processes.Motivation affects cognitive processes.▪▪Motivation determines reinforcing and Motivation determines reinforcing and

punishing consequences.punishing consequences.▪▪Motivation often leads to improved Motivation often leads to improved

performance.performance. → → IIntrinsicntrinsic motivation is more beneficial than motivation is more beneficial than

extrinsicextrinsic motivation. motivation. → → Immediate environments influence intrinsic and Immediate environments influence intrinsic and

extrinsic extrinsic motivation.motivation.

Motivation, Teaching, and Motivation, Teaching, and LearningLearning

Achievement Processes

Extrinsic and Intrinsic

Motivation

Attribution

Mastery Motivation Self-Efficacy

Goal-Setting, Planning, and

Self-Monitoring

Expectations

Extrinsic vs. Intrinsic MotivationExtrinsic vs. Intrinsic Motivation

Extrinsically Motivated Students

• Do something to obtain something else.

• Are influenced by rewards and punishments.

IntrinsicallyMotivated Students

• Demonstrate self- determination by doing something for its own sake.

• Increase motivation when they are given some personal choice.

Optimal Experiences & FlowOptimal Experiences & Flow

Flow occurs:

• When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity.

• When students are challenged and perceive that they have a high degree of skill.

Theories of MotivationTheories of MotivationCognitiveCognitive

General Principles ofGeneral Principles ofCognitive Factors in MotivationCognitive Factors in Motivation

Learners find some topics inherently Learners find some topics inherently interesting.interesting.

Learners want chances of success in Learners want chances of success in voluntary activities to be voluntary activities to be reasonably goodreasonably good..

If chances of success are If chances of success are slimslim,, learners will learners will behave so that success is behave so that success is lessless likely. likely.

Learners are more likely to devote time to Learners are more likely to devote time to activities that have activities that have valuevalue for them. for them.

The nature of goals related to their The nature of goals related to their academic achievement influence learners’ academic achievement influence learners’ cognitive processes and behaviors.cognitive processes and behaviors.

Learners must juggle achievement goals Learners must juggle achievement goals with their many other goals.with their many other goals.

General PrinciplesGeneral Principles Learners identify what are, in their own Learners identify what are, in their own

minds, the likely causes of their successes minds, the likely causes of their successes and failures.and failures.

Learners’ attributions for past successes Learners’ attributions for past successes and failures affect their future performance.and failures affect their future performance.

With age, learners increasingly attribute With age, learners increasingly attribute their successes and failures to ability rather their successes and failures to ability rather than to effort.than to effort.

Over time, learners acquire a general Over time, learners acquire a general attributional style.attributional style.

Culture influences cognitive factors Culture influences cognitive factors underlying motivation.underlying motivation.

Cognitive factors underlying sustained Cognitive factors underlying sustained motivation build up over time.motivation build up over time.

Attribution TheoryAttribution TheoryBernard WeinerBernard Weiner

Attribution theory: Attribution theory:

In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.

LocusLocus:: Students who perceive their Students who perceive their success as being due to internal success as being due to internal factors (i.e., effort) are more likely factors (i.e., effort) are more likely to have higher self-esteemto have higher self-esteem..

StabilityStability:: If a student attributes a If a student attributes a positive outcome to a stable cause, positive outcome to a stable cause, there is an expectation of future there is an expectation of future success.success.

ControllabilityControllability:: Failure due to Failure due to external factors causes anger. external factors causes anger. Failure due to internal factors may Failure due to internal factors may cause guilt.cause guilt.

Attribution TheoryAttribution Theory

CAUSAL DIMENSIONS

AttributionAttribution ExamplesExamples LocusLocus StabilityStability ControllabilityControllability

Luck Success: “It’s a good thing the teacher didn’t ask about learning theories.”Failure: “ I would have gotten an “A” if my dog hadn’t eaten my homework.”

External Unstable Uncontrollable

TaskDifficulty

Success: “Essay exams are easy; I can always write enough to get a good grade.”Failure: “ I just can’t understand this language; why didn’t Shakespeare write in common English?”

External Stable Uncontrollable

AttributionAttribution ExamplesExamples LocusLocus StabilityStability ControllabilityControllability

Innate (inborn)Ability

Success: “I knew I’d make the audition for band; I’ve always been musically talented.”Failure: “ I expected this grade; my visual learning style is just not compatible with her lectures.”

Internal Stable Uncontrollable

Effort Success: “It’s a good thing I stayed home and studied last night; it really paid off.”Failure: “ I spent too much time studying names and dates and not enough time studying causes.”

Internal Unstable Controllable

Theories of MotivationTheories of Motivation

Goal TheoryGoal Theory

Goals? What goals?Goals? What goals? People form goals for a variety of academic

and non-academic pursuits. An achievement goal includes both the

reason to choose to do a task, and the standard by which people evaluate their own performance

Achievement Goals generally divided into two types:– Mastery– Performance

And two states– Approach– Avoidance

Mastery and Performance GoalsMastery and Performance Goals Can work together!Can work together!

– Mastery goals important during skill Mastery goals important during skill acquisition. Sometime imposed by acquisition. Sometime imposed by teacher!teacher!

– Performance Goals tend to promote Performance Goals tend to promote interest once skills have been developed.interest once skills have been developed.

Mastery Goals – Approach stateMastery Goals – Approach state FocusFocus: : mastering a task, learning,

understanding StandardStandard: self-improvement, progress, deep

understanding of a task. OUTCOMES:

– Intrinsic motivation, interest– Deep-level learning strategies to enhance

understanding and recall– Preference for challenging tasks and moderate

risk taking.

Mastery Goals – Avoidance StateMastery Goals – Avoidance State FocusFocus::avoiding misunderstanding, avoiding

not learning or not mastering the material.

Standards: not being wrong, not performing incorrectly relative to the task

OUTCOMES:– Disorganized studyingDisorganized studying– Increased text anxietyIncreased text anxiety– Negative feelings about failureNegative feelings about failure

Performance Goals – Approach StatePerformance Goals – Approach State

FocusFocus:: being superior, being the smartest, besting others.

StandardsStandards: getting best or highest grades, being best performer in class (comparing to the norm)

OUTCOMES:– Intrinsic motivationIntrinsic motivation– Effective, but often superficial learning strategiesEffective, but often superficial learning strategies– Low anxiety and positive self-efficacyLow anxiety and positive self-efficacy

Performance Goals – Avoidance StatePerformance Goals – Avoidance State FocusFocus: avoiding inferiority, not looking : avoiding inferiority, not looking

“stupid or dumb” in comparison to others.“stupid or dumb” in comparison to others. StandardsStandards: not getting the worst grades, : not getting the worst grades,

not being the lowest performer in the class not being the lowest performer in the class (comparing to the norm).(comparing to the norm).

OUTCOMES:OUTCOMES:– Surface level learning (memorizing, studying only Surface level learning (memorizing, studying only

what will be on the test.what will be on the test.– self-defeating behaviors – not trying, self-defeating behaviors – not trying,

procrastination, minimizing participation, excuses procrastination, minimizing participation, excuses for incomplete work, sometimes cheatingfor incomplete work, sometimes cheating

– Anxiety and negative feelings about failure.Anxiety and negative feelings about failure.

Achievement Goal OrientationAchievement Goal Orientation

Helpless Orientation • Students focus on their personal inadequacies

Performance Orientation • Students are concerned with the outcome

rather than the process

Mastery Orientation Mastery Orientation • Students focus on the task rather than their Students focus on the task rather than their

ability ability • Generate solution-oriented strategiesGenerate solution-oriented strategies

Expectancy-Value TheoryExpectancy-Value Theory

What motivates students to participate in What motivates students to participate in class, study, or completing homework?class, study, or completing homework?

Two Components:Two Components:– ExpectancyExpectancy:: students’ expectation for success

(Can I do this task?) Competency belief Stereotype threat

– Value:Value: reasons for undertaking a task. (Do I want to do this task!)

Intrinsic value Attainment value Extrinsic, utility value

Implications for teachersImplications for teachers

Self-EfficacySelf-Efficacy

Make sure students are not overly aroused or anxious

Provide students with support from positive adult and peer models

Help students develop short- and long-term goals

Teach specific strategies

Self-RegulationSelf-RegulationEncourage and help Encourage and help

students …students … Set both short- and long-term Set both short- and long-term

challenging goalschallenging goals Manage time effectively, set Manage time effectively, set

priorities, and be organizedpriorities, and be organized Monitor progress toward goalsMonitor progress toward goals


Motivation, Relationships, and Sociocultural

Contexts

Social Motives

Social Relationships

SocioculturalContexts

Social RelationshipsSocial Relationships

Motivation Motivation to Achieve to Achieve

Parentsshould provide

the right amount of

challenge in a positive

environment and model

achievement behavior.

Peers with high

achievement standards will

support student achievement in

others.

Teachers optimize

achievement when they provide

challengingtasks in a

supportive environment.

Sociocultural ContextsSociocultural Contexts

Sociocultural ContextsSociocultural Contexts

EthnicityEthnicity There is There is DIVERSITYDIVERSITY in in achievement motivation achievement motivation within ethnic minority within ethnic minority groups.groups.

Socio -Socio -economic economic Status (SES)Status (SES)

When ethnicity and When ethnicity and socioeconomic status socioeconomic status (SES) are investigated (SES) are investigated in the same study, SES in the same study, SES is often the better is often the better predictor of predictor of achievement.achievement.

Motivation and GenderMotivation and Gender

Have higher competence beliefs in math and sports

Are more rambunctious

Receive more teacher attention, yet receive lower grades

List more career options

Have higher competence beliefs for English, reading, and social activities

Often experience conflicts between gender roles and achievement

Are more compliant, get less teacher attention, by middle school have lower self-esteem

FemalesMales


Students with Achievement Problems

Students Who Are Low-Achieving and Have Low Expectations for Success

Students Who Protect Their Self-Worth by

Avoiding Failure

Students Who Procrastinate

Students with High Anxiety

Students Who Are Perfectionists

Students Who Are Uninterested or Alienated

Students with Achievement Students with Achievement ProblemsProblems

Protectionof Self-Worthby Avoiding

FailureGuide setting of realistic goals, strengthen link between effort and self-worth, and encourage positive self-perceptions

Low Achieverswith Low

ExpectationsProvide

reassurance and cognitive

retraining, and reward effort and progress toward

realistic goals

HighAnxietyModify

negative thoughts by

engaging students in

more positive,

task-focused thoughts

Students with Achievement Students with Achievement ProblemsProblems

PerfectionistsIdentify

cost/benefits, decrease self-criticism, set

realistic goals and time limits, and

encourage acceptance of

criticism

ProcrastinatorsEncourage

acknowledgement of problem, assist

in time management and task analysis, and teach behavioral

and cognitive strategies for dealing with

problem

Hard-to-Reach, Hard-to-Reach, Low-Achieving StudentsLow-Achieving Students

1. Develop positive 1. Develop positive teacher-student teacher-student relationshipsrelationships

2. Make school more 2. Make school more interestinginteresting

3. Teach strategies to 3. Teach strategies to make learning make learning enjoyableenjoyable

4. Consider including 4. Consider including a mentor a mentor

chapter 6 motivation. motivation motivation is an inner state that energizes, directs, and sustains...

Documents