elizabeth c. rodriguez jessica pettyjohn chapter 11 week 10
TRANSCRIPT
Elizabeth C. RodriguezJessica Pettyjohn
Chapter 11Week 10
Elizabeth C. RodriguezJessica Pettyjohn
Chapter 11Week 10
Motivation is the process of instigating and sustaining goal-directed behavior.
Motivation is the process of instigating and sustaining goal-directed behavior.
What is Motivation?What is Motivation?
The Model of Motivated Learning reflects a cognitive model because it views motivation arising largely from thoughts and beliefs. This model portrays three phases:
Phase I: Pre-task
Phase II: During Task
Phase III: Post-task
This is a convenient way to think about the changing role of motivation during learning.
Model of Motivated LearningModel of Motivated Learning
Model of Motivated Learning Example
Historical Perspectives of MotivationHistorical Perspectives of Motivation
1. Drive Theory: was the motivational force that energized and prompted people into action
2. Conditioning Theory: explains motivation in terms of responses elicited by stimuli or emitted in the presence of stimuli
3. Cognitive Consistency Theory: assumes that motivation results from interactions of cognitions and behaviors
4. Humanistic Theory: as applied to learning is largely constructivist and emphasizes cognitive and affective processes. It addresses people’s capabilities and potentials as they make choices and seek control over their lives.
Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs
This hierarchy helps teachers understand and create an environment to enhance learning.
Achievement MotivationAchievement Motivation
Achievement Motivation refers to striving to be competent in effortful activities (Elliot & Church, 1997)
Examples of historical foundations of achievement motivation theory include:
* Expectancy-Value Theory
* Familiar Influences
* Fear of Success
Example of Model of Achievement Example of Model of Achievement MotivationMotivation
Achievement Motivation Achievement Motivation
Various factors in the social world affect the types of cognitive processes and motivational beliefs that students have.
Social influences include factors associated with culture, the behaviors of important socialization influences in the person’s environment and past performance outcomes.
Students’ initial motivational beliefs center on goals, task-specific self-concepts, and perceptions of task difficulty.
Attribution TheoryAttribution Theory
In his model, Weiner outlined the processes through which learners form causal beliefs (Weiner 1985, 2005). A basic assumption of Weiner's model of attributions is that learners are affected by both environmental factors (e.g., characteristics of the students' home or school) and by personal factors (e.g., prior experiences and prior knowledge). These background variables affect the types of attributions that individuals are likely to make.
Weiner’s Model of Casual AttributionWeiner’s Model of Casual Attribution
Social Cognitive TheorySocial Cognitive Theory• Important to pay attention to the link between motivation and
learning• Goals and expectations are learning mechanisms
• Goals and Expectations• Goal setting and self-evaluation of goal progress• Outcome expectations & self-efficacy• Bandura (1986) reinforcement informs people about the likely
outcomes of behaviors and motivates them to behave in ways they believe will result in positive consequences
• Important to pay attention to the link between motivation and learning
• Goals and expectations are learning mechanisms
• Goals and Expectations• Goal setting and self-evaluation of goal progress• Outcome expectations & self-efficacy• Bandura (1986) reinforcement informs people about the likely
outcomes of behaviors and motivates them to behave in ways they believe will result in positive consequences
Social ComparisonSocial Comparison
• The process of comparing ourselves with others
• Positive effect on learning, increases self efficacy of others
• Developmental level is important – ability to use comparative information depends on cognitive level
• Social comparison changes with levels of development, especially in school environments
• The process of comparing ourselves with others
• Positive effect on learning, increases self efficacy of others
• Developmental level is important – ability to use comparative information depends on cognitive level
• Social comparison changes with levels of development, especially in school environments
Goal TheoryGoal Theoryo Goal theory states that important relations exist
among goals, expectations, attributions, conceptions of ability, motivational orientations, social and self comparisons, and achievement behaviors (Ames, 1992)
o Different from goal setting theory – goal theory explains and predicts students’ achievement behaviors
o Goal orientation – refers to the purpose and focus of an individual’s engagement in achievement activities
o Goal theory states that important relations exist among goals, expectations, attributions, conceptions of ability, motivational orientations, social and self comparisons, and achievement behaviors (Ames, 1992)
o Different from goal setting theory – goal theory explains and predicts students’ achievement behaviors
o Goal orientation – refers to the purpose and focus of an individual’s engagement in achievement activities
Goal OrientationsGoal Orientations• Student’s reasons for engaging in academic tasks – a
variety• Learning goal is what knowledge, behavior, skill or
strategy students are to acquire• Learning goals focus students’ attention on processes and
strategies that help them acquire capabilities and improve their skills
• Performance goal is what task students are to complete• Performance goals focus attention on completing tasks• There are emotional consequences of motivation in a
school setting
• Student’s reasons for engaging in academic tasks – a variety
• Learning goal is what knowledge, behavior, skill or strategy students are to acquire
• Learning goals focus students’ attention on processes and strategies that help them acquire capabilities and improve their skills
• Performance goal is what task students are to complete• Performance goals focus attention on completing tasks• There are emotional consequences of motivation in a
school setting
Conceptions of AbilityConceptions of Ability• Two theories of intelligence: entity and incremental• Entity theory is the belief that intelligence is
relatively fixed, stable, and unchanging over time and with conditions (Difficulties = obstacles)
• Incremental theory roughly equates intelligence with learning, that intelligence can change and increase with experience, effort and learning (Difficulties = challenges)
• Two theories of intelligence: entity and incremental• Entity theory is the belief that intelligence is
relatively fixed, stable, and unchanging over time and with conditions (Difficulties = obstacles)
• Incremental theory roughly equates intelligence with learning, that intelligence can change and increase with experience, effort and learning (Difficulties = challenges)
Implications for TeachingImplications for Teaching
Perceptions of ControlPerceptions of Control• Perceived control
over task engagement and outcomes is critical
• Control Beliefs – • Strategy Beliefs• Capacity Beliefs• Control Beliefs
• Perceived control over task engagement and outcomes is critical
• Control Beliefs – • Strategy Beliefs• Capacity Beliefs• Control Beliefs
Learned HelplessnessLearned Helplessness• A psychological state
involving a disturbance in motivation, cognitive processes, and emotions because of previously experienced uncontrollability
• A psychological state involving a disturbance in motivation, cognitive processes, and emotions because of previously experienced uncontrollability
Students with Learning Problems
Students with Learning Problems
• Learned helplessness is experienced by many students with learning problems
• Lower expectations, judge themselves lower in ability & emphasize lack of ability
• Females may be more helpless orientated • Reading deficiencies make problems
worse• Teachers can help these students!
• Learned helplessness is experienced by many students with learning problems
• Lower expectations, judge themselves lower in ability & emphasize lack of ability
• Females may be more helpless orientated • Reading deficiencies make problems
worse• Teachers can help these students!
Self ConceptSelf ConceptRefers to one’s collective self- perceptions:
• Formed through experiences with and interpretations of the environment and
• Heavily influenced by reinforcements and evaluations by significant other person
Important multidimensional parts: Self-Esteem, Self-Confidence, Self-Concept Stability, Self-Crystallization
Refers to one’s collective self- perceptions: • Formed through experiences with and
interpretations of the environment and• Heavily influenced by reinforcements and
evaluations by significant other person
Important multidimensional parts: Self-Esteem, Self-Confidence, Self-Concept Stability, Self-Crystallization
Four Sources of Intrinsic Motivation
Four Sources of Intrinsic Motivation
1. Challenge 2. Curiosity3. Control4. Fantasy
Intrinsic Motivation vs. Extrinsic Motivation
1. Challenge 2. Curiosity3. Control4. Fantasy
Intrinsic Motivation vs. Extrinsic Motivation
Motivation & Self-RegulationMotivation & Self-Regulation
Volition – the act of using the will for one’s wants
Values – students opinion of learning
Self-Schemas – cognitive manifestations of goals, aspirations, fears and threats
Help Seeking – self-regulation fosters asking for help
Volition – the act of using the will for one’s wants
Values – students opinion of learning
Self-Schemas – cognitive manifestations of goals, aspirations, fears and threats
Help Seeking – self-regulation fosters asking for help
Summary & QuestionsSummary & Questions