EPSY 251EPSY 251

M. Young, Ph.D.M. Young, Ph.D.

(860) 486-0182(860) 486-0182

Myoung@uconn.eduMyoung@uconn.edu

130 Gentry Bld.130 Gentry Bld.

WelcomeWelcome

• The Online SyllabusThe Online Syllabus– From the From the Virtual ClassroomVirtual Classroom

• Summary of RequirementsSummary of Requirements– WebBoard Discussion 15%WebBoard Discussion 15%– Writing Assignment 20%Writing Assignment 20%– Final 65%Final 65%– Bills of RightsBills of Rights

Student Bill of RightsStudent Bill of Rights

Students have a right to...Students have a right to...• An opportunity to learn the basic concepts An opportunity to learn the basic concepts

of Learning II in multiple formats (text, of Learning II in multiple formats (text, lecture, online).lecture, online).

• Have their time managed wisely (not make-Have their time managed wisely (not make-work activities).work activities).

• Support when expectations exceed current Support when expectations exceed current understandings.understandings.

• Contact with the instructor beyond the Contact with the instructor beyond the classroom.classroom.

Instructor Bill of RightsInstructor Bill of RightsThe instructor has the right to...The instructor has the right to...

• Cooperation in establishing a learning Cooperation in establishing a learning forum.forum.

• Active participation from students.Active participation from students.

• Support when expectations exceed current Support when expectations exceed current understanding. (note it’s the same!) understanding. (note it’s the same!)

IndexIndex• Smart Kids/ Dumb Kids: Smart Kids/ Dumb Kids:

The nature of intelligence.The nature of intelligence.• But they’re just not Motivated!: But they’re just not Motivated!:

The nature of motivation,The nature of motivation, with self with self assessment.assessment.

• I want hands-on, minds-on engaged learners: I want hands-on, minds-on engaged learners: The nature of classroom organization.The nature of classroom organization.

• It’s a tough school: Conflict resolution in the It’s a tough school: Conflict resolution in the curriculum.curriculum.

IntelligenceIntelligence

• Consider any class of students you have Consider any class of students you have seen in clinic…seen in clinic…

• What makes students learn at different What makes students learn at different rates?rates?

• What defines a smart student?What defines a smart student?

• What defines a smart teacher?What defines a smart teacher?

• What IS intelligence?What IS intelligence?

The Bell CurveThe Bell CurveThe measurement of intelligence has been the greatest achievement of twentieth-century scientific psychology. Psychometricians can make a numerical estimate of a person's intelligence that remains surprisingly stable after the age of five or so, and much convergent evidence suggests that the variations of this measure of intelligence in a population are determined significantly (at least 60 percent) by inheritable factors.

Richard J. Herrnstein and Charles A. Murray. (1994). The Bell Curve: Intelligence and Class Structure in American Life. Free Press.

The Bell Curve - Social ImplicationsThe Bell Curve - Social ImplicationsAs they see it, individuals have always differed in intelligence, at least partly because of heredity, but these differences have come to matter more because social status now depends more on individual achievement.

High IQ parents are choosing voluntary childlessness while others produce multiple offspring… the fear becomes... a brutal society in which "the rich and the smart" (who are increasingly the same folks) band together to isolate and perhaps even reduce the ranks of those who besmirch the social fabric.

The Bell Curve - an incendiary textThe Bell Curve - an incendiary text

• Scientists StatementScientists Statement– http://www.cycad.com/cgi-bin/Upstream/http://www.cycad.com/cgi-bin/Upstream/

Issues/bell-curve/support-bell-curve.htmlIssues/bell-curve/support-bell-curve.html

Other ThoughtsOther Thoughts

• Sternberg’s Sternberg’s InterviewInterview with Skeptic with Skeptic Magazine.Magazine.

Sternberg’s Triarchic ProcessSternberg’s Triarchic Process(pg. 114)(pg. 114)

• Analytic ComponentialAnalytic Componential– Information componentsInformation components

– Meta components (planning, selecting)Meta components (planning, selecting)

– Gaining new knowledge componentsGaining new knowledge components

• Creative ExperientialCreative Experiential– InsightInsight

– Automaticity (of problem solving)Automaticity (of problem solving)

• Practical ContexualPractical Contexual– Knowing how vs knowing whatKnowing how vs knowing what

– Everyday knowledgeEveryday knowledge

Gardner’s reactionGardner’s reaction(to Bell Curve)(to Bell Curve)

• American Prospect OnlineAmerican Prospect Online

What makes for a productive What makes for a productive worker?worker?

• Is it IQ?

• Correlation with income and supervisor ratings yield only 10% variability accounted for by IQ.

Gardner’s reactionGardner’s reaction““Though there are seven appendices, spanning over 100 pages, and nearly Though there are seven appendices, spanning over 100 pages, and nearly

200 pages of footnotes, bibliography, and index, one element is 200 pages of footnotes, bibliography, and index, one element is notably missing from this tome: a report on any program of social notably missing from this tome: a report on any program of social intervention that works. For example,Herrnstein and Murray never intervention that works. For example,Herrnstein and Murray never mention Lisbeth Schorr's Within Our Reach: Breaking the Cycle of mention Lisbeth Schorr's Within Our Reach: Breaking the Cycle of Disadvantage, a book that was prompted in part by Losing Disadvantage, a book that was prompted in part by Losing Ground. Schorr chronicles a number of social programs that have Ground. Schorr chronicles a number of social programs that have made a genuine difference in education, child health service, family made a genuine difference in education, child health service, family planning, and other lightning-rod areas of our society. planning, and other lightning-rod areas of our society. And to the ranks of the programs chronicled in Schorr's book, many And to the ranks of the programs chronicled in Schorr's book, many new names can now be added. Those who have launched Interfaith new names can now be added. Those who have launched Interfaith Educational Agencies, City Year, Teach for America, Jobs for the Educational Agencies, City Year, Teach for America, Jobs for the Future, and hundreds of other service agencies have not succumbed to Future, and hundreds of other service agencies have not succumbed to the sense of futility and abandonment of the poor that the Herrnstein the sense of futility and abandonment of the poor that the Herrnstein and Murray book promotes.”and Murray book promotes.”

Yeh, but how does he really feel?Yeh, but how does he really feel?

““It is callous to write a work that casts earlier attempts to help It is callous to write a work that casts earlier attempts to help the disadvantaged in the least-favorable light, strongly the disadvantaged in the least-favorable light, strongly suggests that nothing positive can be done in the present suggests that nothing positive can be done in the present climate, contributes to an us-against-them mentality, and climate, contributes to an us-against-them mentality, and then posits a miraculous cure. High intelligence and high then posits a miraculous cure. High intelligence and high creativity are desirable. But unless they are linked to some creativity are desirable. But unless they are linked to some kind of a moral compass, their possessors might best be kind of a moral compass, their possessors might best be consigned to an island of glass-bead game players, with no consigned to an island of glass-bead game players, with no access to the mainland.”access to the mainland.”

Gardner’s Multiple IntelligencesGardner’s Multiple Intelligences(pg. 110)(pg. 110)

• Logical-mathematicalLogical-mathematical

• LinguisticLinguistic

• MusicalMusical

• SpatialSpatial

• Body-kinesthesticBody-kinesthestic

• InterpersonalInterpersonal

• NaturalisticNaturalistic

• Existential? (ability to ask big questions)Existential? (ability to ask big questions)

Measured IQMeasured IQ• Individualized tests (about 2 hours)Individualized tests (about 2 hours)

– Stanford Binet, WISC-III, McCarthy... Stanford Binet, WISC-III, McCarthy... (p. 116)(p. 116)

• IQ predicts school achievementIQ predicts school achievement

• Mental Age Mental Age – MA/CA * 100MA/CA * 100

• vs Deviation vs Deviation (from Mean)(from Mean) Scores Scores– Mean = 100; SD=10 or 15 Mean = 100; SD=10 or 15 (top p. 116)(top p. 116)

– 50% above Mean50% above Mean

– 68% within 1 SD68% within 1 SD

End Lecture 1End Lecture 1

Thanks for coming!Thanks for coming!

MotivationMotivation

Why don’t these darn kids learn!Why don’t these darn kids learn!

Consider...Consider...

• What does it mean for a student to be What does it mean for a student to be “engaged” in learning?“engaged” in learning?– Hands-on, minds-on?Hands-on, minds-on?

• What does it look like when a student is What does it look like when a student is engaged in learning?engaged in learning?

• Is motivation personal (long term) or Is motivation personal (long term) or situational (momentary)?situational (momentary)?

What is Motivation - definitionWhat is Motivation - definition• internal state or condition that activates internal state or condition that activates

behavior and gives it direction; behavior and gives it direction;

• desire or want that energizes and directs desire or want that energizes and directs goal-oriented behavior; goal-oriented behavior;

• influence of needs and desires on the influence of needs and desires on the intensity and direction of behavior;intensity and direction of behavior;

• the arousal, direction, and persistence of the arousal, direction, and persistence of behavior behavior (Franken, 1994).(Franken, 1994).

Where IS motivationWhere IS motivation

• Trait TheoriesTrait Theories– Motivation is a stable long-term characteristicMotivation is a stable long-term characteristic– Need to Achieve, enduring interestNeed to Achieve, enduring interest

• State TheoriesState Theories– Situational interestSituational interest– Changing goalsChanging goals

• SociohistoricalSociohistorical– Motivation as authentic participationMotivation as authentic participation

When is Motivation extraordinary?When is Motivation extraordinary?

• Pokémon Silver?Pokémon Silver?

• Olympic Athletes?Olympic Athletes?

• So what are the characteristics of So what are the characteristics of motivation?motivation?

How do students’ personal goals How do students’ personal goals affect motivation?affect motivation?

Csikszentmihalyi’s FlowCsikszentmihalyi’s Flow• A challenging activity that requires skillA challenging activity that requires skill

• Merging of action and awarenessMerging of action and awareness

• Clear goalsClear goals

• FeedbackFeedback

• Focus of concentrationFocus of concentration

• Feeling of control (no dire consequences)Feeling of control (no dire consequences)

• Loss of self conciousnessLoss of self conciousness

• Transformation of timeTransformation of time

Sources of MotivationSources of Motivation

• InternalInternal– Humanistic PsychHumanistic Psych

• Needs, interestsNeeds, interests

– Cognitive PsychCognitive Psych• thoughts (attributions?)thoughts (attributions?)

• ExternalExternal– BehaviorismBehaviorism

• Rewards, reinforcers, incentivesRewards, reinforcers, incentives

Locating MotivationLocating Motivation

Epsitomologies related to MotivationEpsitomologies related to Motivation

• EmpiricismEmpiricism– Behaviorism (Skinner)Behaviorism (Skinner)

• RationalismRationalism– Constructivism (Piaget)Constructivism (Piaget)

• SociohistoricismSociohistoricism– Social Constructivism (Vygotsky)Social Constructivism (Vygotsky)

How do Grades Impact Motivation?How do Grades Impact Motivation?

• If you get good grades…If you get good grades…– Increase motivation or relaxIncrease motivation or relax

• If you get average grades…If you get average grades…

• If you get low grades?If you get low grades?

How motivated are you?How motivated are you?

A game of 16 questionsA game of 16 questions

1 = not like me at all1 = not like me at all

5 = very much like me5 = very much like me

1 2 3 4 5

Very like meNot like me

Self Assessment… Self Assessment… 1 of 61 of 6

1. I am aware of the hierarchy of motives in 1. I am aware of the hierarchy of motives in my life and which ones are the most my life and which ones are the most important to me.important to me.

2. I am instrinsically motivated.2. I am instrinsically motivated.

3. I have high expectations and standards for 3. I have high expectations and standards for my success.my success.

4. My life has many moments of flow.4. My life has many moments of flow.

1 2 3 4 5

Very like meNot like me

Self Assessment... Self Assessment... 2 of 62 of 6

5. I am aware of the people in my life who 5. I am aware of the people in my life who have motivated me the most and what it is have motivated me the most and what it is they did to motivate me.they did to motivate me.

6. I make achievement-related attributions 6. I make achievement-related attributions that emphasize effort.that emphasize effort.

7. I have mastery motivation orientation 7. I have mastery motivation orientation rather than helpless or performance rather than helpless or performance orientation.orientation.

1 2 3 4 5

Very like meNot like me

Self Assessment... Self Assessment... 3 of 63 of 6

8. I am motivated to learn and succeed 8. I am motivated to learn and succeed because of my success aspirations, not because of my success aspirations, not because I want to protect my self-worth or because I want to protect my self-worth or avoid failure.avoid failure.

9. I have high self-efficacy for many things.9. I have high self-efficacy for many things.

10. I have high instructional self-efficacy in 10. I have high instructional self-efficacy in terms of my ability as a teacher and to terms of my ability as a teacher and to manage a classroom.manage a classroom.

1 2 3 4 5

Very like meNot like me

Self Assessment... Self Assessment... 4 of 64 of 6

11. I regularly set goals, plan how to reach 11. I regularly set goals, plan how to reach those goals, and systematically monitor my those goals, and systematically monitor my progress toward them.progress toward them.

12. I set specific, proximal, and challenging 12. I set specific, proximal, and challenging goals.goals.

13. I am a good time manager, regularly doing 13. I am a good time manager, regularly doing weekly plans, monitoring my use of time weekly plans, monitoring my use of time and creating “to do” lists.and creating “to do” lists.

1 2 3 4 5

Very like meNot like me

Self Assessment... Self Assessment... 5 of 65 of 6

14. I am good at learning from my mistakes to 14. I am good at learning from my mistakes to improve my future success.improve my future success.

15. I don’t let anxiety or other emotions get in 15. I don’t let anxiety or other emotions get in the way of my motivation.the way of my motivation.

16. I have a good support system for my 16. I have a good support system for my motivation and have positive close motivation and have positive close relationships with people who can help me relationships with people who can help me sustain my motivation.sustain my motivation.

1 2 3 4 5

Very like meNot like me

Self Assessment... Self Assessment... 6 of 66 of 6

• Any items you answered 3 or less on?Any items you answered 3 or less on?

• These are items you may want to spend These are items you may want to spend some time considering.some time considering.

Sources of NeedsSources of Needs• Maslow’s hierachyMaslow’s hierachy

• Behavioral ExternalBehavioral External

• BiologicalBiological

• AffectiveAffective

• CognitiveCognitive

• ConativeConative

• SocialSocial

• SpiritualSpiritual

Behavioral MotivationBehavioral Motivation

• Source is external, selected by environment.Source is external, selected by environment.

• elicited by stimulus associated/connected to elicited by stimulus associated/connected to innately connected stimulus. innately connected stimulus.

• obtain desired, pleasant consequences obtain desired, pleasant consequences (rewards) or escape/avoid (rewards) or escape/avoid undesired,unpleasant consequences. undesired,unpleasant consequences.

Behaviorism MotivationBehaviorism Motivation• ReinforcersReinforcers

– Positive Rewards (primary & secondary)Positive Rewards (primary & secondary)• External (learn to cook for the tastes)External (learn to cook for the tastes)

• Internal reward (learn to read for the understanding)Internal reward (learn to read for the understanding)

– NegativeNegative

• PunishmentPunishment

• Why is it called empiricism?Why is it called empiricism?– Assume that what is positive for one student is Assume that what is positive for one student is

punishing for the nextpunishing for the next

ExamplesExamples

• Normative gradesNormative grades

• Implicit or explicit competitionImplicit or explicit competition

• Public displays of achievementPublic displays of achievement

• Does the existence of external rewards Does the existence of external rewards lessen intrinsic (internal) motivation?lessen intrinsic (internal) motivation?

Great Expectations!Great Expectations!Expectancy theoriesExpectancy theories

of Motivationof Motivation

Teacher Expectations Teacher Expectations (external/social)(external/social)

• Self-fulfilling prophecySelf-fulfilling prophecy

• Student self-perceptionsStudent self-perceptions– Ego-protecting disengagement from learning Ego-protecting disengagement from learning

Student ExpectationsStudent Expectations

• Self Efficacy (Bandura)Self Efficacy (Bandura)

• Goal Orientation (Dweck)Goal Orientation (Dweck)– Performance GoalsPerformance Goals– Learning GoalsLearning Goals

Affective needsAffective needs

• increase/decrease affective dissonance. increase/decrease affective dissonance.

• increase feeling good. increase feeling good.

• decrease feeling bad. decrease feeling bad.

• increase security of or decrease threats to increase security of or decrease threats to self-esteem.self-esteem.

• maintain levels of optimism and enthusiasm.maintain levels of optimism and enthusiasm.

BanduraBandura

• Reciprocal DeterminismReciprocal Determinism– Observational, imitative, self-control, self-Observational, imitative, self-control, self-

regulationregulation

Cognitive needsCognitive needs• maintain attention to something interesting maintain attention to something interesting

or threatening. or threatening.

• develop meaning or understanding. develop meaning or understanding.

• increase/decrease cognitive disequilibrium; increase/decrease cognitive disequilibrium; uncertainty. uncertainty.

• solve a problem or make a decision. solve a problem or make a decision.

• figure something out. figure something out.

• eliminate threat or risk. eliminate threat or risk.

Attributions of SuccessAttributions of Success

• LOCUS: LOCUS: – Internal vs. External Internal vs. External

• STABILITY:STABILITY:– Temporary vs. Permanent Temporary vs. Permanent

• CONTROLLABILITY:CONTROLLABILITY:– Ability vs. Effort Ability vs. Effort

Causal attributionsCausal attributions

• Int-Stable-UnContrInt-Stable-UnContr• Int-Stable-ControlInt-Stable-Control• Int-UnStable-UnContrInt-UnStable-UnContr• Int-UnStable-ControlInt-UnStable-Control• Ext-Stable-UnContrExt-Stable-UnContr• Ext-Stable-ControlExt-Stable-Control• Ext-Unstable-UnContrExt-Unstable-UnContr• Ext-Unstable-ControlExt-Unstable-Control

• I have low aptitude.I have low aptitude.• I never study.I never study.• I was sick on test day.I was sick on test day.• I didn’t study for this 1.I didn’t study for this 1.• School it too tough.School it too tough.• Instructor is unfair!Instructor is unfair!• I had bad luck.I had bad luck.• My friends didn’t help.My friends didn’t help.

Student Attributions:Student Attributions:Value explanations of MotivationValue explanations of Motivation• InterestInterest

– Personal (Schiefele)Personal (Schiefele)– Individual (Renninger)Individual (Renninger)– Situational (Alexander)Situational (Alexander)

• Attributions of successAttributions of success

Lepper’s Exp X ValueLepper’s Exp X Value

• Lepper puts expectancies and Value together suggesting:Lepper puts expectancies and Value together suggesting:

– Motivation = Expectance for success * personal Value of Motivation = Expectance for success * personal Value of goalgoal

• Lepper also describes skill X challenge level.Lepper also describes skill X challenge level.

Low High

Low

High

APATHY BOREDOM

ANXIETY FLOW

Perception of their own skill

Level

Of

Challenge

Biological needsBiological needs

• increase/decrease stimulation (arousal). increase/decrease stimulation (arousal).

• activate senses (taste, touch, smell, etc.) activate senses (taste, touch, smell, etc.)

• decrease hunger, thirst, discomfort, etc. decrease hunger, thirst, discomfort, etc.

• maintain homeostasis, balance. maintain homeostasis, balance.

Internal Motivation (Needs)Internal Motivation (Needs)

Internal Motivation (cognitions)Internal Motivation (cognitions)

• Self Efficacy & MotivationSelf Efficacy & Motivation

GoalsGoals

• Are video games motivating.. Why?Are video games motivating.. Why?– FLOWFLOW

• Setting GoalsSetting Goals

• Environment that afford progressEnvironment that afford progress

Social NeedsSocial Needs

• imitate positive models imitate positive models

• be a part of a group or a valued member be a part of a group or a valued member

Social ConstructivismSocial Constructivism

• Cognitive Apprenticeship as motivationCognitive Apprenticeship as motivation

• Motivation as Social Motivation as Social – Identity come from a community of practiceIdentity come from a community of practice– Motivation comes from increasing participationMotivation comes from increasing participation– Motivation involves membership in a Motivation involves membership in a

community of learnerscommunity of learners

Conative needsConative needs

• Plans associated with “why questions”Plans associated with “why questions”– what are my intentions and goals; what are my intentions and goals; – what am I going to do; what am I going to do; – what are my plans and commitments?what are my plans and commitments?

Conative need examplesConative need examples

• meet individually developed/selected goal. meet individually developed/selected goal.

• obtain personal dream. obtain personal dream.

• develop or maintain self-efficacy.develop or maintain self-efficacy.

• take control of one's life. take control of one's life.

• eliminate threats to meeting goal, obtaining eliminate threats to meeting goal, obtaining dream. dream.

• reduce others' control of one's life.reduce others' control of one's life.

Spiritual NeedsSpiritual Needs

• understand purpose of one's life understand purpose of one's life

• connect self to ultimate unknownsconnect self to ultimate unknowns

……now, how can school satisfy all now, how can school satisfy all these needs?these needs?