Motivation & Self-regulationGroup: Emily Pearce, Colin Van de Reep, Kyle Dibbley, and Zarah Martz

Outline★ Extrinsic & Intrinsic

Motivation★ Development of Goals

and Attribution★ Bioecology of

Motivation & Strategies

★ Self-regulation

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Extrinsic and Intrinsic Motivation

Drum Roll Please!

Motivation

Extrinsic

Motivation provoked by external consequences● Praise● Treats● Entertainment● Grades● Punishment

Intrinsic

Motivation resulting from personal characteristics● Inquisitiveness● High self-efficacy● Autonomy● Effective learning strategies● Long-term interests● Priorities

“A state that energizes, directs, and sustains behaviour” (McDevitt & Ormond, 2013, p. 496)

Factors Affecting Extrinsic Motivation- Reinforcer- Primary Reinforcer- Secondary Reinforcer- Delay Gratification- Punishment- Vicarious Reinforcement / Punishment

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Identify in the Drum Lesson:- Primary Reinforcer- Secondary Reinforcer- Delay Gratification- Punishment

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Factors Affecting Intrinsic Motivation- Self-Efficacy- Sense of Self Determination- Situational Interest- Personal Interest- Value Courtesy of photosteve101 (Creative Commons

License)

Internalized MotivationExternal Regulation (Extrinsic Motivation)

Introjection (behaving to gain approval, enhance and protect sense of self)

Identification (Importance and Value)

Integration (integrated into self, system of motive and values, central part of self)

Development of GoalsMastery GoalsAspire to gain new skills and knowledge for self-evaluation

Performance GoalsAspire to appear competent as how others may evaluate them

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Development of Goals

PerformanceMastery

Approach

Avoidance

Focus on achieving positive outcomes.i.e. approval & respect

Desire to gain new knowledge and skills.

PerfectionismTest anxietyFailure

Focus on avoiding undesirable outcomesi.e. ridicule & punishment

Social

Development of AttributionsAttribution: Beliefs about the causes of success or failure

Internal vs ExternalStable vs UnstableControllable vs Uncontrollable

Self-constructed interpretations

Teaching StrategiesMastery & Social Goals● students value content● assignments that

encourage learning new skills

● group projects● evaluation that allows

for taking risk and making mistakes

Performance Goals● emphasize

competition in order to get good grades

● when a single failure can have dire consequences for final grades

● not challenging

AbilityIncremental View

Belief: Hard work pays off

“I can do it” attitude

Mastery Orientation

Entity View

Belief: Either you have the ability or you do not

Learned Helplessness

Bioecology of MotivationMotivation can be affected by the student’s gender and cultural background.

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Motivation Strategies - Develop and promote Intrinsic Motivation

- communicate and develop enthusiasm and curiosity for the topic- create disequilibrium which is naturally uncomfortable and motivates the student to search for equilibrium- give opportunities for physical involvement- offer options/alternatives and emphasize students’ choice

- Increase the students’ self-efficacy- give scaffolding and tailored instruction that help them find success

- Ensure that rules and instructions allow students to maintain a sense of self-determination

Motivation Strategies - Encourage students to set specific mastery goals

- younger children will respond better to short term goals, while older children will be more able to think abstractly about the future and plan

long term goals

- Help students meet social needs- fear of failure and intense focus on performance are symptoms of a need to feel valued and appreciated by peers.

- Tell students specific constructive feedback on the cause of success or failure

- put the focus on controllable factors that allow the student to make a difference in their ability to succeed

Motivation Strategies - Teach students about positive attribution

- If the student recognizes that hard work and determination lead to success and a lack of such leads to failure, they will be more likely to work hard and be determined because they trust that their efforts will be rewarded.

- Downplay failures- Use extrinsic reinforcers when necessary

*Always be especially attentive to the needs of students who are academically behind their peers (ex. due to a learning disability or ESL/ELL).

Group Discussion

Situation You have a student who continually hands in assignments late, and has not responded positively to your offer to provide extra help and work through assignments. This student seems inattentive and unengaged in class, and rarely puts their hand up to answer questions, however when called on directly and guided through the question, the student responds correctly. This student has not been identified as having a learning disability, and is a native english speaker.

Discuss which strategies you would use to help motivate this student to improve their performance, and why.

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Self-Regulation-Impulse Control-Delaying Gratification-Self-socialization-Emotional regulation-Goal setting-Self-motivation-Self-regulated learning

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Encouraging Students-Make curriculum relevant-Use the Student’s strengths-Provide support-Communicate Optimism-Give students responsibility-Get involved-Involve students in school policy and management decisions

Promoting Self-Regulation-Having an orderly and predictable environment-Let students make their own choices-Adjust to self-regulatory and vulnerabilities-Support the students’ level of learning-Provide guidance, appropriately-Make suggestions, not commands, when possible-Teach self-regulation skills