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Motivation to Learn

Maria Moore

University of New England

Amy Wheeler

EDU 615 Motivational Theory and Classroom Management

February 11, 2009

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Motivation to Learn

The cognitive theories of motivation “focus on learners’ beliefs, expectations, and

need for order, predictability, and understanding” (Eggen & Kauchak, pg. 307, 2007).

This paper will address the five areas of the cognitive theories of motivation. First, each

area will be briefly described. Second, classroom examples will be given to show

application in three areas of cognitive theories of motivation. Finally, a letter will be

included that is intended for parents at the beginning of the school year. This letter will

explain the use of cognitive theories of motivation in my classroom.

Theories

There are five cognitive theories of motivation. According to Eggen & Kauchak

(2007), these theories are based on student’s need to understand the world around

them. Understanding these theories will help us better understand and teach our

students. These theories also give explanations to student behaviors.

The first theory of motivation is the Expectancy x Value Theory. This theory

addresses student expected outcomes. Students will be motivated to attempt an

activity if they expect that they will be successful at it. If students do not expect

success, they will give very little effort or not attempt the activity. Students are

motivated to the extent that they expect to succeed.

The second theory is Self-Efficacy. Self-efficacy is one’s perception of

themselves and their capabilities to complete a specific task. Students may have high

self-efficacy in one area, but low self-efficacy in another. The higher the self-efficacy a

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student has the more challenging a task they will attempt. The lower their self-efficacy,

the less likely they will attempt any task set before them.

A third theory is the Goal Theory. There are various types of goals: learning

goals, performance goals, social goals, and work-avoidance goals. Learning or

performance goals can motivate learning. Social goals may positively or negatively

affect motivation. Goals are effective tools when learners are involved in setting them.

According to Eggen and Kauchak (2007), goals need to be specific, immediate, and

moderately challenging. Self-efficacy can be built through accomplishing goals that

have been set.

The Attribution Theory is the fourth theory of motivation. This theory describes

what students attribute on their success to, or lack thereof. “Ability, luck, effort, and task

difficulty are the most common factors” (Eggen & Kauchak, pg. 317, 2007) to which

students attribute their successes or failures.

Finally, the Self-determination Theory is the last theory discussed. Students

want to have choices and make decisions. They also need to feel competent,

independent, and connected with others. As students feel more competent in their

abilities, their self-efficacy grows. Students’ beliefs about themselves can be positively

or negatively influenced by teachers’ words and actions towards them. We, as

educators, may make our students feel competent, or not.

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Three Examples

As teachers, we use the five theories of motivation for learning in our classroom,

many times without thinking about it. They flow naturally as we go about our day and as

we interact with students. I will be using examples from my Kindergarten classroom to

describe three of the theories.

The first example comes is an application of the Self-Efficacy Theory. Many of

my students have had little drawing experience. Those who tend to show perfectionist

tendencies are less likely to attempt drawing a picture that goes with a letter or concept

that we have learned. In order to build their expectancy of success, I will do a directed

drawing with the students. (Not all drawings that we do in class are directed.) They

love to do these directed drawings, because they know that they will be capable of

drawing something that is recognizable, and thus feel proud of their success. Each

picture is always adorable and students are very proud of them. (Please see the

example at the end of this paper for a directed drawing of a cow.)

A second example of cognitive theories of motivation that I use is the Expectancy

x Value Theory. I apply this theory when I build my students’ belief in their success of

drawing by telling them that they just need to try their best. I do not expect their

drawings to be perfect, just as my drawings are not perfect, but I do expect their best.

From the beginning of Kindergarten, I make a chart for each letter of the alphabet that

we are studying. Each day, we add new pictures to the letter chart. For example, we

had for “E, e” elephant, exit, echo, etc... At first, students laughed at my drawings. Now,

they tell each other, “She’s doing her best, that’s all that God wants.” Through my

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example of trying my best, students also try. There is very little frustration exhibited from

students as a result of drawing in my classroom. (Examples of an undirected drawing

for Martin Luther King, Jr. Day are attached to the end of this paper.) We drew pictures

of Jesus wanting us to be friends. Each student gladly participated and no tears were

shed. They know that only their personal best is expected of them.

An application of the Attribution Theory in my classroom would be when I tell Joe,

“I can tell that you have been working hard at practicing writing your letters at home.

They are touching the lines, just like they should. Great job, Joe!” Joe realizes that his

hard work at home is the reason for success in his writing. He gets a huge smile on his

face when his achievements, because of hard work, are showing. Even in

Kindergarten, Joe is attributing success to hard work. (See Appendix for an example

Joe’s letter h.)

Joe’s example is also an application of the Self-Determination Theory. As Joe is

gaining competence in writing his letters, he is noting that his skills are improving. With

statements of praise, I am influencing his self-determination, intrinsic motivation and

building his feelings of competence. When Joe is circling his best letter that he has

written on a page of lower-case “h”, he is monitoring his own goals, and is gaining

autonomy.

Through use of the five theories of cognitive motivation, we can aide our students

in being successful in school. As teachers, we can make positive impacts on self-

efficacy. We can adjust curriculum to build concepts so students believe that they can

achieve success. We can help our students realize that they are capable of completing

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tasks and challenges. Students can also attribute their successes and failures due to

their effort, through teachers reinforcing this concept. Through knowledge and

application of these concepts, we can help change lives.

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Dear Parents,

I want to thank you for the privilege of allowing me to partner with you in

your child’s education. I believe that God has placed each student in my room for a

special reason, and I am looking forward to getting to know them, and you better as

the year progresses.

I would like to explain a little about my classroom philosophy and the reasons

why I hold to these beliefs. If students believe that they will be successful, they

will make an attempt at trying something new. This is known as the Expectancy x

Value Theory of motivation. Students are motivated to the extent that they

believe that they can succeed. I want each student to feel that they can succeed

in my classroom.

I will also be building my students’ self-efficacy this year. It is shown that

if students believe that they are capable of doing a task, they will attempt it

(Self-Efficacy Theory). One goal in my classroom is to present materials in

increasing difficulty, building on concepts. By new presenting material in

increments, and in a manner that is not overwhelming, students are more likely to

try something more difficult. So, learning is a progression of building concepts.

As students attain success, they will attribute that success to something

such as ability, luck effort, etc. (Attribution Theory). My goal is that they

attribute success to their hard work. Positive reinforcement is a huge part of my

classroom. This positive reinforcement builds student self-determination (Self-

Determination Theory). Thank you for reinforcing your child’s successes on papers

that come home.

I look forward to teaming with you in educating your child. I know that this

year will be a blessing to you and your child, as it is will be to me.

Blessings-

Mrs. Moore

Appendix: Cow

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directed drawing. October 2008

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Appendix: “Jesus wants us to be friends.” Jan. 16, 2009

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Appendix: Joe’s Letterbook. Feb. 6, 2009

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References

Eggen, P., & Kauchak, D. (2007). Educational Psychology Windows on Classrooms. (7th Edition). Columbus, Ohio: Merrill Prentice Hall.