motivation week 6

MOTIVATION

“Motivation is the process

whereby goal-directed activity is instigated and

sustained”

Schunk, Pintrich & Meece, 2008, pg. 4: Eggen & Kauchak, 2010, pg. 284).

Extrinsic Motivation

“Motivation to engage in an activity as a means to an end”

(Eggen & Kauchak, 2010, pg. 285)

For example: studying for a test to get a good

results.

Intrinsic Motivation

“Motivation to be

involved in an activity for its own

sake” (Eggen & Kauchak, 2010, pg. 285)

For example: doing the study simply because

you want to learn more about it.

As teachers we should aim for our student’s to be intrinsically motivated. You would prefer it if your students wanted to study to learn rather than just doing it because they have to!

Define Motivation and describe different theoretical explanations for learner motivation

• Present a challenge: Challenge your students by setting task just out of their zone of proximal development, success isn’t guaranteed and conquering this task will give your students great satisfaction emotionally.

• Promote learners feelings of autonomy: Students are more motivated when they feel they are in control of their own learning; they can influence it in some way.

• Evoke curiosity: Novel, surprising, or discrepant experiences can trigger intrinsic motivation.

• Involve creativity and fantasy: Allow students to use their own imagination on creative tasks.

Here are some examples given to help you to help achieve

intrinsic motivation within your students:

(Eggen & Kauchak, 2010, pg.285)

“Students with Motivation to Learn orientation make an effort to understand

topics whether or not they find studying them intrinsically interesting

or enjoyable; the understanding that

results is valuable and worthwhile”

(Eggen & Kauchak, 2010, pg. 286)

Motivation

Behaviourist Views

Cognitive and Social Cognitive

Views

Sociocultural Views

Humanistic Views

“Behavourism views learning as a change in behaviour that occurs as a result of experience” (Eggen & Kauchak, 2010, pg. 286).

Using rewards judiciously can be an effective way to invoke intrinsic motivation. If a student is rewarded for a genuine achievement, handing out rewards all the time for non genuine achievements can have an adverse effect, causing the student to become unmotivated; if they feel they are going to be rewarded no matter how much effort they put in, what is the point of trying at all?

Behaviourist View

“Children seem naturally motivated to learn when their experience is inconsistent with their current understanding” (Greeno, Collins, & Resnick, 1996, p. 25: Eggen & Kauchak, 2010, pg. 287).

Piagets’ theory of equilibrium can help describe this; when childrens’ existing schema doesn’t make sense anymore they search for answer to modify and to restore equilibrium.

Social Cognitive theory can be explained by the way when children see somebody else motivated to achieve, this may cause them to be motivated as well. This may be by seeing their peers succeed in a task or simply by watching their teachers enthusiasm whilst teaching the lesson.

Cognitive and Social Cognitive Views

“Sociocultural views on motivation focus on participation in a learning community” (Hickey & Zuiker, 2005; Eggen & Kauchak, 2010, pg.288).

Sociocultural views suggest that students within a learning community are more motivated to learn as there is less competition and more support than in a classroom environment.

Within a learning community all thoughts and contributions are respected. The teacher along with the students work together to learn.

Sociocultural Views

Humanistic psychology “focuses on the whole person and views motivation as people’s attempts to become ‘self actualized,’ or to fulfil their total potential as human beings” (Schunk et al, 2008; Eggen & Kauchak, 2010, pg. 288).

Accroding to Carl Rogers “Unconditional positive regard, the belief that someone is innately worthy regardless of their behaviour, is one of the most essential” experiences. (Eggen & Kauchak, 2010, pg. 288).

As a teacher you need to care for the student as a person as well as a student. If a student feels respected, safe and cared for they are more likely to be motivated to learn.

Humanistic Views

“A need is an internal force or drive to attain or

to avoid a certain state or

object”

Explain how learners’ needs influence their motivation to learn.

Self-esteem: recognition

and approval.

Belonging: love and acceptance from family and

peers.

Safety: freedom from physical or emotional threat.

Survival: The most basic need of all;

shelter, food water.

Abraham Maslow’s heirarchy of needs;

Deficiency needs:

These are all deficiency needs; “needs that if unfulfilled, energize people to meet them” (Eggen & Kauchak, 2010,pg. 291). These deficiency needs all need to be met before a person can move onto the growth needs. An example of this is if a student needs to use the bathroom, they will not be able to concentrate on anything else before this need is met.

Growth needs:

Self actualization

need

Aesthetic needs.

Need to know and understand.

Self actualization need: “the need to reach our full potential and be all that we are capable of being” (Eggen & Kauchak, 2010, pg.291).

“In contrast with deficiency needs, the need for self actualization is never completely satisfied” (Eggen & Kauchak, 2010, pg.291). An example of this is as we grasp a greater understanding of a subject, it intrigues us more to keep us extending our knowledge of this subject.

The need for Self Determination

The need for Competence•“The ability to function effectively in the

environment” (Eggen & Kauchak, 2010, pg.291).

The need for autonomy•“The need for independence and the

ability to alter the environment when necessary” (Eggen & Kauchak, 2010, pg. 292).

The need for Relatedness•“The feeling of being connected to

others in one’s social environment and feeling worthy of love and respect” (Eggen & Kauchak, 2010, pg. 293).

“Is the need to act on and control one’s environment” (R. Ryan & Deci, 2000: Eggen & Kauchak, 2010, pg.291).

Students learn more if they are involved, “having choices and making decisions is intrinsically motivating” (Eggen & Kauchak, 2010, pg.291) to them.

The need for CompetenceStudents like to know and that they are working well and their knowledge and skills have increased. As teachers we can help influence our student perceptions of competence by:

• “comments teachers make about their students’ performance” (Eggen & Kauchak, 2010, pg.292).

• “can influence students’ perceptions of competence”. “Inappropriate praise can detract from motivation to learn, whereas timely

criticism can actually increase it” •

(Eggen & Kauchak, 2010, pg.292).

•By

reacting to students in various ways you

may be affecting their perceptions of competence; “teachers expressing annoyance in response to learner failure implies increased effort can lead to competence” (Eggen & Kauchak, 2010, pg.292).

• Offering students unsolicited help can cause feelings of incompetence “and feelings of incompetence are a primary reason that children who need help fail to ask for it” (Eggen & Kauchak, 2010, pg. 292).

Attributional Statements

Praise and Criticism

Emotional Reactions

Offers of Help

The need for Relatedness

Students want and need to be accepted, they have “a strong need for approval” (Eggen &

Kauchak, 2010, pg.293). They seek the approval of their teachers and their peers.

Teachers need to show their students that they are accepted, they need to communicate “unconditional positive regard and a genuine commitment to students and their learning” (Eggen & Kauchak,

2010, pg.293) .

If a student feels liked, respected and accepted they are more likely to put in the effort.

The need for Autonomy

The easiest way to increase a student’s perception of autonomy is to give them choices. (Eggen& Kauchak, 2010, pg.293).

Assessment

• Students like to know how they are going in a class. Assessements are one way of measuring this. Assessements can increase a students intrinsic motivation if they show that they are competent in a subject, however they may decrease their motivation if it show that they are not doing well.

Self Worth

• “ Is an emotional reaction to or an evaluation of the self” (Eggen & Kauchak, 2010, pg. 294).

• Nobody wants to feel that they are just not good enough or feel that anyone is assuming that about you. That explains why if a student doesn’t do that well on an assessment they may use excuses to cover up the fact that they just don’t understand and are not doing so well.

• Teachers can influence this by not making grades for assessments available for everyone in the class to see; and making it clear that sharing results is not necessarily a good idea.

“Belief: A cognitive idea we accept as

true without necessarily having definitive evidence

to support it”


Expectations: A belief about a

future outcome”


Value: The benefits, rewards, or

advantages that individuals believe

may result from participating in a task or activity.


Expectancy

Value

Motivation

“Expectancy X Value theory is what learners expect to succeed on a learning task times the value they place on succeeding at the task as a framework” (Eggen & Kauchak, 2010, pg.297).

Beliefs About Intelligence

Incremental view of intelligence: The belief that intelligence is not stable and can be increased with effort.


Self Efficacy: The belief that one is capable of accomplishing a specific

task.If a student believes that they are capable of accomplishing the task, they are more likely to be motivated to try.

Factors Influencing Self – Efficacy:

Modelling: If a student sees a peer doing well, they will be motivated to try harder to achieve the same result as their peers.

Verbal Persuasion: Giving a student a compliment may be enough to make them try harder.

Psychological state: If a student is worried about something else, hunger or fatigue for example, this may effect their self efficacy.

Eggen & Kauchak, 2010, pg. 298

Explain how learners goals can influence their motivation to learn.

Goal: an outcome an individual

hopes to attain.

Performance-avoidance goal:

A goal that focuses on

avoiding looking

incompetent and being

judged unfavourably.

Performance-approach goal: A

goal that emphasizes looking at

competent and receiving

favourable judgements from

others.

Performance Goal: A goal

that focuses on a learners’ ability and

competence in comparison to

others.

Mastery Goal: A goal that focuses on

accomplishing a task,

improvement, and increased understanding.

Sometimes called a

learning goal.


‘Because it’s interesting!’

Students are obviously more motivated to

study topics they find interesting.

Anderman & Wolters, 2006; Brophy, 2004; Eggen & Kauchak, 2010, pg. 309)

Explain how a teacher can capitalize on learners’ interests and emotions to increase motivation to learn.

If students have either a ‘personal interest’ or a ‘situational interest’ they will be motivated to learn.

Personal Interest• A person’s ongoing affinity, attraction, or liking for a

domain, subject area, or activity.

Situational Interest• A person’s current enjoyment, pleasure, or satisfaction

generated by the immediate context.

Feelings that may decrease your motivation

Feelings that may increase

your motivation

A sense of accomplishment

Pleasure

Outrage which may have increased attention and interest

Feeling discouraged

Frustrated


Anxiety: A general uneasiness and

feeling of tension, relating to a situation

with an uncertain outcome.

Eggen & Kauchak, 2010, pg.311

motivation week 6

Education