Motivating Our Motivating Our StudentsStudents

Wei-Chien Lee, Ph.D.Wei-Chien Lee, Ph.D.

Counseling Services Counseling Services

924-5910; 924-5910; Wei-Chien.Lee@sjsu.edu

ObjectivesObjectives

1. Mutual learning: Best practices in motivating students.

2. Gain knowledge and skills you can adopt for

Motivating our students and ourselves. Promoting the well-being and self-efficacy

of our students, family, children, etc.

OutlineOutline

1. Warm-up discussion.

2. Introduction: Why “Motivating”?

3. Recent research findings and skills: A. Increasing self-efficacy.

Discussion and mutual learning.

B. Fostering the “mastery mind set” and “efforts.” Discussion and mutual learning.

4. Conclusion and Additional Tools. “Contextualizing.” Developing Strengths.

Informed ConsentInformed Consent We will focus on harvesting the pearls of

wisdom from each other: Take off our “editor,” “reviewer,” and/or “teacher”

hat (just for an hour). The effectiveness of any intervention is context-

dependent.

Questions, contribution, sharing, and comments help us learn in different ways at different levels. No question or comment is “stupid.”

We will be curious, support each other, and have some fun, because teaching is …

Warm-up QuestionWarm-up Question

1. Think about a Highly “Motivated” 1. Think about a Highly “Motivated” StudentStudent

What are some signs of a “motivated” student?

Now, how these signs would change if this student is:

First generation college student? Latina/o, Black, Asian, or Native American? Trying to support the family financially and

emotionally? Coping with a mental disorder?

Side note: “Being motivated” differ from “engaging?”

Choose “Motivation”Choose “Motivation”

Why Choose “Motivating”?Why Choose “Motivating”?

Correlates of academic achievement:Correlates of academic achievement:– SES of parents.SES of parents.– Students and parental IQ.Students and parental IQ.– Parental and peer influences.Parental and peer influences.– Motivational factors.

We can do something about it, for promoting – Learning.– Social Justice and equal educational outcomes.– Performance.

Motivational FactorsMotivational Factors Self-EfficacySelf-Efficacy Attribution theory: Attribution theory:

Success comes from ability or effort? Success comes from ability or effort? Ability is fixed or learned? Ability is fixed or learned?

Achievement Goal orientation. Achievement Goal orientation. Learning goals vs. performance goals?Learning goals vs. performance goals?

Interest theories.Interest theories. Feelings of connectedness to classmates and teachers.Feelings of connectedness to classmates and teachers.

Have your cake and eat it – Take a break by asking a counselor to come to your class and conduct activities to foster mutual respect, connectedness, and teamwork.

Perceptions of competence, autonomy, and Perceptions of competence, autonomy, and relatedness.relatedness.

Feeling of helplessness associated with learning. Feeling of helplessness associated with learning. Hit two birds with one stone: Show students you care by actively

referring them to campus resources (see the “SJSU Student Success Resources” and “Spartan Success Workshop.”).

1. Enhancing Self-1. Enhancing Self-Efficacy Efficacy

Self-efficacy: Self-efficacy: One’s belief in one’s capability to get things done One’s belief in one’s capability to get things done successfully.successfully.

Jackson (2002)Jackson (2002)

Research Question: Can one e-mail enhance students’ self-efficacy?

N = 132; 1st year college students from introductory psychology course.

Get extra credits by sending an e-mail to the professor.

76 sent e-mail, and they were randomly assigned to (1) control group and (2) self-efficacy enhancing group.

Control Group: Control Group: – ““Thank you for your e-mail. You have been Thank you for your e-mail. You have been

awarded the bonus point.” awarded the bonus point.”

Self-Efficacy Group: Self-Efficacy Group: – Dear _____, I received your e-mail message and Dear _____, I received your e-mail message and

have awarded you the extra-credit point. Also have awarded you the extra-credit point. Also let me take a moment and say thanks for doing let me take a moment and say thanks for doing such a great job on critical thinking assignment such a great job on critical thinking assignment and for your thoughtful participation in class! and for your thoughtful participation in class! You have exhibited good analytic skills, and You have exhibited good analytic skills, and you have shown that you understand and can you have shown that you understand and can apply the material. …Again, I would like to apply the material. …Again, I would like to encourage you to study hard and work to encourage you to study hard and work to improve your test score. I am sure you can do improve your test score. I am sure you can do it! Good luck. Remember, don’t hesitate to it! Good luck. Remember, don’t hesitate to contact me if you have any questions contact me if you have any questions

Results Results

The e-mail improved the Self-Efficacy group’s self-efficacy and grade.

Strong Empirical Support Strong Empirical Support Robbins et al. (2004). Robbins et al. (2004).

Meta-Analysis. Meta-Analysis. Best predictors for GPA = Academic

Self-efficacy X Achievement motivation. (Study skills contribute to college outcome (Study skills contribute to college outcome

more than SES, high school GPA). more than SES, high school GPA).

Brown et al. (2008). Brown et al. (2008). Meta-Analysis.Meta-Analysis. f (Self-efficacy) = Academic performance f (Self-efficacy) = Academic performance

and persistence.and persistence.

Performance accomplishments

Emotional arousal

Vicarious learning

Verbal persuasion

Perceived Self-efficacy

Persistence

Performance

Choice

Bandura’s Model of Perceived Self-Efficacy (Betz, 1992, p. 23)

Pause, Breathe, Reflect, Pause, Breathe, Reflect, and Mutual Learningand Mutual Learning

2. Focusing on 2. Focusing on “Effort”“Effort”

The “Mastery-oriented” The “Mastery-oriented” mindset. mindset.

To What Extent Do You To What Extent Do You Agree: Agree:

“Intelligence is something you can’t really change.”

1. Strongly Disagree2. Disagree3. Neutral4. Agree5. Strongly Agree

Cultural InfluencesCultural Influences

Smart = ?Smart = ? Movie: “Good Will Hunting”; “A Beautiful Movie: “Good Will Hunting”; “A Beautiful

Mind.” Mind.” Fairy tales and stories: Fairy tales and stories:

– Smart = fast, handsome, little effortsSmart = fast, handsome, little efforts Most tests are performance based, with a Most tests are performance based, with a

time limit. time limit. Limited outlets and appreciations to Limited outlets and appreciations to

different talents and abilities. different talents and abilities.

The symptoms of our students are the symptoms of our culture.

Performance Focused/Fixed Mind-Set

Fixed mind-set: Fixed mind-set: Intelligence = Fixed trait. Intelligence = Fixed trait.

Performance Goals: Performance Goals: Outcome = f (Ability).Outcome = f (Ability).

Convey/Transmit through: Convey/Transmit through: Culture – stories, sayings, media, role models..Culture – stories, sayings, media, role models.. Praise for intelligence: “You must be very smart.”Praise for intelligence: “You must be very smart.” Heighten social comparison. Normal reference, Heighten social comparison. Normal reference,

valuing achievement…valuing achievement… Establish competitive academic standards. Establish competitive academic standards. Focus on performance instead of mastery. Focus on performance instead of mastery.

Performance Focused/Fixed Mind-Set

Consequences: Consequences:

– Instill beliefs such as Instill beliefs such as ““Work hard = Dumb.” Work hard = Dumb.” ““Mistake/Error = Lack of ability/Dumb.” Mistake/Error = Lack of ability/Dumb.” ““Smart = Success.” Smart = Success.”

– Avoid or refuse to take on new challenges. Avoid or refuse to take on new challenges.

– Setbacks or negative feedbacks = Setbacks or negative feedbacks = Decrease in self-efficacy, aspiration, self-evaluation, Decrease in self-efficacy, aspiration, self-evaluation,

and/or future performance. and/or future performance. Evidence of lack of ability Evidence of lack of ability Not going to success. Not going to success.

– Relationship, leadership, and communication Relationship, leadership, and communication problems.problems.

Learning Goals/Mastery Mind-Learning Goals/Mastery Mind-SetSet

Emphasis on understanding and growth. Emphasis on understanding and growth. Intelligence is malleable and can be Intelligence is malleable and can be

developed through education and hard developed through education and hard work. work.

Transmit/Convey through: Transmit/Convey through: – Stories about effort and struggles.Stories about effort and struggles.– Praise and acknowledge efforts. “You have Praise and acknowledge efforts. “You have

worked hard on it!” “You must have put in a lot worked hard on it!” “You must have put in a lot of efforts.” of efforts.”

– Encouragement (not empty cheering). “It takes Encouragement (not empty cheering). “It takes practices/several trials to….”practices/several trials to….”

Learning Goals/Mastery Mind-Learning Goals/Mastery Mind-SetSet

Consequences: Consequences: – Instill beliefs: Instill beliefs:

Error = Need more effort. Error = Need more effort. Challenge = Opportunity to grow and learn. Challenge = Opportunity to grow and learn.

– Increase in performance, self-efficacy, Increase in performance, self-efficacy, self-esteem, and persistence. self-esteem, and persistence.

– Enjoy school work more and value Enjoy school work more and value school work more. school work more.

Pause, Process, Share, Pause, Process, Share, Experiment, and Inquire.Experiment, and Inquire.

Additional Tool: 1. Additional Tool: 1. ContextualizingContextualizing

Instruction: (Instead of this Say this)– Keys:

Focus on the correct subject – Not the student, but the behaviors.

Take the “U” (you) out and put the “BS” (Behavior and Skills) in.

Focus on helping students to achieve their goals. Teach students what we all know really well – read

the context.

Example: Example: – ““You are irresponsive!” You are irresponsive!” “This behavior was “This behavior was

not effective in helping you achieve your goal not effective in helping you achieve your goal of getting the grade you want in this class.” of getting the grade you want in this class.”

Additional Tool: 1. Additional Tool: 1. ContextualizingContextualizing

More Examples: Instead of this More Examples: Instead of this Say this Say this

– ““Bad writing.” Bad writing.” This writing style is different This writing style is different from the writing style required for this from the writing style required for this assignment. Here are the differences…assignment. Here are the differences…

Practice: Practice:

– ““You need to be less shy!” You need to be less shy!” “ “Speaking up in this class shows your interests and Speaking up in this class shows your interests and

understanding in the subjects.”understanding in the subjects.”

– “Why don’t you talk more in my class?” “It takes courage to talk in a class, and I would

encourage you to try once.”

Additional Tools 2: Additional Tools 2: StrengthsStrengths

How many different strengths in How many different strengths in students can you appreciate? students can you appreciate?

Based on positive psychology.Based on positive psychology.– Help students to develop, appreciate, Help students to develop, appreciate,

understand, and use their strengths. understand, and use their strengths. See the “Strength Quest” handout. See the “Strength Quest” handout.

Thank You for your Thank You for your patience, participation, patience, participation,

and motivation. and motivation.