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Motivation and Classroom Learning

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Title: Motivation and Classroom Learning


1
Motivation and Classroom Learning
  • Reynolds Miller
  • Chapter 6

2
  • Facts
  • 1980s
  • Motivational research did not investigate the
    linkages between motivational beliefs and
    cognition
  • Achievement was studied in terms of grades
  • Motivational models and constructs were cognitive
    but were not explicit in the research
  • Now
  • Cognitive researchers recognize the importance of
    motivational factors in cognition and classroom
    learning

3
  • Motivational theories and student outcomes a
    synthesis
  • Motivation?what gets people going (instigation,
    direction, intensity and actual achievement)
  • Two perspectives
  • Nomothetic?one theory for all
  • Idiographic?individual differences
  • Outcomes
  • Choice
  • Task involvement (levels of processing)
  • Persistence
  • Actual achievement

4
Role of Motivational Components in Classroom
Learning
  • Three general components seem to be important in
    these different models
  • Beliefs about ones ability or skills
    (expectancy)
  • Belief about the importance, interest, and
    utility of a task (value)
  • Feelings about self or emotional reactions to the
    task (affective)

5
Expectancy components?can I do this? Only if I
have enough control over the task, I have the
skills to accomplish
Control Beliefs Internal locus of
control?tended to achieve higher levels Self
determination?(autonomy) intrinsic motivation
(origins pawns) Connell (1985) control
beliefs internal control external
control (powerful others) Perceived control
in classroom environment Skinner et. al (1995)
Capacity beliefs Strategy beliefs
Control beliefs Self Efficacy Theory (Bandura
1986) ability to influence outcomes
learned helplessness
6
The general pattern of perception of internal
control results in outcomes More cognitive
engagement, higher achievement, higher self
esteem Weiner (1986) Locus of control

Internal vs. external Controllable vs.
uncontrollable Stable vs. unstable
  • Attributional theory proposes that causal
    attributions an individual makes for success or
    failure (not the actual success or failure)
    mediates for future
  • Expectancies
  • Individuals who tend to attribute success to
    internal and stable causes tend
  • to expect to succeed in the future
  • Individuals who tend to attribute their success
    to external and unstable will
  • not expect to do well in the future
  • Those students who fail and tend to blame the
    causes to external and
  • unstable causes fair better than those students
    who blame their failure to
  • internal and stable causes
  • Differences between attributional theory and
    intrinsic motivation attributions are post hoc
    explanations of their behavior
  • Stability, not locus of control is linked to
    expectations of future success
  • Attributions can be changed through feedback and
    other environmental
  • manipulations

7
  • Self Efficacy Beliefs?students beliefs about
    their ability to do the task
  • these are
    beliefs about performance capabilities
  • This approach is domain specific not constructs
    like self concept
  • For example judgments about ability in performing
    the task
  • It also involves the prior experience the
    individual has with similar situations
  • These beliefs can be generalized to a subject
    area, rather than a specific exam
  • Self efficacy is one of the strongest predictors
    of actual achievement, self regulation
  • and course engagement

8
  • Value Components include
  • Goals for doing task
  • Utility interest in task
  • Why am I doing this?
  • There are two basic components
  • Goal orientation
  • Task value
  • Goal orientation
  • All motivational theories posit some type of
    goal/purpose/intentionality
  • A goal cognitive representations of purposes
  • Types of goals
  • Target?specific to task
  • Purpose?schema orientation?planning, conducting
    and evaluating? why do individuals perform a task

9
  • Most theories assume that goal orientation are a
    function of both
  • Individual differences
  • Contextual factors
  • These theories include two general goal
    orientations
  • Learning/Mastery Goals?to increase competence
  • Foster adaptive, motivational achievement
    outcomes
  • Yield predictions of future outcomes
  • Those students with mastery goals that fail
    maintain their self efficacy by persevering on
    the task
  • Receive the failure notice with less anxiety
  • Research very stable yielding same results when
    replicated
  • Use more strategies (elaboration) and deeper
    processing
  • 2. Performance Goals?avoidance of negative
    judgments
  • Students with performance goals have great deal
    of anxiety when failure because they want to save
    face
  • These students also have irrelevant thoughts
    (others are doing better) and diminished
    performance
  • Research is not as stable as those conducted on
    learning goals (instruments)
  • Lack of use of strategies

10
  • Task Value has three components
  • The individual perceptions of the importance of
    the task
  • Their personal interest in the task
  • Their perception of the utility or value of the
    task
  • Perceived Importance of the task
  • Is related to the general direction of behavior
    (Zachs example)
  • Should be related to the persistence in
    accomplishing the task
  • Interest on the task
  • Attitude regarding the task (liking or disliking)
  • The interest in the task is somewhat stable over
    time
  • Depends on students personal characteristics,
    and instructor
  • Influence the level of involvement of the student
  • Value or utility of the task
  • Related to the engagement and cognition in the
    classroom setting
  • Value beliefs are better predictors of choice of
    behavior while expectancy
  • components (self efficacy and perceived
    competence) are better predictors of
  • their performance

11
  • Autonomy and choice are intrinsically motivating
    factors higher level
  • of engagement
  • Ryan Deci (2000) for levels of extrinsic
    motivation
  • 1. External regulation?teacher rewards or avoid
    punishment
  • 2. Introjected regulation?feelings of should,
    ought and guilt
  • 3. Identified regulation?activity importance to
    the student (similar to the
  • importance and utility of the task value?goal
    is chosen by the student
  • 4. Integrated regulation?integration of various
    sources of information into
  • their own schema?it is a form of self
    determination

12
Affective Components?students emotional reactions
to the task and their performance
(how does the test makes me feel?)
  • There are 4 general routes by which emotions
    might influence various outcomes
  • (Pekrum, 1992)
  • Memory processes?retrieval and storage of
    information?how mood was encoded
  • persons mood at the retrieval persons mood
    at encoding
  • People in good mood recall positive
    memories and viceversa
  • Negative affect influence working memory

13
2. Affect influences the use of different
cognitive regulatory and thinking
strategies?leading to different types of
achievement performance good mood?more rapid,
less systematic processing of information
more assimilation processes (top
down) negative mood?more systematic, analytical
processing use of less strategies (deeper
processing) 3. Affect can increase/decrease the
attentional resources emotions can take space
in the working memory is the bases for the
anxiety during tests 4. Emotions can work
through their effect on extrinsic and intrinsic
motivation enjoying a task done previously will
facilitate accomplishing similar tasks
(intrinsic motivation) and viceversa
Anxiety?negative relationship with test/acadmic
performance it includes cognitive worry
components and more emotional components
which interferes with students ability to
activate the appropriate knowledge and skills
needed Other affective reactions?anger, pity,
shame, pride and guilt
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