Motivation

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Motivation

• The Self-Referral Process to Accomplish More
• Troy Hankonen

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Wholeness

• Motivation is a central determinant of learning
  and therefore teachers must be masters of various
  motivational strategies. Development of intrinsic
  motivation to learn is one of the most important
  goals of education, because this will ensure that
  the students continue to learn and develop their
  whole lives. With growth to higher states of
  consciousness, motivation becomes more intrinsic
  or self-referral, and the inner conviction grows
  that one can do anything.

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Goal Orientation and Motivation

• Types of Goals
• Feedback and Acceptance
• Goals Lessons for Teachers

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Types of Goals

• 1.) Learning Goal Personal intention to improve
  abilities and understand, no matter how
  performance suffers.

Task-Involved Learners
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Types of Goals

• 2.) Performance Goals Personal intention to seem
  competent or perform well in the eyes of others.

Ego-Involved Learners
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Types of Goals

• 3.) Work-Avoidance Goals Personal intention to
  avoid all work and doesnt care to learn or look
  smart.

Work-Avoidant Learners
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Types of Goals

• 4.) Social Goals A wide variety of needs and
  motives to be connected to others or part of a
  group.

Need for Relatedness
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Feedback and Goal Acceptance

• Feedback Motivation by a discrepancy between
  where you are and where you want to be.
• Goal Acceptance Motivated learning is tapped
  when others or personal goals are accepted.

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Goals Lessons for Teachers

• Goals set should be
• clear
• specific
• reasonable
• moderately challenging
• attainable within a relatively short period of
  time.
• Ensure reward and incentives are set to learn and
  improve, not on performance.

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Interests and Emotions

• Tapping Interests
• Arousal Excitement and Anxiety in Learning
• Interests and Emotions Lessons for Teachers

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Tapping Interests

• Survey of 200 middle school students.
• Explanation of failure
• Explanation of success

Lack of interest
Interest
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Arousal Excitement and Anxiety
High
Optimal Performance
Optimal Performance
Quality of Performance
Low
Low arousal
Low arousal
High arousal
High arousal
Complex Task
Simple Task
Figure 10.2 (Pg.383), Woolfolk
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Interests and Emotions Lessons for Teachers

• Arousal for the task at hand
• Variety, curiosity, surprise, physical activity
• Learn students interests
• Incorporate interests into lessons and assignments

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Self-Schemas

• Beliefs about Ability
• Beliefs about Self-Efficacy
• Self-Determination
• Self-Schemas Lessons for Teachers

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Beliefs about Ability

• 1.) Entity View of Ability Belief that ability
  is a fixed characteristic that cannot be changed.
• 2.) Incremental View of Ability Belief that
  ability is a set of skills that can be changed.
• Entity View Performance Goals
• Incremental View Learning/Task-Involved Goals

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Beliefs about Self-Efficacy

• Self-Efficacy Beliefs about personal competence
  in a particular situation.
• Sources of Self-Efficacy
• Mastery Experiences (our own direct experiences)
• Vicarious Experiences (modeled by someone else)
• Social Persuasion (pep talk, performance
  feedback)

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Self-Determination

• Self-Determination The need to experience choice
  and control in what we do and how we do it
  (rather than external rewards or pressures that
  determine our actions.)

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Self-Schemas Lessons for Teachers

• If students believe, they will act upon the
  belief. (belief ability?)
• If students believe that failing means they are
  stupid they may adopt self-protective and
  self-defeating strategies.
• Telling students to try harder is not
  particularly effective.
• Students need evidence authentic mastery
  experiences.

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Exercise

• Types of Goals
• Match the type of goals below with the
  appropriate statements to the right.
• A.) Learning Goal
• B.) Performance Goal
• C.) Work-Avoidant Goal
• D.) Social Goal

• 1.) I read using the PQ3R technique because I
  can get the reading done quick.
• 2.) I am going to play with my friends because
  it is fun.
• 3.) My skills are not good enough to win the
  race, so I will work harder.
• 4.) I train hard for the Olympics to get good in
  my sport.
• 5.) My family expects me to do well in school.
• 6.) My peers pressure me to do well, so I wont
  do anything.

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Overview

• Wholeness
• Goal Orientation and Motivation
• Interests and Emotions
• Self-Schemas
• Summary
• Conclusion

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Main Points

• 3.) Motivation to learn is encouraged when the
  sources of motivation are intrinsic, the goals
  are personally challenging, and the individual is
  focussed on the task, has a mastery orientation,
  attributes successes and failures to controllable
  causes, and believes ability can be improved. As
  higher states of consciousness dawn, one realizes
  that one has infinite potential and can
  accomplish anything.

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Connecting Parts with WholenessMotivation
Relative Level

• 1.) Teachers must understand principles of
  motivation so that they can maximize student
  learning.
• 2.) Teachers must understand principles of
  motivation so that they can help foster intrinsic
  motivation to learn in their students, so that
  their students will want to continue learning all
  their lives.

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Connecting Parts with WholenessMotivation
Absolute Level

• 3.) Transcendental Consciousness is the state of
  pure, infinitely lively awareness, the home of
  all possibilities.
• 4.) Wholeness moving within itself In unity
  consciousness, all motivation is intrinsic,
  because everything is within the Self, and
  everything is possible because everything happens
  through action of the Self.

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Questions?
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Homework

• Read pg. 377 - 391 (6 Pages New Material)
• Question 1 Explain a couple ways to enhance
  self-efficacy in students. Give examples.
• Question 2 In terms of MVS, what principles
  relate to self-schemas in terms of 1.) ability,
  and 2.) Self-Efficacy? (At least 1 MVS principle
  for each.)

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