Chapter 10 Motivation in Learning and Teaching

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Chapter 10Motivation in Learning and Teaching

• Ryan Brumbelow
• Ginny McAnear
• Jennifer Dixon

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What is motivation?

• Motivation is an internal state that arouses,
  directs, and maintains behavior.
• Intrinsic Motivation is motivation associated
  with activities that are their own reward.
• Extrinsic Motivation is motivation created by
  external factors such as rewards and punishments.
• Locus of Causality is the location internal or
  external of the cause of behavior

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Four General Approaches to Motivation

• 1. Behavioral Approach
• A Reward is an attractive object or event
  supplied as a consequence of behavior.
• An Incentive is an object or event that
  encourages or discourages behavior.
• 2. Cognitive and Social Cognitive Approach
• expectancy x value theories explanations of
  motivation that emphasize individuals
  expectations for success combing with their
  valuing of the goal
• 3. Socio-cultural Conceptions
• Legitimate peripheral participation is genuine
  involvement in the work of the group, even if
  your abilities are undeveloped and contributions
  are small

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Approaches continued

• 4. Humanistic Approaches
• Maslows Hierarchy of needs
• Four lower level needs deficiency needs
  survival, safety, belonging, and self-esteem
• Three higher level needs being needs
  intellectual achievement, aesthetic appreciation,
  and self-actualization
• Self-actualization self-fulfillment, or the
  realization of ones personal potential

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Needs Competence, Autonomy, and Relatedness

• Self determination theory suggests that we all
  need to feel competent and capable in our
  interactions in the world, to have some sense of
  control over our lives, and to be connected to
  others
• Need for autonomy is the desire to have our own
  wishes, rather than external rewards or
  pressures, determine our actions
• Cognitive evaluation theory suggests that evens
  affect motivation through the individuals
  perception of the events as controlling behavior
  or providing information

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Needs

• The Need for relatedness is the desire to
  establish close emotional bonds and attachments
  with others.
• Needs Lessons for Teachers
• teachers should limit controlling messages
• allow and encourage students to make choices
• help students plan actions to accomplish self
  selected goals
• hold students accountable
• provide rationales for limits, rules, and
  constraints
• acknowledge that negative emotions are valid
  reactions to teacher control
• use non-controlling, positive feedback

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Goal Orientations and Motivations

• Many theories include goals as key elements in
  motivation.
• A Goal is an outcome or attainment an individual
  is striving to accomplish.
• A Goal Orientation is a pattern of beliefs about
  goals related to achievement in school.
• Mastery Goal is a goal to improve and to learn
• Task Involved Learners focus on task.
• Performance Goals are when the goal is to
  demonstrate abilities to others.
• Ego Involved Learners are concerned with the
  evaluation of their work by others.
• Work Avoidant Learners want to complete work was
  quickly as possible with as little effort as
  possible.

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Interests and Emotions

• Two kinds of interests personal (individual) and
  situational (trait and state)
• Personal interests enduring tendency to be
  attracted to or to enjoy specific subjects seek
  information and have more positive attitudes
  toward school
• Situational interests short lived aspects of the
  activity, texts, or materials that catch and keep
  attention if students are not initially
  interested in a subject or activity, they may
  develop interests as they experience success

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Arousal Excitement and Anxiety in Learning

• Arousal is physical and psychological reactions
  causing a person to be alert, attentive, and wide
  awake.
• Individuals are naturally motivated to seek
  novelty, surprise, and complexity.
• Curiosity arises when attention is focused on a
  gap in knowledge. (Piagets concept of
  disequilibrium)

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Anxiety

• Anxiety is general uneasiness, a feeling of
  tension, feeling of self-doubt
• Trait anxiety is the tendency to be anxious.
• State anxiety is anxiety provoking situations.
• Anxiety interferes with learning and test
  performance focusing attention, learning,
  testing.

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Coping with Anxiety(for Teachers)

• Use competition carefully
• Avoid situations in which highly anxious students
  will have to perform in front of large groups
• Make instructions clear
• Avoid unnecessary time pressures
• Remove some pressure from major tests/exams
• Alternatives to written tests
• Teach self-regulation strategies

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Beliefs and Self-Schemas

• Entity view of ability assumes that ability is a
  stable, uncontrollable trait a characteristic
  of the individual that cannot be changed
• Incremental view of ability suggests that ability
  is unstable and controllable an ever-expanding
  repertoire of skills and knowledge
• Attribution theories of motivation describe how
  the individuals explanations, justifications,
  and excuses, can be characterized in terms of
  three dimensions (1. locus, 2. stability, 3.
  controllability)

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Beliefs and Self- Schemas continued

• Self efficacy is a belief about personal
  competence in a particular situation such as
  learning or teaching a specific subject.
• A sense of efficacy, control, or
  self-determination is critical if people are to
  feel intrinsically motivated.
• Learned Helplessness is the expectation, based on
  previous experiences with a lack of control, that
  all ones efforts will lead to failure.

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• Mastery-oriented students are students who focus
  on learning goals because they value achievement
  and see ability as improvable.
• Failure-avoiding students are students who avoid
  failure by sticking to what they know, by not
  taking risks, or by claiming not to care about
  their performance.
• Failure-accepting students are students who
  believe their failures are due to low ability and
  there is little they can do about it.

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Motivation to Learn

• the tendency to find academic activities
  meaningful and worthwhile and try to benefit from
  them
• 1. source of motivation
• intrinsic (optimum) vs. extrinsic (diminishes
  motivation)
• 2. Type of goal set
• learning goal vs. performance goal
• 3. Type of involvement
• task-involved vs. ego-involved
• 4. achievement motivation
• motivated to achieve vs. failure-avoiding
• 5. likely attributions
• controllable vs. uncontrollable
• 6. beliefs about abilities
• Incremental view vs. entity view

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Hopeless Geraldo

• He wont even start the assignment as
  usual. He keeps saying I dont understand.
  This is too hard. When he answers your
  questions correctly, he guessed or he doesnt
  really know. Geraldo spends most of his time
  staring into space he is falling farther and
  father behind.
• Use extrinsic motivation to develop sense of
  intrinsic motivation. He is a work-avoidant
  learner. A Failure-accepting student. He
  exhibits learned helplessness.

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Safe Sumey

• She checks with you about every step she
  wants to be perfect. You once gave her bonus
  points for doing an excellent color drawing of
  the apparatus, and now she produces a work of art
  for lab every time. But Sumey wont risk getting
  a B. If it isnt required or on the test, Sumey
  isnt interested.
• Performance goals. Failure-avoiding student.
  Views ability as fixed (entity view of ability).
  She prefers extrinsic motivation factors.
• Ego-involved learner. Performance goals.

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Satisfied Spenser

• He is interested in the project. He knows more
  about it than you do. Evidently he spends hours
  reading about chemistry and performing
  experiments. But his overall grade in your class
  is between B- and C because when you were
  studying biology, Spencer was satisfied with the
  C he could get on tests without even trying.
• Sets learning goals. Intrinsically motivated.
  Need for autonomy. Work-avoiding.
  Failure-avoiding. Strong sense of self-efficacy.

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Defensive Daleesha

• She doesnt have her lab manual again, so she
  has to share with another student. Then she
  pretends to be working , but spends most of her
  time making fun of the assignment or trying to
  get answers from other students when your back is
  turned. She is afraid to try because if she makes
  an effort and fails, she fears that everyone will
  know she is dumb.
• Work-avoidant student. Failure-avoiding student
  on her way to becoming failure-accepting student.
  Views ability as fixed. Sets performance goals.
  Lacks legitimate peripheral participation.

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Anxious Amee

• She is a good student in most subjects, but she
  freezes on science tests and forgets everything
  she knows when she has to answer questions in
  class. Her parents are scientists and expect her
  to become one too, but her prospects for this
  future look dim.
• Anxiety! (state anxiety) Lacks self-efficacy in
  this particular subject. She experiences a lack
  of deficiency needs- belonging and self-esteem (
  with her family ).