Motivation

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Motivation Emotion (Part II)
TT-Forum

• Yu-Jung Chen

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Self-efficacy

• A persons judgment of his or her capabilities to
  perform a task successfully (Bandura, 1986)
• Comes from their past performance, vicarious
  experiences, verbal persuasion, and physiological
  cues (Schunk, 1991)
• Higher efficacy ? more active in classroom
  partication, more hardworking, more willing to
  embrace challenge, and longer persistence in
  learning.

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Attribution

• The reasons why a person believes a particular
  task turned out to be successful or not. (weiner,
  1984, 1985)
• Locus, stability, and controllability.
• Effort, skills, ability, and luck
• If students attribute their success and failure
  to internal, controllable causes, they are more
  likely to feel pride, satisfaction, and to
  develop a higher sense of self-esteem.
• Students who attribute failure to internal,
  uncontrollable factors, are more likely to feel
  shame, and humiliation.

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Achievement attributions
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Self-worth

• Students classroom behaviors are hindered by
  their need to protect their sense of worth or
  personal value. (Covington, 1984)
• Effort ? worthiness
• Degree of effort, either high or low, led to
  various guilt reactions, and the perceptions of
  inability accounted for the variation in
  humiliation. Even though high effort decreased
  guilt, he feelings of humiliation increased at
  the same time due to perceptions of inability.
• Students use defense mechanisms to protect
  self-worth. Strategies include effort
  withdrawal (not trying), procastination,
  maintaining a state of disorganization, cheating

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Goal Orientations

• Students perform an academic task with a desire
  to achieve a particular set of purposes or
  reasons.
• Mastery goals
• Focus on acquiring knowledge
• Have higher levels of efficacy, task value,
  interest, positive affect, effort, persistence
  and better performance.
• Performance goals
• Demonstrating their ability and outperforming
  others
• Experience more negative affect, and see
  challenging or difficult problems as failure
  situations.

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Additional Goals

• Work avoidance (Meece and Holt, 1993)
• Students deliberately avoid engaging in putting
  effort or only want to do the minmm effort.
• Dowson and McInerney (2001)
• Emotionally these students constantly experienced
  laziness, boredom, inertia, and even anger.
  These feelings hampered students from their
  involvement in the academic work.
• Social (Urdan Maehr, 1995)
• E.g. Social approved or social compliance
• When students learning goals conflict with their
  social goals, they may give up their learning
  goals and follow their social goals.

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Monique Boekaerts

• Assumptions
• Students self-regulate their classroom behaviors
  in terms of two parallel goals
• enlarge their personal resources (gaining
  mastery goal)
• preventing loss, damage resources of well-being
  (preserving well-being goal).
• Three source of information
• Perception of the learning situation
• Activated and related conceptual and procedural
  knowledge and skills one has
• Self constructs (values, motivational beliefs)

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