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Motivation

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Motivation EDU 330: Educational Psychology Dr. Daniel Moos Overview Video Objectives: Understand assumptions and applications of: Behavioral View of Motivation Social ... – PowerPoint PPT presentation

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Title: Motivation


1
Motivation
  • EDU 330 Educational Psychology
  • Dr. Daniel Moos

2
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5
Overview
  • Video Objectives
  • Understand assumptions and applications of
  • Behavioral View of Motivation
  • Social Cognitive View of Motivation
  • Cognitive Views of Motivation
  • Expectancy X Value Theory
  • Humanistic View of Motivation

6
The Behavioral View of Motivation
  • Students are motivated to complete a task by the
    desire to obtain an externally provided
    reinforcer (extrinsic reinforcement)
  • Limitations of the Behavioral View
  • ? Temporary changes (in absence of reward)
  • ? Materialistic View
  • ? Undermining Effect with Intrinsic motivation

7
The Social Cognitive View of Motivation
  • Two factors that influence motivation
  • ? The models to which people are exposed
  • ? The strength of ones self-efficacy for a
    particular task
  • The Power of Persuasive Models
  • ? Students who observe an admired model receive
    reinforcement may be motivated to exhibit the
    same behavior because they expect to receive the
    same reinforcement (vicarious reinforcement)

8
The Social Cognitive View of Motivation
  • The Importance of Self-Efficacy
  • ? Choice of learning goals
  • Task mastery goals
  • Performance-approach goals
  • Performance-avoidance goals
  • ? Outcome expectations
  • High self-efficacy ? high expectation of
    positive outcome
  • ? Attributions
  • Ability, effort, luck, task difficulty

9
Other Cognitive Views of Motivation
  • Attributions Explanations that people tend to
    make to explain success or failure

Controllable
Uncontrollable


Internal
Luck
Effort
Difficulty of Test
Choice of Study Environments
External
10
Attribution Theory Introduction (II)
  • How do individuals typically attribute their
    success and/or failure?
  • Interpret successes and failures in a manner that
    is most likely to maintain positive self-image

Success
Failure
Success/Failure
Controllable
Uncontrollable


Internal
Luck
Effort
Difficulty of Test
Choice of Study Environments
External
11
Attribution Theory Introduction (III)
Attribution Locus Stability Controllability
Inherited ability internal stable
uncontrollable
Personality
internal
stable
uncontrollable
Effort
internal
unstable
controllable
uncontrollable
Task Difficulty
external
stable
Luck
external
unstable
uncontrollable
12
Other Cognitive Views of Motivation
Self-determination theory Process of deciding
how to act on ones environment (Ryan Deci,
2000)
Need Definition Classroom Application/Example




Competence
Feedback (Your problem-solving skills are
improving. Good work!)
Ability to function effectively in the environment
Independence and ability to alter the environment
Teacher asks for student input on rules,
encourages students to set monitor goals
Autonomy
Teacher spends time with her students before
after school, helping them w/ homework, etc
The feeling of being connected to others in ones
environment
Relatedness
13
Other Cognitive Views of Motivation
  • Beliefs about the Nature of Cognitive Ability
  • ? Entity Theorists
  • Believe that intelligence is like a thing, or
    entity, that has fixed characteristics
  • ? Incremental Theorists
  • Believe that intelligence can be
    gradually improved by adding to and
    refining thinking skills
  • ? Developmental trajectory

14
Attribution Theory Case Study
15
Attribution Theory Strategies
  • I am competent AND I worked hard
  • NOT beneficial to completely attribute to ability
  • (2) Students most likely to persist after failing
    if they attribute failure to a lack of
    appropriate effort
  • (3) Scaffold students understanding of effort
  • Students often confuse spending time doing
    ineffective activities with effort
  • Students often have incorrect conceptions of
    their understanding (metacognition)
  • (4) Should assessment include evaluations of
    effort?

16
Expectancy X Value Theory
17
Motivation Humanistic views (II)
18
Motivation Humanistic views (III)
  • Applying humanistic views of motivation to the
    classroom
  • Treat students as people first and learners
    second.
  • Provide students with unconditional positive
    regard by separating their behaviors from their
    intrinsic worth.
  • Create safe and orderly classrooms where students
    believe they can learn, and they are expected to
    do so.
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