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Motivation Slide Show
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MOTIVATION
“Motivation is the process
whereby goal-directed activity is instigated and
sustained”
Schunk, Pintrich & Meece, 2008, pg. 4: Eggen & Kauchak, 2010, pg. 284).
Extrinsic Motivation
“Motivation to engage in an activity as a means to an end”
(Eggen & Kauchak, 2010, pg. 285)
For example: studying for a test to get a good
results.
Intrinsic Motivation
“Motivation to be
involved in an activity for its own
sake” (Eggen & Kauchak, 2010, pg. 285)
For example: doing the study simply because
you want to learn more about it.
As teachers we should aim for our student’s to be intrinsically motivated. You would prefer it if your students wanted to study to learn rather than just doing it because they have to!
Define Motivation and describe different theoretical explanations for learner motivation
• Present a challenge: Challenge your students by setting task just out of their zone of proximal development, success isn’t guaranteed and conquering this task will give your students great satisfaction emotionally.
• Promote learners feelings of autonomy: Students are more motivated when they feel they are in control of their own learning; they can influence it in some way.
• Evoke curiosity: Novel, surprising, or discrepant experiences can trigger intrinsic motivation.
• Involve creativity and fantasy: Allow students to use their own imagination on creative tasks.
Here are some examples given to help you to help achieve
intrinsic motivation within your students:
(Eggen & Kauchak, 2010, pg.285)
“Students with Motivation to Learn orientation make an effort to understand
topics whether or not they find studying them intrinsically interesting
or enjoyable; the understanding that
results is valuable and worthwhile”
(Eggen & Kauchak, 2010, pg. 286)
Motivation
Behaviourist Views
Cognitive and Social Cognitive
Views
Sociocultural Views
Humanistic Views
“Behavourism views learning as a change in behaviour that occurs as a result of experience” (Eggen & Kauchak, 2010, pg. 286).
Using rewards judiciously can be an effective way to invoke intrinsic motivation. If a student is rewarded for a genuine achievement, handing out rewards all the time for non genuine achievements can have an adverse effect, causing the student to become unmotivated; if they feel they are going to be rewarded no matter how much effort they put in, what is the point of trying at all?
Behaviourist View
“Children seem naturally motivated to learn when their experience is inconsistent with their current understanding” (Greeno, Collins, & Resnick, 1996, p. 25: Eggen & Kauchak, 2010, pg. 287).
Piagets’ theory of equilibrium can help describe this; when childrens’ existing schema doesn’t make sense anymore they search for answer to modify and to restore equilibrium.
Social Cognitive theory can be explained by the way when children see somebody else motivated to achieve, this may cause them to be motivated as well. This may be by seeing their peers succeed in a task or simply by watching their teachers enthusiasm whilst teaching the lesson.
Cognitive and Social Cognitive Views
“Sociocultural views on motivation focus on participation in a learning community” (Hickey & Zuiker, 2005; Eggen & Kauchak, 2010, pg.288).
Sociocultural views suggest that students within a learning community are more motivated to learn as there is less competition and more support than in a classroom environment.
Within a learning community all thoughts and contributions are respected. The teacher along with the students work together to learn.
Sociocultural Views
Humanistic psychology “focuses on the whole person and views motivation as people’s attempts to become ‘self actualized,’ or to fulfil their total potential as human beings” (Schunk et al, 2008; Eggen & Kauchak, 2010, pg. 288).
Accroding to Carl Rogers “Unconditional positive regard, the belief that someone is innately worthy regardless of their behaviour, is one of the most essential” experiences. (Eggen & Kauchak, 2010, pg. 288).
As a teacher you need to care for the student as a person as well as a student. If a student feels respected, safe and cared for they are more likely to be motivated to learn.
Humanistic Views
“A need is an internal force or drive to attain or
to avoid a certain state or
object”
Explain how learners’ needs influence their motivation to learn.
Self-esteem: recognition
and approval.
Belonging: love and acceptance from family and
peers.
Safety: freedom from physical or emotional threat.
Survival: The most basic need of all;
shelter, food water.
Abraham Maslow’s heirarchy of needs;
Deficiency needs:
These are all deficiency needs; “needs that if unfulfilled, energize people to meet them” (Eggen & Kauchak, 2010,pg. 291). These deficiency needs all need to be met before a person can move onto the growth needs. An example of this is if a student needs to use the bathroom, they will not be able to concentrate on anything else before this need is met.
Growth needs:
Self actualization
need
Aesthetic needs.
Need to know and understand.
Self actualization need: “the need to reach our full potential and be all that we are capable of being” (Eggen & Kauchak, 2010, pg.291).
“In contrast with deficiency needs, the need for self actualization is never completely satisfied” (Eggen & Kauchak, 2010, pg.291). An example of this is as we grasp a greater understanding of a subject, it intrigues us more to keep us extending our knowledge of this subject.
The need for Self Determination
The need for Competence•“The ability to function effectively in the
environment” (Eggen & Kauchak, 2010, pg.291).
The need for autonomy•“The need for independence and the
ability to alter the environment when necessary” (Eggen & Kauchak, 2010, pg. 292).
The need for Relatedness•“The feeling of being connected to
others in one’s social environment and feeling worthy of love and respect” (Eggen & Kauchak, 2010, pg. 293).
“Is the need to act on and control one’s environment” (R. Ryan & Deci, 2000: Eggen & Kauchak, 2010, pg.291).
Students learn more if they are involved, “having choices and making decisions is intrinsically motivating” (Eggen & Kauchak, 2010, pg.291) to them.
The need for CompetenceStudents like to know and that they are working well and their knowledge and skills have increased. As teachers we can help influence our student perceptions of competence by:
• “comments teachers make about their students’ performance” (Eggen & Kauchak, 2010, pg.292).
• “can influence students’ perceptions of competence”. “Inappropriate praise can detract from motivation to learn, whereas timely
criticism can actually increase it” •
(Eggen & Kauchak, 2010, pg.292).
•By
reacting to students in various ways you
may be affecting their perceptions of competence; “teachers expressing annoyance in response to learner failure implies increased effort can lead to competence” (Eggen & Kauchak, 2010, pg.292).
• Offering students unsolicited help can cause feelings of incompetence “and feelings of incompetence are a primary reason that children who need help fail to ask for it” (Eggen & Kauchak, 2010, pg. 292).
Attributional Statements
Praise and Criticism
Emotional Reactions
Offers of Help
The need for Relatedness
Students want and need to be accepted, they have “a strong need for approval” (Eggen &
Kauchak, 2010, pg.293). They seek the approval of their teachers and their peers.
Teachers need to show their students that they are accepted, they need to communicate “unconditional positive regard and a genuine commitment to students and their learning” (Eggen & Kauchak,
2010, pg.293) .
If a student feels liked, respected and accepted they are more likely to put in the effort.
The need for Autonomy
The easiest way to increase a student’s perception of autonomy is to give them choices. (Eggen& Kauchak, 2010, pg.293).
Assessment
• Students like to know how they are going in a class. Assessements are one way of measuring this. Assessements can increase a students intrinsic motivation if they show that they are competent in a subject, however they may decrease their motivation if it show that they are not doing well.
Self Worth
• “ Is an emotional reaction to or an evaluation of the self” (Eggen & Kauchak, 2010, pg. 294).
• Nobody wants to feel that they are just not good enough or feel that anyone is assuming that about you. That explains why if a student doesn’t do that well on an assessment they may use excuses to cover up the fact that they just don’t understand and are not doing so well.
• Teachers can influence this by not making grades for assessments available for everyone in the class to see; and making it clear that sharing results is not necessarily a good idea.
“Belief: A cognitive idea we accept as
true without necessarily having definitive evidence
to support it”
(Eggen & Kauchak, 2010, pg.297)
Expectations: A belief about a
future outcome”
(Eggen & Kauchak, 2010, pg.297)
Value: The benefits, rewards, or
advantages that individuals believe
may result from participating in a task or activity.
(Eggen & Kauchak, 2010, pg.299)
Expectancy
Value
Motivation
“Expectancy X Value theory is what learners expect to succeed on a learning task times the value they place on succeeding at the task as a framework” (Eggen & Kauchak, 2010, pg.297).
Beliefs About Intelligence
Incremental view of intelligence: The belief that intelligence is not stable and can be increased with effort.
(Eggen & Kauchak, 2010, pg.297)
Self Efficacy: The belief that one is capable of accomplishing a specific
task.If a student believes that they are capable of accomplishing the task, they are more likely to be motivated to try.
Factors Influencing Self – Efficacy:
Modelling: If a student sees a peer doing well, they will be motivated to try harder to achieve the same result as their peers.
Verbal Persuasion: Giving a student a compliment may be enough to make them try harder.
Psychological state: If a student is worried about something else, hunger or fatigue for example, this may effect their self efficacy.
Eggen & Kauchak, 2010, pg. 298
Explain how learners goals can influence their motivation to learn.
Goal: an outcome an individual
hopes to attain.
Performance-avoidance goal:
A goal that focuses on
avoiding looking
incompetent and being
judged unfavourably.
Performance-approach goal: A
goal that emphasizes looking at
competent and receiving
favourable judgements from
others.
Performance Goal: A goal
that focuses on a learners’ ability and
competence in comparison to
others.
Mastery Goal: A goal that focuses on
accomplishing a task,
improvement, and increased understanding.
Sometimes called a
learning goal.
Eggen & Kauchak, 2010, pg. 304
‘Because it’s interesting!’
Students are obviously more motivated to
study topics they find interesting.
Anderman & Wolters, 2006; Brophy, 2004; Eggen & Kauchak, 2010, pg. 309)
Explain how a teacher can capitalize on learners’ interests and emotions to increase motivation to learn.
If students have either a ‘personal interest’ or a ‘situational interest’ they will be motivated to learn.
Personal Interest• A person’s ongoing affinity, attraction, or liking for a
domain, subject area, or activity.
Situational Interest• A person’s current enjoyment, pleasure, or satisfaction
generated by the immediate context.
Feelings that may decrease your motivation
Feelings that may increase
your motivation
A sense of accomplishment
Pleasure
Outrage which may have increased attention and interest
Feeling discouraged
Frustrated
Eggen & Kauchak, 2010, pg. 311
Anxiety: A general uneasiness and
feeling of tension, relating to a situation
with an uncertain outcome.
Eggen & Kauchak, 2010, pg.311
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