Upload
hoangkien
View
221
Download
0
Embed Size (px)
Citation preview
5. Motivation
Motivation: Big Questions •Where does motivation
come from?•Can motivation be created
or increased? •What motivates school-
age children?
5.1 Behavioral Theory
5.2 Human Needs Theory
5.3 Attribution Theory 5.4 Social Learning and Expectancy Theory
5.5 Achievement Motivation
5.6 Intrinsic and Extrinsic Motivation 5.7 Reinforcement Contingencies 5.8 Learned Helplessness 5.9 The Effects of Anxiety on School Performance 5.10 Summary
5.1 Behavioral Theory
Behaviorism: Motivation through reward• Emphasis on rewarder to
shape motivation•What/when/how often to
reward?•Receiver must expect and
value reward • Does this explain all
motivation?
5.2 Human Needs Theory
Maslow’s hierarchy of inner needs 1 • To fill deficiencies • Survival
• Safety
•Belonging
• Self-esteem
• For personal growth
•Achievement
•Aesthetics
• Self-actualization
Hierarchy of needs 2 • Teacher obligated to
provide for deficiency needs • Positive relation with
students •Guarantee safety•Build community •Build self-esteem
Hierarchy of needs 3 •When school/classroom
meets deficiency needs, students motivated to learn for personal growth needs •Achievement (doing
personal best) •Aesthetics (appreciation and
artistry) •Growing/showing integrity
(citizenship, responsibility)
5.3 Attribution Theory
Attribution: Motivation by weight of success factors • Internal locus of control •Ability • Effort and persistence • External locus of control •Difficulty of task • Luck •Motivation related to which
locus person emphasizes
Internal vs external•Motivation related to which
locus person emphasizes • Internal locus of control •Confidence about trying
and achieving• Self-efficacy about future
challenges • External locus of control • Low confidence, low self-
efficacy
Building the internal Teachers obligated to boost internal locus of control • Individualized work and
expectations •Activities planned with high
probability of success •Quick and realistic feedback • Teacher and/or peer support•Celebrate success
5.4 Social Learning and Expectancy Theory
Motivation by viewing and reviewing success 1• Learn from vicarious
experiences: viewing effectiveness and success• Students view examples of
effective thought, action• Students review what was
involved in success
Motivation by viewing and reviewing success 2Teachers obligated to model and encourage modeling• Teach good academic skills•Build community for social
persuasion/support • Emotional support/feedback
by teacher and peers
➔ Builds self-efficacy
5.5 Achievement Motivation
McClelland: Striving to achieve• 1 of 3 motivations: power,
affiliation, achievement• From genetics and/or early
experiences?• From values and beliefs
based on experience? • Influenced by culture and
gender?
Boosting achievement motivation• Teachers usually highest in
power (influence) – not best models for achievement!• Fostering achievement
motivation • Encouragement• Feedback • Celebration• Reward?
5.6 Intrinsic and Extrinsic Motivation
Intrinsic vs extrinsic motivation• Intrinsic (internal) = self-
reward, effort, persistence• Extrinsic (external) =
dependent on reward • Can’t give intrinsic
motivators, but you can encourage/discourage
➔ Can extrinsic kill intrinsic motivation? (Answer: yes)
5.7 Reinforcement Contingencies
Extrinsic to intrinsic •Move toward self-regulation
(manage own behavior, use effective work habits)• Lessening rewards while
maintaining expectations • Encouragement/appreciation
instead of rewards
• Trust-based privileges rather than incentives, rewards
Extrinsic to intrinsic • Emphasize relevance of each
learning experience •Multi-modal teaching • Teach/encourage goal-setting•Clear expectations•Clear, quick feedback •Rewards with learning value
(centers, library, research)
5.8 Learned Helplessness
Helpless = unmotivated•Assume events and
outcomes not controllable • External locus of control
andlow self-efficacy • From failure and negativity
(conditioned response?) •Reduces motivation/
morale
Countering helplessness •Don’t accept or enable • Positive, encouraging•Realistic assessment of
abilities •Realistic feedback on
progress •Counseling? Assess for
learning disabilities?
5.9 The Effects of Anxiety on School Performance
Dealing with anxiety • Preschoolers to teens!• Feeling tense, unease,
worry, or overwhelmed • With or without knowing
cause•Undermines motivation,
morale, achievement, social interaction, even physiology •Check around testing time!
Countering anxiety • Take it seriously •Adjust environment: •Consistency • Low stress • Take breaks• Set realistic goals • Inject humor (even at test
time?)
5.10 Summary
Motivate: Push or pull? •Motivation can be either
inner or outer • Inner ➔ lasting results and
self-regulation• Enhanced by reward,
encouragement, feedback, skills training, goal-setting • Factors: locus of control,
past successes, level of self-efficacy, guidance