MOTIVATIONRandi Nicole Bozeman

Megan Edwards

Caitlin Linden

Lucia Ogando

According to Dictionary.com, motivation is defined as “the act or an instance of motivating, the state or condition of being motivated, or something that motivates; inducement; incentive.  Motivate (verb) is “to provide with an incentive; move to action; impel. 

According to Lemlech (p.39), students motivation refers to the “way students approach learning tasks and how intently they perform each task”, or “whether the student demonstrates interest and attentiveness in learning tasks and the goals the student sets for himself or herself.”

MOTIVATION

Motivation can be positive or negative influences that makes someone want to do something

Rewards, such as food, stickers, toys, promotion, etc.

Certificates Desire for praise or desire not to be

reprimanded  Someone says, "you'll never be able

to do it,” and you try to prove them wrong

Sense of achievement There are many different forms of

motivation, depending on the desires of the individual person

EXAMPLES OF MOTIVATORS

THEORIES OF MOTIVATION

Behavioral View/Conditioning Cognitive Perspective Humanistic Perspective

(Maslow's Hierarchy of Needs)

BEHAVIORAL VIEW According to

http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html, the main factor in motivation based on the Behavioral View is positive and negative consequences. 

“The application of reinforcers provides incentives to increase behavior;”

“The application of punishers provides disincentives that result in a decrease in behavior.”

A person is behaviorally conditioned to do what is desired by using extrinsic motivation (external stimuli such as rewards or punishment).

COGNITIVE PERSPECTIVE According to

Lemlech, “students achieve satisfaction from learning and from appropriate behaviors.”

Based on intrinsic motivation (a need for achievement is a personal motivator)

Leon Festinger's Cognitive Dissonance Theory (based on Piaget's Disequilibrium (Theory of Cog. Dev.)): When students are learning something new and get confused, or in a state of disequilibrium, they are motivated to sort out the conflict of information to return to a state of equilibrium. 

If a teacher can create disequilibrium, a student will change the behavior in order to resolve the discrepancy in information and return to the state of equilibrium.

COGNITIVE PERSPECTIVE (CONT.) Attribution Theory: Blaming internal or external

"attributes" that caused one to succeed or fail.  We need to teach children to develop a self-attribution explanation of effort (one is responsible for one’s own actions and consequences).

Locus of Control (Social Learning Theory by Rotter): Internal locus of control – if a child fails, it is their own fault, and if a child succeeds, they credit themselves; External locus of control – if a child fails, it is someone else’s fault, and if a child succeeds it is because someone else helped them

HUMANISTIC PERSPECTIVE

Explains behavior as motivated by individual needs

Maslow’s Hierarchy of Needs

CATEGORIES OF MOTIVATION

Intrinsic or Internal Motivation – within the person

Extrinsic or External Motivation – outside the person

INTRINSIC MOTIVATION Intrinsic motivation

occurs within a person.

People are intrinsically motivated because of: Self satisfaction Achievement Accomplish personal

goals Spiritual Interest in subject or

curiosity

EXTRINSIC MOTIVATION Extrinsic motivation

occurs outside a person.

People are extrinsically motivated because of: Desire for personal gain Good grades Rewards/Privileges

(food, stickers, certificates, money, etc.)

Desire to avoid punishment

HOW INTRINSIC MOTIVATION IS CREATED When the goals and rewards of the

learning are meaningful to the learner When the learning is important to the

student When the learning assists the learner in

obtaining valued accomplishments When the learning assists the learners

in integrating themselves with the world, with others, and promotes self-awareness

SOURCES OF MOTIVATIONAL NEEDS Behavioral/External: obtain desired, pleasant

consequences (rewards) or escape/avoid undesired, unpleasant consequences

Social: positive models; be a part of a group or a valued member

Biological: activate senses (taste, touch, smell, etc.; maintain homeostasis (balance)

Cognitive: develop meaning or understanding; eliminate threat or risk

Affective: increase security of or decrease threats to self-esteem; maintain levels of optimism and enthusiasm

Conative: meet individually developed/selected goal; develop or maintain self-efficacy

Spiritual: understand purpose of one's life

ADVANTAGES OF MOTIVATION

Staying focused More enjoyment in activities Greater chance of success Feeling appreciated Having a goal and purpose

OVER MOTIVATION Children who are over

motivated feel that they have to please everyone.

They also feel that they need to be perfect at all times.

If they do not achieve what is expected of them, then they feel like they have failed themselves and others.

Over motivation can cause: Anxiety Stress/Frustration Over thinking

situations Fear of failure or

disappointment Disinterest in

school, sports, etc.

UNDER MOTIVATION Children who are

under motivated feel unappreciated.

They feel as if no one cares about them and often think “why bother?”

They do not usually care about school, sports, or any type of achievement

Under motivation causes: Depression Drop out of

school Low test scores Feelings of

worthlessness

FACTORS THAT INFLUENCE THE DEVELOPMENT OF MOTIVATION According to Jere Brophy (1987),

motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers).”

When parents nurture their children's natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying.

When children are raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning.

FACTORS INVOLVED IN MOTIVATION

Family/Home Life Culture/Community Teacher’s Beliefs/Values Environment/Classroom Socialization/Peers Role Models/Mentors

HOW DOES MOTIVATION AFFECT LEARNING IN THE CLASSROOM?

Motivation creates better focus and a better chance of success

Motivation affects self-confidence and self-efficacy

Motivation affects self-actualization (personal growth and self-fulfillment)

CONDITIONS THAT WILL INCREASE A STUDENT’S MOTIVATION TO LEARN

RISE Model:Relevant subject matterInteresting instructionSatisfied learnerExpectations of success.

Hootstein (1998)

CLASSROOM FACTORS AFFECT MOTIVATION A teacher’s enthusiasm for

a subject can affect motivation. If a teacher is excited about a lesson, children are likely to get excited as well.

A feeling of comfort and safety in the classroom environment can affect motivation. Students must feel safe to take risks in order to be motivated.

HELPING UNMOTIVATED STUDENTS Recognize that even when students use strategies

that are ultimately self-defeating (such as withholding effort, cheating, procrastination, and so forth), their goal is actually to protect their sense of self-worth (Raffini).

ATTRIBUTION RETRAINING Modeling Socialization Practice exercises GOALS:

Concentrate on the tasks rather than becoming distracted by fear of failure

Respond to frustration by retracing steps to find mistakes or finding alternative ways of approaching a problem

Attribute failures to insufficient effort, lack of information, or reliance on ineffective strategies rather than to lack of ability (Brophy, 1986)

TEACHER’S ROLE IN MOTIVATION The role of the teacher is to give any

many intrinsic rewards as possible.

Teachers must keep in mind that not all students can be motivated by intrinsic rewards.

WAYS TEACHERS CAN MOTIVATE STUDENTS Intrinsic

Explain or show why learning a particular content or skill is important

Create and/or maintain curiosity

Provide a variety of activities and sensory stimulations

Provide games and simulations

Set goals for learning Relate learning to student

needs Help student develop plan

of action

Extrinsic Provide clear

expectations Give corrective

feedback/grades Provide valuable

rewards (sticker charts, homework passes, prizes, etc.)

Make rewards available

MOTIVATION IN CLASSROOM VS. OTHER FACETS OF LIFE Motivation in the classroom is the same with

any aspect of a child’s life. Once the child is motivated they will continue

on the path to achievement. The reward, whether intrinsic or extrinsic, is

what motivates the child. In school this could be a sticker, good grade or a pizza party.

Outside of school motivation for the reward could be learning to ride a bike with out training wheels or tying their own shoes.

Motivation is the factor that keeps the child engage and attempting the skill until they succeed.

MOTIVATION AND ACHIEVEMENT Motivation and achievement are

connected because once a student is engaged they will be motivated to learn the subject or concept being taught.

Once they have improved the skill achievement will follow.

When the student has a positive experience and is motivated they will continue down the path to achievement.

You can not have achievement without motivation.

REWARDS FOR STUDENTS Keeping It Simple

Establishing a Classroom Token Economy Example: Points, stickers, fake money

Deadline for the rewards Example: End of week, month, or assignment

Rewards Example: Homework pass, candy, teacher’s assistant for

the week Target Behaviors: When student shows a behavior

that is a target behavior, they receive a token Example: Sitting in assigned seat after entering

classroom, raising hand, not interrupting, helping a fellow student

Target Skills Example: Focus on note taking, meaningful discussion,

contributions

FOSTERING STUDENT MOTIVATION Provide opportunities for success Teach students to set reasonable goals and to

assess their performance Help students to recognize the relationship

between effort and outcome Relate lessons to students’ own lives Model interest and enthusiasm Include novelty and variety in your lessons Provide opportunities for students to respond

actively Allow students to create finished products Provide opportunities to interact with peers

From PowerPoint on Motivation Tab - LiveText

SOURCES Bibliography Beswick, D. (2007, February 17). Management implications of the interaction between intrinsic

motivation and extrinsic rewards. Retrieved March, April 2009, from Intrinsic Motivation and Extrinsic Rewards: http://www.beswick.info/psychres/management.htm

Chye, O. T. (2007, January 13). What Factors Influence The Development Of Students' Motivation? Retrieved March, April 2009, from Education, Motivation & Classroom Management: http://motivation-singapore.blogspot.com/2007/01/what-factors-influence-development-of.html

Ellen A. Skinner, M. J. (1993, June 14). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Retrieved March, April 2009, from Journal of Educational Psychology: http://www.psych.rochester.edu/SDT/documents/1993_SkinnerBelmont_JEP.pdf

Fortin, C. (2008, May 6). Creating an Incentive Plan for the Classroom. Retrieved April 2009, from For Teachers: Motivating Students: http://classroom-management-tips.suite101.com/article.cfm/motivate_middle_school_students

Huitt, W. (2001). Motivation to learn: An overview. Retrieved March, April 2009, from Educational Psychology Interactive: http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html

Lemlech, J. K. (2006). Curriculum and Instructional Methods for the Elementary and Middle School (Sixth Edition). Upper Saddle River, NJ; Columbus, OH: Pearson/Merrill Prentice Hall.

University, F. S. (n.d.). Intrinsic versus Extrinsic Motivation. Retrieved March, April 2009, from Center for Teaching, Learning & Faculty Development: http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Motivation/IntrinsicvsExtrinsic.htm

Wagner, D. (2002, March 28). Student Motivation and Parental Involvement. Retrieved March, April 2009, from Student Motivation: http://classroom-management-tips.suite101.com/article.cfm/motivate_middle_school_students