MOTIVATIONNURUL AIN BINTI ABD MANAN

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MOTIVATION?An internal state that arouses,

directs, and maintains behavior.

WHAT ENERGIZED AND DIRECT OUR BEHAVIOUR TOWARDS A GOAL?

Morale Building Factors

Needs

Drives

Incentives

Social pressure

Fears

TYPES OF MOTIVATION

Intrinsic MotivationIntrinsic motivation arise from an internal drives and interest that moves an

individual to carry the task without expecting any rewards.

“Intrinsic motivation is the natural tendency to seek out and conquered challenges as we pursue personal interest and exercise capabilities”

( Deci &Ryan ,1985;Reeve,1996)

“What motivates us to do something when we don’t have to do anything”

(James Raffini ,1996)

Extrinsic Motivation• Extrinsic motivation refers to the external drive/ encouragement that moves

individual to carry certain action.“We are not really interested in the activity for its own sake; we care about what it will gain us”• This encouragement can be shown in various forms such as the following :

Praises SmilePresentsGrades

Touch StarsToken

• Extrinsic Motivation should be applied by a teacher to enhance the quality of pupils’ works

• Eg: In school, a sensitive teacher can use moderate extrinsic motivation such as praise or inspiring words to drive pupils to study.

EFFECTS OF INTRINSIC VS. EXTRINSIC

MOTIVATION ON STUDENT LEARNINGIntrinsic

• Eager to learn• Enjoy learning

• Welcome challenges• Process information effectively

Extrinsic• Reluctant to engage in

learning tasks• Dislike learning• Avoid challenges

• Process information superficially

VS

THE EFFECTIVENESS OF INTRINSIC AND EXTRINSIC SOURCES OF MOTIVATION

• The relationship between intrinsic and extrinsic motivation is complex.

• Sometimes motivation can start out extrinsic and lead to intrinsic.

• For example, Jim studies geometry because he believes studying will lead to a good job in the future. The more Jim learns, the more he becomes intrinsically interested in the subject.

• People can be intrinsically and extrinsically motivated at the same time.

• Ideally, intrinsic motivation should be used, but sometimes extrinsic motivation, in the form of attendance policies for example, can be effective.

FIVE GENERAL APPROACHES TO MOTIVATION

Behavioral Approach To Motivaton

Humanistic Approach To Motivation

• Sources of Motivation : Extrinsic• Key Theorist : Skinner• Two components are considered to be necessary for motivation: REWARDS and

INCENTIVES• Rewards is attractive object or event supplied as a consequences of particular

behavior.• Incentives is an expected object or event that encourages and discourages

behavior, the promise of a reward• Paul gets an A on his history exam (reward) and knows that he will get 10 dollars

for receiving an A (incentives)• Sources of Motivation : Intrinsic• Key Theorist : Maslow,Deci• These approaches assume that motivation is based on intrinsic sources

such as a person’s need• for “self-actualization” and “self-determination”• Therefore, it is important to encourage inner resources, such as self-

esteem, autonomy, and self-actualization.

Cognitive Approach To Motivation

Social Cognitive Approach To Motivation

• Sources of Motivation : Intrinsic• Key Theorist : Weiner,Graham• In many ways, cognitive theories of motivation also developed as reaction to the

behavioral views.• Cognitive theorist believe that behavior is determined by our thinking ,not

simply by whether we have been rewarded or punished for the behavior in the past .

• Sources of Motivation : Intrinsic and Extrinsic • Key Theorist : Lockr & Latham, Bandura• Integrations of behavioral and cognitive approaches. They take into account

both behaviorist concern with the consequences of behavior and the cognitivist interest in the impact of individual believe and expectations.

• Motivation can be characterized as expectancy-value theories• Motivation can be seen as a product of two main forces : The individual

expectation of reaching a goal and the value of that goal to him/ her.• Eg: If I try hard, can I succeed ? & ‘If I succeed ,will the outcome be valuable or

rewarding to me”?

Social Cultural Approach To Motivation

• Sources of Motivation: Intrinsic• Key Theorist : Lave,Wenger• Socio- cultural theories emphasizes participation in communities of

practices• People engage in activities to maintain their identities and their

interpersonal relations within the communities• Eg: Students are motivated to learn if they are members of a

classroom or school community that value learning to be identify• We are motivated to learn the value and practices of the

community to keep our identity as community members (Lave & Wenger,1991;Wenger,1998)

MOTIVATION TO LEARN IN SCHOOL• Instructional leaders are concerned about developing particular kind of

motivation in their school, the motivation to learn.• Motivation to learn been describes as ; “ A student tendency to find academic

activities meaningful and worthwhile and try to derive the intended academic benefits from them” (Jere Brophy ,1998)

• What makes student motivation challenge in a classroom? This is some of

the reasona) School attendance is compulsory .Curriculum content and learning activities are

selected primarily on the basis of what society believe students need to learn , not what they would choose if given opportunity

b) Too many student in a class, cannot meet each individual's need

c) Student are graded and periodic reports are sent home to their parents

d) Teacher and student often settle into familiar routine and become “ daily grind”

GOALS ?Goal is what an individual is striving to accomplish .

Goal motivate people to act in order to reduce the discrepancy between ‘where they are” and “where

they want to be”

It is roughly similar to purpose or aim, the anticipated result which guides reaction, or an end, which is an object, either a physical object or an abstract object,

that has intrinsic value.

WHY GOALS SETTING IMPROVES PERFORMANCE?

Goals direct our attentions to the task

Goal promote the development of new strategies , when old stratigies fall short (Lock & Latham,2002)

Goal mobilize effort (The harder the goal, the greater the efforts)

Goal increase persistence (When we have a clear goal ,we are less likely to be distracted or give up until we reach the goals)

TYPES OF GOALS• The type of goals we set influences the amount of motivation we

have to reach them.• The goals must be specific, moderately difficult and likely to be

reach (reachable)• Specific goals provide clear standard of judging performance.For

example, you want to buy a car. It can not be goal if you say any car will do. You have to be specific about the details such as the make, model, colour, interiors, and the price.

• Moderate goals; something that provide challenges but not something unreasonable

• Reachable /Attainable ; Goals that can be reach .Setting goals that are unrealistic can actually have a negative effect rather than positive one. It is good to stretch yourself a bit, so that you can grow more towards your potential, but it must not be something that is impossible to be real.

GOAL ORIENTATIONS• Patterns of beliefs about goals related to achievement in school• Goal orientations include the reason why we pursue goals and

the standards we use to evaluate progress towards goals

Learning Goals

• The point of learning goals is to learn and improve

• A desire to acquire additional knowledge or master new skills

• Task-involved Learner : concerned of mastering task and not worried about the outcome

Performance Goals

• A desire to look good and receive favorable judgments from others

• A desire not to look bad and receive unfavorable judgments

Work-Avoidance

Goals• Avoid doing work• Do as little work as

possible• No desire to look

smart or to learn• Feel successful

when they don’t have to try hard

Social Goals

• When the social networks change and include more peer

• Include wide variety of need and and motives

• Pursuing goal – to maintain social relationship.

NEEDS AND MOTIVATION“ A biological or psychological requirement; a state of

deprivation that motivates a person to take action towards a goal”

( Darley,Glucksberg & Kinchla,1991)• Needs are seldom satisfied completely and perfectly; improvement always possible

• How do learners’ needs influence their motivation to learn?

Maslow’s Hierarchy of Needs Achievement Motivation

Maslow’s Hierarchy Needs

Achievement MotivationHigh Needs for Achievement• Need for achievement refers to an individual's desire for significant

accomplishment, mastering of skills, control, or high standards. • People who strive for excellence in a field for sake of achieving ,not

for some reward, are considered to have high need of achievement.• If achievement ,initiative, and competitiveness are encouraged and

reinforced at home and if parent let children solve problem without becoming irritated by the children’s initial failure , children are more likely develop a high need of achievement (McClelland&Pilon,1983)

Low need for achievement• Avoid challenges because fear of failure outweighs expectations of

success• Seek easy tasks which guarantee success or very difficult tasks in

order to guarantee an excuse for failureTo instill motivation:• Place people in situation where they can succeed.• Emphasize setting reasonable and achievable goals.• Get people to take responsibility for their actions.• Provide clear and constructive feedback on performance.

The Need for Self-Determination • Self determination is the need to experience choice to have our own wishes

• When students experience self determination, they are intrinsically motivated• Help students plan actions to accomplish self-selected goals• Hold students accountable for the consequences of their choices• Provide rationales for limits, rules, and constraints• Self-Determination in the Classroom: associated with greater student interest and curiosity, sense of

competence, creativity, conceptual learning, and preference for challenge.

The Need for Social Support : Need for Relatedness ( Involvement & Autonomy)• The need for relatedness is the desire to establish close emotional bonds and attachments with others

• Student who feels a sense of relatedness to administrator,teacher,parents and peers are more emotionally in school (Furrer & Skinner,2003)

• 2 component in need for relatedness : * INVOLVEMENT :- parent n teacher interested in their children activities - Student feels sense of belonging, more interested in their class work * AUTONOMY : - Parent and teacher encourage children to make their own choice - Less pressure on their children

- Feel can act successfully on one’s own

ATTRIBUTION ,BELIEFS AND MOTIVATIONAttribution Theory• Attribution theory deals with what people believe about why they succeed or fail at different

tasks and the effects on future behavior or learning.• Dimensions: Locus : Do students attribute performance to internal or external causes? Stability :Do students attribute performance to stable or unstable causes? Controllability :Do students attribute performance to causes they can control or those beyond their control• Maximize motivation by knowing what causes outcomes, knowing the cause is internal and

controllable, and knowing cause is amenable to change

Failure or Success ?• People tend to attribute success to internal causes and failure to external causes (LOCUS)• When student attributions for failure are stable and uncontrollable, students are unlikely to

change their behaviors in ways that might lead to future success (STABILITY & CONTROLABILITY )

Attribution TheoryWhen asked, people give four common and basic reasons for success or failure on specific tasks:

• Ability• Effort• Task difficulty• Luck

Internal External

No Control Ability Luck

Control EffortTask

Difficulty

Weiner (1994) summarizes the sequences of motivation when failure is attributed to lack of ability and ability is uncontrollable

Failure lack of ability uncontrollable not responsible shame performance decline in future

When failure attributed to lack of effort

Failure lack of effort controllable responsible guilt performance improves in future

BELIEFSBeliefs?What students think about learning/knowing and about themselves – their competence and the causes for success and failure

Beliefs about Ability Entity view : Intelligence is fixed, stable, and uncontrollable

Choose performance goal that protect their self-esteem Eg : Student who hold an entity view of intelligent tend to set performance goals.

Incremental view : Intelligence is a set of skills that can be changed Unstable but controllable

Hard work and persistence can pay off Set performance goals to gauge progress

Beliefs about Self-Efficacy Self-Efficacy:

Self-efficacy is the extent or strength of one's belief in one's own ability to complete tasks and reach goals.[1] • According to Bandura’s Self-Efficacy Theory (1986,1997) Individuals make conscious decisions about their behavior. The extent to which people believe that they have the capacity to execute a course of action

that is required to succeed is their self-efficacy, their self efficacy, motivates behavior. Self-efficacy affects individual choice Choose activities in which you will succeed and avoid those in which you believe you will fail. Strong self-efficacy increases effort at the task. Strong self-efficacy increases persistence. Strong self-efficacy increases resilience. Sources of strong self-efficacy• Sources of strong self-efficacy:

Mastery Experiences Vicarious experiences Verbal Persuasion Physiological State

BUILDING SELF –EFFICACY IN SCHOOL

STRATEGIES TO ENHANCE SELF-EFFICACY• Help students master basic skills• Help students make noticeable progress• Communicate confidence in students’ abilities• Expose students to successful peers

• Performance in school and self-efficacy increased when students Adopt short term goals Are taught to use specific learning strategies Receive rewards based on performance

PROMOTING INTRINSIC MOTIVATION THROUGH SELF-EFFICACY• Provide competence promoting feedback

• Promote mastery on challenging tasks• Promote self-comparison rather than social comparison• Be sure errors occur within an overall context of success

Consequences ofTeacher Efficacy

•Effort•Persistence•Success

A MODEL OF TEACHER EFFICACY

Sources of Efficacy

• Physiological Cues• Verbal Persuasion•Vicarious Experience

(Modeling)• Mastery Experience

Performance

CognitiveProcessing

Analysis of the

Teaching Task

Assessment ofTeaching

Competence

TeacherEfficacy

ATTRIBUTIONS, ACHIEVEMENT MOTIVATION & SELF-WORTH

Beliefs about Self - Worth

Mastery-oriented studentsFocus on learning goals Value achievement Ability viewed as improvable

Failure-avoiding studentsGoal is to avoid failure Do not take risksClaim not to care about their performance

Failure-accepting studentsBelieve failures are due to low abilityEntity view of ability

Encouraging Self-Worth

• Emphasize that abilities are always improvable

• Teach directly about the difference between learning goals and performance goals

• Make the classroom a place where failure is just diagnostic – failure provides feedback for improvement

• Encourage help-seeking and help-giving

INTEREST ,EMOTION ,CURIOSITY & ANXIETY

How do you feel about learning? Excited,bored,curious,fearful?• Learning and information processing are influenced by emotion ( Miller, 2002)

• Student are more likely to pay attention to learn, and remember event ,images, and reading that provoke emotional responses (Alexander & Murphy 1998) OR that are

related to their personal interests ( Renninger,Heidi & Krapp ,1992)

INTERESTS? Interests is “the state of wanting to know or learn about something or someone”

There are 2 kind of interest ,and personal and situational

Personal Interest : More endurance aspect of the person; like an interest in sport, art and etc

Situational Interest :More short-lived aspect of the activity, text or material that catch student ‘s attention

CURIOSITYCuriosity could be defined as a tendency to be interested in wide range area ( Pintrich, 2003)

Building on student’s interests and curiosity• Relate content objectives to student experiences• Identify student interests, hobbies, and extracurricular activities that can be incorporated

into class lessons and discussions• Use humor, personal experiences, and anecdotes that show the human side of the

content• Use original source material with interesting content or details• Create surprise and stimulate curiosity

Coping with anxiety

ANXIETY“Stress can come from any event or thought that makes you feel frustrated, angry, or nervous.

Anxiety is a feeling of fear, unease, and worry. The source of these symptoms is not always known”

How does anxiety Interfere with Achievement?• Highly anxious student evidently divide their attention between new material with

preoccupation how nervous they are feeling.• Most of their attention is taken up by negative thought about performing poorly,

being criticized and feeling embarrassed

• Avoid situations in which highly anxious students will have to perform in front of large groups

• Make sure all instructions are clear. Uncertainty can lead to anxiety• Avoid unnecessary time pressures• Remove some of the pressures from major tests and exams• Develop alternatives to written tests

STRATEGIES TO ENCOURAGE MOTIVATION

AND THOUGHTFUL LEARNING IN SCHOOL

MOTIVATION IN LEARNING AND TEACHINGHow To Improve Motivation In School?• Most educators agree that motivating students is one of the

critical tasks of teaching• In order to learn student must be cognitively, emotionally,

and behaviorally engaged in productive class activities • Students' motivation has a direct and powerful impact on

their social interactions and academic achievements• Motivation affects performance

Necessary Condition in Classroom Classroom must be organized & free from interruptions Teacher must be patient , supportive and never embarrasses

student for making mistakes Work must be challenging but reasonable,CANNOT be too easy

or difficult will focus on FINISHING not LEARNING

MOTIVATION IN LEARNING AND TEACHINGCan I do It ? Building Cinfidence and Positive Expectations1. Begin works at student level’s and move in small steps2. Make sure learning goals are clears, specific and possible to

reach3. Stress self comparison ,not comparison to other4. Communication to student that academic ability is improvable

and specific to the task at hand5. Model good problem solving.

Do I want To Do It? Seeing the Value of LearningAttainment value: why learning a particular content or skill is important1. Tie class activities to student interest : Provides student with

choice based on their own interest2. Arouse Curiosity : Point out puzzling discrepancies. Discussion

rather than giving straight answer3. Make learning task fun4. Make use of familiarity : Use variety and familiarity to

capitalize on student interests