Social Cognitive View of Motivation

1
Social Cognitive View of Motivation

• Christina Wass
• EDF 435

2
Social Cognitive Theory

• Created by Bandura
• A perspective in which people function as
  anticipative, purposive, and self-evaluating
  proactive regulators of their motivation and
  actions, (Banks, 269)

3
Banduras Social Cognitive Theory

• The factors that form the core of this theory
  include
• Intentionality
• Forethought
• Self-reactiveness
• Self-reflectiveness

4
Social Cognitive Theory Model

• Motivation in this model includes
• Planning
• Setting goals
• Anticipating likely outcomes
• Setting personal standards
• A variety of self-regulating mechanisms

5
Self-Regulating Mechanisms

• Focus on monitoring and reflecting about the
  actions that increase self-worth and personal
  satisfaction
• These mechanisms try to avoid actions that may
  decrease self-worth and/or personal satisfaction

6
Two Aspects of Social Cognitive Theory

• There are two aspects in the Social Cognitive
  Theory
• Self-efficacy
• Vicarious learning

7
Self - Efficacy

• The key link between goal-setting and
  self-regulatory features
• A prediction about how successful one will be on
  a particular task
• Based on previous performance and anticipated
  goals, beliefs, and expectations

8
Self Efficacy

• What can lead to a lower sense self-efficacy?
• Recurrent failures
• These failures tend to affect if a student will
  undertake a task
• These failures also lead a student to avoid
  asking help from teacher and peers

9
What can teachers do to help self-efficacy?

• INTERVENTION!
• Teachers can
• Help students set realistic and attainable goals
• Help students develop metacognitive strategies
• Provide appropriate models
• Give constructive feedback

10
Vicarious Learning

• This type of learning is also known as
  observational learning
• This type of learning uses peer modeling
• Occurs when a student successfully completes a
  task and receives positive feedback from the
  teacher
• The other students who have observed the praise
  will be motivated to complete the same task

11
Vicarious Learning and Reinforcement

• It was believed that the likelihood of a behavior
  being repeated is increased with the use of
  reinforcement
• Reinforcement can be given both directly and
  vicariously
• It is now believed that reinforcement provides
  information about the previous behavior

12
Types of Motivation

• There are two types of motivation in the social
  cognitive theory model
• Extrinsic Motivation
• Intrinsic Motivation

13
Extrinsic Motivation

• The idea given that all behavior is a result of
  some type of external reinforcement
• Supporters of extrinsic motivation have come to
  the conclusion that some students need external
  rewards to maintain their levels of motivation
• Opponents of extrinsic motivation have come to
  the conclusion that when rewards are used,
  teachers are asserting control over their
  students
• When rewards are used continuously, any sense of
  intrinsic motivation will be decreased

14
Intrinsic Motivation

• The view that behaviors are chosen as a goal by
  the student
• Based on the idea that students can be motivated
  by an interest in mastering a task and by a sense
  of curiosity

15
Motivation and the Flow Experience

• Connected with intrinsic motivation
• Flow Experience is what people feel when they
  actively enjoy what they are doing
• The flow is the persons reward

16
The Flow Experience

• The flow experience can differ between people
• The flow experience is very rare
• Fewer than 10 of people report it happening
  daily
• For a task to be flow, both the challenge and the
  skill of the task must be high

17
The Flow Experience Research

• Research was done about the amount of flow
  experience in teenagers in the United States and
  in Italy
• The findings included
• Students in Italy experienced flow more often
  than those in the United States
• Talented higher-achieving students experienced
  flow more often than equally talented,
  lower-achieving students

18
Teachers and Motivating Students

• All teachers are faced with the problem of
  motivating students
• Teachers must remember that no one type of
  motivation will motivate ALL students
• Teachers must use a variety of motivational
  procedures
• In the classroom, teachers must know what
  motivates individual students and then tailor
  instruction and assessment to the students needs
  and motives

19
Motivation, Assessments, and Development

• Motivation is affected by maturation
• A childs idea about motivation changes as he/she
  becomes older and progresses through school
• Children become more realistic as they become
  older
• Children begin to notice the difference between
  higher-achieving students and lower-achieving
  students as early as the fifth grade

20
Developmentally Appropriate Practices

• Involve the relationships between motivation,
  assessments, and development
• Developmentally appropriate practices include
  instructional and assessment practices designed
  to meet the appropriate developmental level of
  each individual student
• Based on the idea biological and experiential
  maturity (readiness rather than age) should
  determine the level of instructional and
  assessment practices
• Very important in the primary grades, where a
  wide range of maturity levels exists

21
What can Teachers do?

• When dealing with developmentally appropriate
  practices, teachers can and should
• Use a variety of both informal and formal
  assessments
• Use the appropriate instructional materials for
  each child after the developmental level has been
  discovered

22
Conclusion

• Students, with or without the help of others,
  should create goals that can and will play a part
  in motivation
• Students need to have a positive self-efficacy so
  they will achieve these goals
• Motivation is dependent on the person, not all
  people are motivated by the same things
• Students can be motivated both intrinsically and
  extrinsically
• Teachers must develop assessments and
  instructional activities based on the levels of
  their students

23
References

• Banks, S. R. (2005). Classroom Assessment Issues
  and Practices. Boston, MA Pearson .