MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN EDUCATION,

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Essential Principles of Motivation

• MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN
  EDUCATION,
• ROSANNE YOST, CURRICULUM AND INSTRUCTION
• UNIVERSITY OF SOUTH DAKOTA
• PLEASE PICK UP EACH OF THE MULTICOLORED SURVEYS
  AND COMPLETE THEM BEFORE WE BEGIN
• FOR THE ACADEMIC MOTIVATION SCALE, SUBSTITUTE
  ATTEND STAFF DEVELOPMENT FOR ATTEND COLLEGE

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• What motivates you to learn in an academic
  setting?
• To what extent is lack of motivation an issue in
  your classroom?
• How do you address the problem?
• How would you assess the success of your
  interventions?

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A Social Cognitive View of Motivation Contrast
to Behavior Modification

• A Different way to think about Motivation
  Learner Centered
• SocialLearners read the social and academic
  expectations of the setting
• CognitiveMind Mediated
• Motivation is a STATE not a trait

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The Ultimate goal of Education Self-Regulated
Learners who. . .

• Accept responsibility for their own learning
• Are flexible in their thinking and problem
  solving
• Develop and use self-monitoring skills
• Are collaborative in task-focused skills
• Are willing to seek help and support from others
• Focus on personal progress
• Focus on learning rather than grades or test
  scores
• Welcome challenge
• How does this compare to the learners
• we cultivate now?

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3 Basic Principles

• Motivation can be defined as our willingness to
• Engage?
• Commit?
• Persist in an academic task challenge
• Motivation beliefs are stored in connections in
  our long term memory, schema based on our
  experiences and interpretations of them.
• Our motivation is influenced by our
• Expectations for Success and
• Value for the Task
• E multiplied by V

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Schemata

• Mental organizing structuresexisting idea
  networks-- that guide perception and categorize
  experiences
• Whether we are aware of them or not, these
  networks determine how we interpret our
  experiences and extract meaning from them
• Motivation schemas can be
• Adaptive, or
• Mal-adaptive
• What happens when a motivation schema is
  Mal-adaptive?

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Expectancy x Value Judgments

• Our willingness to expend the effort on an
  academic task depends on
• Our Expectations for success with reasonable
  effort
• Our assessment of the Value and meaningfulness of
  the task.

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Value for the Task

• What kinds of tasks do your students VALUE?
• Why?
• What do you see when they dont value a task?

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Value is Enhanced When the Task is

• Meaningful
• Connected
• Relevant
• Useful
• How do we do that?

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Reasonable Expectations for Success

• Where do they come from?
• How do learners with expectations for success
  approach tasks?
• How do learners with lower expectations for
  success approach tasks?

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Student Responses Based on E x V
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Expectations for Success are Enhanced when
learners. . .

• Believe in incremental rather than innate
  intelligence
• Learn for internalized, self-regulated purposes
• Pursue mastery goals
• Have high self-efficacy
• Attribute success and/or failure to an internal
  locus of control
• Have necessary learning strategies and tools

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Motivation Constructs

• Each of the previous statements represents a set
  of ideas that individuals holdideas that
  influence their willingness to engage?commit,
  and particularly? PERSIST in an academic tasks
• Each addresses learners expectations for success
  in a given task setting

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Intrinsic/ Extrinsic
Goal Orientation
Beliefs about Knowledge
Self Efficacy
Hope
Motivation
Attributions
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1 Beliefs About Intelligence Knowledge

• What is Knowledge?
• Who has it?
• How do we get it?
• Where does it come from?

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Beliefs about Knowledge

• Assumptions individuals hold about
• The nature of knowledge
• Certainty
• Complexity
• How knowledge is attained
• Role of innate ability
• Role of effort

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Beliefs about Learning Survey blue

• Factor 1 Fixed Ability.
• Is ability fixed.. . . . . or is it. . . . . .
  Incremental?
• high points
  low points
• Factor 2 Simple Knowledge
• Is knowledge simple. . . Or is it. . .
  Complex?
• high points
  low points
• Factor 3 Certain Knowledge
• Is knowledge certain. . . Or is it. . . .
  Relative?
• high points
  low points
• Factor 4 Quick Learning
• Accomplished quickly. . . . Or. . . with
  sustained effort?
• high points
  low points

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• How are these beliefs relevant to educators and
  their practices?

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Implications Recognize That. . .

• Everyone holds beliefs about intelligence and
  knowledge that influence their learning AND
  behaviors.
• These beliefs affect the way we reason
• Beliefs about knowledge are NOT strongly related
  to ability, but they are strongly related to
  engagement and motivation issues

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2 Intrinsic and Extrinsic Motivation

• Extrinsic motivation for external motives, such
  as incentives and rewards
• Intrinsic motivation for internal motives,
  please in the task for its own sake
• Which do schools most actively promote? Why? How
  do you know? What is the message to learners?
• Which is the most powerful approach for learning?

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The continuum approach Self Determination

• Assumption the element that defines the
  difference between Extrinsic and Intrinsic
  motivation is the degree to which the individual
  determines task value and importance--
• BUY INaka Engagement

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Levels of task buy in

• Based on Who initiates the involvement and why?
• Extrinsic Motivation has 4 levels
• External Regulation
• Introjected Regulation
• Identified Regulation
• Integrated Regulation

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Buy-In
Extrinsic
Completely initiated outside Reward or
punishment
External Regulation
Introjected Regulation
Accepts standards other have specified
Identified Regulation
Values standards Willing engagement
Integrated Regulation
Fits own ultimate goals
Intrinsic
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• Think of a learning experience in which YOU
  moved along the continuum.
• What happened to your learning?
• How was your experience related to Expectation
  for Success and Value for the Task?
• So HOW do we move learners along the continuum?

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Basic Learner Needs

• Competence
• Belief that one can accomplish the task
• Autonomy
• Self initiation, self direction, and self
  regulation
• Relatedness
• To others in the learning setting
• Connections to overall learning goals

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Implications Support for Basic Needs

• Competence Attention to task definition
• Clear
• Manageable
• Challenging
• Criterion referenced success standards
• Autonomy Choices
• Time flexibility
• Alternative ways to reach goals
• Participation in decision making
• Relatedness De-emphasize competition
• Emphasis on effort
• Collaboration
• Social construction How could YOU support
  each of these?

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Academic Motivation Scale white

• What did this instrument tell you about your
  intrinsic/extrinsic balance?
• Did it seem accurate? Why/why not?
• Comments?

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3. Goal Orientations

• Beliefs individuals hold about the purposes of
  learning
• Why we learn
• For whom
• How success is achieved
• IMPACT How we approach challenging tasks
• Two basic types of goals
• Mastery Goals
• Performance Goals

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Underlying Theories of Intelligence

• Entity Theories
• Incremental Theories

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Goal Orientation

• Performance
• Goal is to gain
• positive judgments
• avoid negative
• judgments of ability
• Prove
• Mastery
• Goal is to increase
• ability and personal
• competence
• 
  Improve

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Theory of Intelligence

• Entity Performance
• Intelligence Goal is to gain
• is a fixed positive judgments
• trait avoid negative
• judgments of ability
• Prove
• Incremental Mastery
• Intelligence Goal is to increase
• is ability and personal
• malleable competence
• 
  Improve

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Typical Behavior

• Entity Performance
  Helplessness
• Intelligence Goal is to gain Avoid
  risk
• is a fixed positive judgments Give up
  easily
• trait avoid negative Make
  excuses
• judgments of ability
• Prove
• Incremental Mastery Effort
• Intelligence Goal is to increase
  Seek challenge
• is ability and personal Persist
• malleable competence
  Take responsibility
• 
  Improve Problem Solve

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Goal Orientations Beliefs Compare/Contrast
Performance Orientation
Mastery Orientation

• Competenceyou have it or you dont!
• Avoidance of challenging tasks
• Easy tasks are desirable
• Effort low competence
• More extrinsic motivation
• Reliance on rote learning
• Comparison of self to others
• Errors seen as failures
• Failure low ability
• Teacher viewed as judge, rewarder, and punisher

• Competence develops through effort practice
• Enjoyment of challenging tasks
• Easy tasks viewed as boring
• Effort competence
• More intrinsic motivation to learn
• Use of learning strategies for deep
  comprehension
• Self-evaluative
• Errors are viewed as useful
• Failure can be informational
• Teacher seen as resource/guide
• Which learner do you prefer? Why?

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Quadrants
Mastery Orientation
HIGH
LOW
HIGH
Performance
Orientation
LOW
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Goals Inventory yellow

• Eliminate s 7, 9, 13
• Mark the following with P
• 2, 10, 11, 12, 15, 17, 18
• Mark the following with M
• 1, 3, 4, 5, 6, 8, 14, 16
• Add P scores and divide by 7
• Add M scores and divide by 8

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PERFORMANCE
5
LM/HP
HM/HP
4
3
1
2
5
4
MASTERY
HM/LP
LM/LP
2
1
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• Students with a strong mastery orientation are
  more successful learners , REGARDLESS of whether
  performance orientation is high or low.
• Implications?

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4 Self-Efficacy

• Beliefs about the degree of effect we can have
  on a learning situation.
• Think about a situation in which you perceive you
  can have an impact. Now think of one where you
  dont believe you can have much. Compare your
  motivation to engage in each of these settings
• Context and topic specific

Perception!
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Factors Influencing Self-Efficacy
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Implications Improving Self-Efficacy

• Increase students awareness of the self-efficacy
  concept
• Use expert and inexpert modelingscaffold
• so that students can understand developing
  expertise
• Provide feedback
• that functions to help students develop expertise
  through analysis of own performance
• specific
• Build self-efficacy rather than reduce
  expectations
• reductions undermine efficacy
• Encourage self-regulation
• students take control of their learning process

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5. Causal Attributions

• Who or what is responsible for our successes and
  failures? Are these. . .
• Internal or External ?
• Stable or Unstable?
• Controllable or Uncontrollable?
• Locus of control
• Learned helplessness

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3 Issues in Attribution Theory
Locus of control ? Where does control lie? ?
Internal vs. external ? I vs. They thinking
Attribution Theory
Stability ? Stable vs. unstable ? Does outcome
change or fluctuate?
Controllability ? Controllable vs. un-
controllable ? Are any variables with- in my
control?
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Possible Attributions

• Effort
• Ability
• Task difficulty
• Luck

Which is most adaptive and why?
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Controllability is any of this within my
control?
Locus of Control
Task Difficulty
Ability
Stable
Stability
This isnt up to me.
I cant really control this.
Effort
Luck
Unstable
This is something I have control over!
This is completely out of my control.
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Attribution Dimensions

• Locus

Stability
Controllability
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Implications Improving Student Attributions

• Discuss effects of attributions with students
• leading to emphasis on the role of effort
• Help students focus on controllable causes
• in order to increase task engagement,
  persistence, and performance
• Consider alternative causes of success and
  failure
• identify and help students modify
• Be mindful of inadvertent low-ability cues
• which undermine both self-efficacy and
  attributions to controllable factors
• How do we do these things?

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Attribution Inventory green

• Specific to Locus of Control Dimension Only
• Scoring--
• Eliminate item 8
• Reverse score s 1, 3, 4, 9, 12
• 15 24 33
• Add your points, divide by 11
• Higher the score, the more EXTERNAL the perceived
  locus of control
• Did this instrument describe you accurately?
  Why/why not? contrast to Behavior Modification
  contrast to Behavior Modification

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5. The Hope Construct

• Agency the Will
• Pathways the Ways
• aka study strategies
• Connect this construct with
• Self Regulation
• Self Efficacy
• Self Determination

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The Hope Scale

• Eliminate 3, 5, 7, 11,
• Add for Pathways Score
• 1, 4, 6, 8
• Divide by 4
• Add for Agency Score
• 2, 9, 10, 12
• Divide by 4

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Intrinsic/ Extrinsic
Goal Orientation
Beliefs about Knowledge
Self Efficacy
Motivation
Hope
Attributions
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Synthesis

• What ideas link each of these constructs?
• How can you summarize the implications for
  classroom practice?
• Specifically, what can you implement in your
  classroom?
• What do you need to think more about?
• What questions do you still have?