What is Motivation

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Chapter 10
Motivation in Learning and Teaching
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What is Motivation?
Directs Maintains
Arises
Behavior
Choices
Starting Time
Intensity Persistence Feeling (Flow)

• Types of Motivation
• Intrinsic
• Extrinsic

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Four General Approaches to Motivation
Humanistic
Behavioral
Growth Satisfied By oneself
Self Actualization
Aesthetics
Learning
Love acceptance
Deficiency Satisfied by others
Safety
Physiological
Incentive External Reinforcers
Negatives No predictability
Positives Relationship Between Physical Emotiona
l And Intellectual
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Cognitive Approaches to Motivation

• Attribution Theory (Weiner 1989)
• Locus who is responsible??feelings of self
  esteem
• Stability cause stays the same or
  change?expectations about the future
• Controllability whether the person can
  control the course?guilt
• Be ready to answer in classwhen you are faced
  with
• failure, what type of reason do you
  attribute this failure?
• low aptitude
• never study
• sick the day of the exam
• did not study for this particular test
• instructor is biased
• bad luck
• friends failed to help

Failure?lack of ability? uncontrollable?not
responsile ?shame?withdraw? Performance
declines Failure?lack of effort? Controllableresp
onsible?guilt ?engagement?performance improves
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• 2. Expectancy vs. Value Theory
• Motivation is seen as the product of two main
  forces
• Expectancy?expectations for reaching a goal
• Value of the goal
• Sociocultural conceptions of Motivation
• Emphasize the participation in communities of
  practice
• People engage in activities to maintain their
  identities and their interpersonal relations
  within a community
• Class, what is legitimate peripheral
  participation?
• And have you ever experience the sociocultural
  conception of motivation?

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Goal Orientation and Motivation

• Locke and Graham (1990) Reasons for why goal
  setting improves performance
• Direct our attention
• Mobilize effort
• Increase persistence
• Promote development of new strategies
• Types of goals and goal orientations
• Mastery goals?task involve learners
• Performance goals--gtego involve learners
• Work avoidant learners?successnot working hard
• Social goals?inclusion of peers
• Feedback and goal acceptance

where you are be in same page as
teacher
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Interests and Emotions
Interests personal and
situational
Identify, relate experiences with
objectives Allow choices Have humor Use
interesting content
Arousal Excitement and Anxiety in Learning
Psychological Physical reactions brain
blood pressure heart and breathing rate
Novelty and complexity?curiosity
Anxiety in the classroom Interferes with learning
(trait or state) Coping problem solving
emotional management Avoidance
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Self Schemas

• Self efficacy?belief about our own personal
  competence or effectiveness in a given
  area?future oriented (no need for comparisons)
• Sources
• Mastery experiences
• Vicarious experiences
• Social persuasion
• Efficacy Motivation
• Greater efficacygreater effort and
  persistencegoals setting
• Attributions and self efficacy affect each other
• Teacher efficacy?teachers belief that she/he can
  reach students
• Self concept?developed as result of external and
  internal comparisons, using other people or other
  aspects of self as frames of reference
• Self esteem is concerned with judgments of self
  worth

Entity view of ability Incremental view of ability
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• Self Determination
• Need to experience choice and control
• In the classroom
• Impact of cognitive evaluation theory and
  controlling statements
• Learned Helplessness
• When people come to believe that the events and
  outcomes in their lives are mostly uncontrollable
• Self Worth
• Mastery oriented students
• Failure avoiding students
• Failure accepting students

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Motivation to Learn in School
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Target for Learning (Ames 1992)

• Task
• Task Value
• Attainment value intrinsic/extrinsic
• Utility value
• Authentic Tasks?problem based learning
• Autonomy and Responsibility
• Supporting choices (personal interests, feedback)
• Recognizing accomplishment

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• Grouping and goal structure?way students relate
  to others while working
• Cooperation
• Competition
• Individualistic
• Evaluation?emphasize learning orientation,
  de-emphasize grading
• Time
• Specific scheduling to meet needs