Motivation

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Motivation

• EDU 330 Educational Psychology
• Dr. Daniel Moos

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Overview

• Video Objectives
• Understand assumptions and applications of
• Behavioral View of Motivation
• Social Cognitive View of Motivation
• Cognitive Views of Motivation
• Expectancy X Value Theory
• Humanistic View of Motivation

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The Behavioral View of Motivation

• Students are motivated to complete a task by the
  desire to obtain an externally provided
  reinforcer (extrinsic reinforcement)
• Limitations of the Behavioral View
• ? Temporary changes (in absence of reward)
• ? Materialistic View
• ? Undermining Effect with Intrinsic motivation

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The Social Cognitive View of Motivation

• Two factors that influence motivation
• ? The models to which people are exposed
• ? The strength of ones self-efficacy for a
  particular task
• The Power of Persuasive Models
• ? Students who observe an admired model receive
  reinforcement may be motivated to exhibit the
  same behavior because they expect to receive the
  same reinforcement (vicarious reinforcement)

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The Social Cognitive View of Motivation

• The Importance of Self-Efficacy
• ? Choice of learning goals
• Task mastery goals
• Performance-approach goals
• Performance-avoidance goals
• ? Outcome expectations
• High self-efficacy ? high expectation of
  positive outcome
• ? Attributions
• Ability, effort, luck, task difficulty

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Other Cognitive Views of Motivation

• Attributions Explanations that people tend to
  make to explain success or failure

Controllable
Uncontrollable


Internal
Luck
Effort
Difficulty of Test
Choice of Study Environments
External
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Attribution Theory Introduction (II)

• How do individuals typically attribute their
  success and/or failure?
• Interpret successes and failures in a manner that
  is most likely to maintain positive self-image

Success
Failure
Success/Failure
Controllable
Uncontrollable


Internal
Luck
Effort
Difficulty of Test
Choice of Study Environments
External
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Attribution Theory Introduction (III)
Attribution Locus Stability Controllability
Inherited ability internal stable
uncontrollable
Personality
internal
stable
uncontrollable
Effort
internal
unstable
controllable
uncontrollable
Task Difficulty
external
stable
Luck
external
unstable
uncontrollable
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Other Cognitive Views of Motivation
Self-determination theory Process of deciding
how to act on ones environment (Ryan Deci,
2000)
Need Definition Classroom Application/Example




Competence
Feedback (Your problem-solving skills are
improving. Good work!)
Ability to function effectively in the environment
Independence and ability to alter the environment
Teacher asks for student input on rules,
encourages students to set monitor goals
Autonomy
Teacher spends time with her students before
after school, helping them w/ homework, etc
The feeling of being connected to others in ones
environment
Relatedness
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Other Cognitive Views of Motivation

• Beliefs about the Nature of Cognitive Ability
• ? Entity Theorists
• Believe that intelligence is like a thing, or
  entity, that has fixed characteristics
• ? Incremental Theorists
• Believe that intelligence can be
  gradually improved by adding to and
  refining thinking skills
• ? Developmental trajectory

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Attribution Theory Case Study
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Attribution Theory Strategies

• I am competent AND I worked hard
• NOT beneficial to completely attribute to ability
• (2) Students most likely to persist after failing
  if they attribute failure to a lack of
  appropriate effort
• (3) Scaffold students understanding of effort
• Students often confuse spending time doing
  ineffective activities with effort
• Students often have incorrect conceptions of
  their understanding (metacognition)
• (4) Should assessment include evaluations of
  effort?

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Expectancy X Value Theory
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Motivation Humanistic views (II)
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Motivation Humanistic views (III)

• Applying humanistic views of motivation to the
  classroom
• Treat students as people first and learners
  second.
• Provide students with unconditional positive
  regard by separating their behaviors from their
  intrinsic worth.
• Create safe and orderly classrooms where students
  believe they can learn, and they are expected to
  do so.