Chapter Twelve Motivation Overview The behavioral view of

Chapter Twelve Motivation

Overview • • • The behavioral view of motivation The social-cognitive view of motivation Other cognitive views of motivation The humanistic view of motivation The role of self-perceptions in motivation Motivating students with technology Copyright © Houghton Mifflin Company. All rights reserved. 2

Types of Motivation • Extrinsic motivation – Occurs when learner does something to earn external reward • Intrinsic motivation – Occurs when learner does something to experience inherently satisfying results Copyright © Houghton Mifflin Company. All rights reserved. 3

The Behavioral View of Motivation • Motivation is due to reinforcement and external rewards. – Students are motivated to complete a task by being promised some type of reward. Copyright © Houghton Mifflin Company. All rights reserved. 4

Dangers of Extrinsic Motivation • Changes in behavior may be temporary; the student may revert to earlier behaviors as soon as the rewards stop. • Students may develop a materialistic attitude toward learning. • Giving students extrinsic rewards for completing a task may lessen the intrinsic motivation they may have for that activity (undermining effect). Copyright © Houghton Mifflin Company. All rights reserved. 5

The Social Cognitive View of Motivation • Two factors that influence motivation: – The models to which people are exposed – The level and influence of people’s self-efficacy • Choice of learning goals • Outcome expectations • Attributions Copyright © Houghton Mifflin Company. All rights reserved. 6

The Role of Self-Efficacy in Motivation • Choice of learning goals – Task mastery goals – Ego/social goals – Work-avoidant goals • Outcome expectations • Attributions – Ability, effort, luck, task difficulty Copyright © Houghton Mifflin Company. All rights reserved. 7

Cognitive Views of Motivation • Cognitive-Developmental – Motivation is influenced by a person’s need to master his/her environment and to work towards equilibration. • Need for Achievement – Motivation is influenced by a person’s need to attain certain goals. • Attribution Theory – Motivation is influenced by how a person attributes his/her successes and failures. Copyright © Houghton Mifflin Company. All rights reserved. 8

Cognitive Views of Motivation • Beliefs about the Nature of Cognitive Ability • Motivation for learning is affected by one’s beliefs about the nature of ability. • Effect of Interest on Intrinsic Motivation • Motivation is influenced by how interested one is in a task or subject. Copyright © Houghton Mifflin Company. All rights reserved. 9

Individual Factors that Influence Interest • Ideas and activities that are valued by one’s culture or ethnic group. • The emotions that are aroused by the subject or activity. • The degree of competence one attains in a subject or activity. • The degree to which a subject or activity is perceived to be relevant to achieving a goal. • Level of prior knowledge. • A perceived “hole” in a topic that the person already knows a good deal about. Copyright © Houghton Mifflin Company. All rights reserved. 10

Situational Factors that Influence Interest • The opportunity to engage in hands-on activities. • The state of cognitive conflict or disequilibrium. • The opportunity to work on a task with others. • The opportunity to observe influential models. • The teacher’s use of novel stimuli. • The teacher’s use of games and puzzles. Copyright © Houghton Mifflin Company. All rights reserved. 11

Limitations of Cognitive Views • It is not always easy or possible to induce students to experience a cognitive disequilibrium sufficient to stimulate them to seek answers. • Need for achievement view lacks efficient and objective instruments for measuring its strength. • Changing students’ attributions can be a difficult and time-consuming task. Copyright © Houghton Mifflin Company. All rights reserved. 12

Humanistic Views of Motivation • Maslow’s Theory of Growth Motivation – Motivation is influenced by fulfilling different levels of need. – Deficiency needs must be met in order for a student to be motivated to learn. Copyright © Houghton Mifflin Company. All rights reserved. 13

Maslow’s Hierarchy of Needs (Maslow, 1943) Self-actualization (e. g. , maximizing one’s potential) Esteem (e. g. , respect) Belongingness and love (e. g. , acceptance, affection) Safety (e. g. , nurturance, money) Physiological (e. g. , food, water, oxygen) Copyright © Houghton Mifflin Company. All rights reserved. 14

Limitations of Humanistic Views • It is often difficult to know how to meet students’ deficiency needs. • You may have many forces working against you as you try to meet students’ needs. Copyright © Houghton Mifflin Company. All rights reserved. 15

Role of Self-Perceptions in Motivation • Self-concept • Self-esteem • Self-efficacy Copyright © Houghton

Comparing Self-Concept, Self-Esteem, and Self-Efficacy Type of Self- Characteristics Perception Self-Concept Example - The nonevaluative - “I’m a sixth picture people have of grader. ” themselves. - “I am five feet - Made up of one inch tall. ” components that are - “My favorite hierarchically arranged. subject is history. ” For example, academic self-concept = verbal selfconcept + mathematical self-concept + science self-concept, etc. Copyright © Houghton Mifflin Company. All rights reserved. 17

Comparing Self-Concept, Self-Esteem, and Self-Efficacy Type of Self. Perception Characteristics Example Self-Esteem - The evaluative judgements we make of the various components of our selfconcepts. - Self-concept describes who you are; self-esteem indicates how you feel about that identity. - “I’m pretty smart at math. ” - I’m not attractive because my nose is too big for my face. ” - “I’m disappointed that most people don’t like me. ” - “I’m satisfied with how well I speak and understand a foreign language. ” Copyright © Houghton Mifflin Company. All rights reserved. 18

Comparing Self-Concept, Self-Esteem, and Self-Efficacy Type of Self- Characteristics Perception Example Self-Efficacy - “I believe I can learn how to use a computer program. ” - “I’ll never be able to figure out how to solve quadratic equations. ” - The evaluative judgements we make of how capable we think we are at organizing and carrying out a specific course of action. Copyright © Houghton Mifflin Company. All rights reserved. 19

Limitations of the Self-Perceptions Approach • Lack of useful, commercially prepared measures of self-efficacy and academic self -concept • Whatever success you may have in changing the sense of self-esteem and academic self-concept of students is likely to be slow in coming Copyright © Houghton Mifflin Company. All rights reserved. 20

Motivating Students with Technology • Including both extrinsic and intrinsic motivation – e. g. , Jasper Challenge Series • Using technology to increase motivation to learn Copyright © Houghton Mifflin Company. All rights reserved. 21