Motivation in Learning and Teaching Motivation Motivation defined

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Motivation in Learning and Teaching

Motivation in Learning and Teaching

Motivation • Motivation defined: – Internal state – Arouses, directs, maintains behavior • Intrinsic/Extrinsic

Motivation • Motivation defined: – Internal state – Arouses, directs, maintains behavior • Intrinsic/Extrinsic • Locus of causality

Four General Approaches to Motivation • • Behavioral Humanistic Cognitive Sociocultural

Four General Approaches to Motivation • • Behavioral Humanistic Cognitive Sociocultural

Behavioral Approach • Rewards are consequences of behaviors • Incentives encourage or discourage behaviors

Behavioral Approach • Rewards are consequences of behaviors • Incentives encourage or discourage behaviors

Humanistic Approaches • Encourage peoples’ inner resources – Self-actualization – Self-determination – Self-esteem, etc.

Humanistic Approaches • Encourage peoples’ inner resources – Self-actualization – Self-determination – Self-esteem, etc. • Maslow’s hierarchy of needs

Maslow’s Hierarchy Motivation increases as needs are met Self. Actualization Need Being (growth) Needs

Maslow’s Hierarchy Motivation increases as needs are met Self. Actualization Need Being (growth) Needs Aesthetic Needs Need to know and Understand Motivation decreases as needs are met Esteem Needs Belongingness and Love Needs Safety Needs Physiological Needs Deficiency Needs

Cognitive Perspective • Focus on thinking Plans, goals, schemas, expectations & attributions • Emphasize

Cognitive Perspective • Focus on thinking Plans, goals, schemas, expectations & attributions • Emphasize intrinsic motivation

Weiner’s Attribution Theory • Locus Internal/external • Stability Stable/unstable • Controllability Controllable/ uncontrollable

Weiner’s Attribution Theory • Locus Internal/external • Stability Stable/unstable • Controllability Controllable/ uncontrollable

Expectancy X Value Theories • Individual’s expectation of reaching goal • Value of that

Expectancy X Value Theories • Individual’s expectation of reaching goal • Value of that goal to individual • Eccles has added cost to equation

Sociocultural Conceptions of Motivation • Emphasizes participation in communities of practice • Legitimate peripheral

Sociocultural Conceptions of Motivation • Emphasizes participation in communities of practice • Legitimate peripheral participation • Relate to authentic tasks

Why Goals Improve Performance • • Direct attention to the task at hand Mobilize

Why Goals Improve Performance • • Direct attention to the task at hand Mobilize effort Increase persistence Promote development of new strategies

Four Kinds of Goals • • Mastery goals Performance goals Work-avoidance goals Social goals

Four Kinds of Goals • • Mastery goals Performance goals Work-avoidance goals Social goals

Interest and Emotions • Student interests linked with success in school • Ensure that

Interest and Emotions • Student interests linked with success in school • Ensure that “interesting details” are legitimately tied to learning

Arousal: Excitement and Anxiety in Learning • • Arousal Curiosity Anxiety and effects on

Arousal: Excitement and Anxiety in Learning • • Arousal Curiosity Anxiety and effects on achievement Coping with anxiety

Schemas: Beliefs about Ability • • Entity view Incremental view Developmental differences Effects on

Schemas: Beliefs about Ability • • Entity view Incremental view Developmental differences Effects on types of goals

Beliefs about Self. Efficacy • Personal competence in particular situation • Sources of self-efficacy

Beliefs about Self. Efficacy • Personal competence in particular situation • Sources of self-efficacy – Mastery experiences – Vicarious experiences – Social persuasion • Efficacy and motivation

Beliefs about Self • Self-determination • Learned helplessness • Self-worth – Mastery-oriented – Failure-avoiding

Beliefs about Self • Self-determination • Learned helplessness • Self-worth – Mastery-oriented – Failure-avoiding – Failure-accepting

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