Motivation and Engagement

Stoney M. Beavers

Alabama Secondary Teacher of the Year 2006-2007

Overview

What is motivation? What factors affect motivation? How does motivation change across the

lifespan? How do teachers and students view

motivation differently? Is motivation external or internal?

Problem

More and more students come to our classes completely disengaged, disconnected, and tuned out.

In your average classroom of 30 students,

3 are suffering from depression, 2 or 3 are struggling with thoughts of suicide, 1 or 2 are homeless on any given night, 15 boys and 7 girls have been physically assaulted at school, 2 or 3 manifest symptoms of bulimia or anorexia, 6 are growing up in an alcoholic family, 2 have ADHD, one of which has another learning disability, 2 or 3 are struggling with issues of sexual orientation, 15 have learning, behavioral, and emotional problems, 15 are living in poverty, 10 will never receive a high school diploma, and 1 has a parent in jail.

Marzano, Classroom Management that Works

Definition Review

Extrinsic vs. intrinsic motivation Motivation to learn Goal theory

--mastery vs. performance (task vs. ego)

--avoidance goals

--social vs. academic goals

Motivational Theory

Drive theory—two competing forces Attribution theory—prior causes Self-worth theory—high self-acceptance Emotion theory—connections to motivation Self-system—Maslow’s hierarchy Behavioral, cognitive, and expectancy

Outline for Motivation

Rules, Principles, Conditions, & Cases

Motivation is an internal construct (Byrnes, 2001; Stipek, 1988)

Motivation is personal and cultural (Berk, 2001; Wigfield, Eccles, & Rodriguez, 1997)

Motivational theorists try to explain the “whys” of human behavior (Wigfield, et al.)

Motivational techniques are controversial (Marzano, 2003; Hootstein, 1996)

Cont.

Intrinsic motivation declines throughout the school years, particularly for math and science (Wigfield, et al.)

Gender-typing affects motivation even with small achievement differences (Berk, 2001)

Students often base motivation on the expectancy x value model (+ cost)

Main Points

Why students lack motivation (Stipek, 1988) no goals believe present goals are flawed negative feelings/emotions toward task satisfaction of completion seems distant goal conflict low motivational incentives

Characteristics of Motivated Students

Motivated students (Stipek, 1988): Pay attention Challenge themselves Work autonomously Complete work on time Begin work immediately Volunteer answers Persist at tasks Accept errors

Essential Preconditions

Brophy (1987)

1. Supportive environment

2. Appropriate level of challenge/difficulty

3. Meaningful learning objectives

4. Moderation/optimal use of strategies

What Teachers Can Do!

(Marzano, 2003)

1. Provide students with feedback

2. Provide engaging tasks

3. Use long-term projects (products)

4. Teach motivation dynamics

Direct Teacher Interventions

Brophy (1987) Maintain success expectations Supply incentives (extrinsic vs. intrinsic) Capitalize on intrinsic motivation Stimulate motivation to learn Plan for and assess motivation Use self-evaluations

Participation Strategies

Use participation rubrics Assign participation roles Model good participation Provide participation feedback Video class discussions for follow-up Use a card or slip approach Allow wait time

Homework Strategies

Provide feedback Use a homework rubric Involve parents appropriately Use homework make-up times Allow students to use homework for some

assessments Assign interesting and appropriate work

Achievement Strategies

Use rubrics Provide examples of excellent work Provide ample time Send messages of quality Sometimes diminish quantity Allow for collaboration Allow for student choice and autonomy

References

Brophy, 1987 Good & Brophy,

2003 Huitt, 2001 Joyce & Showers,

2002 Marzano, 2003 Stipek, 1988 Wigfield, Eccles, &

Rodriguez, 1997