Motivation: In Learning and TeachingSURYA PRAKASH SUSARLAwww.prakashsusarla.in

Copyright 2001 by Allyn and Bacon

Primary trainings tot

OverviewWhat Is Motivation?Four General Approaches to MotivationGoal Orientation and MotivationInterests and MotivationSelf-Schemas

Primary trainings tot

Concept Map for FourApproaches toMotivationSelf-SchemasInterests andMotivationGoalOrientation andMotivationTeachers, Teaching, &Educational PsychologyWhat Is Motivation

MotivationMotivation defined: Internal stateArouses, directs, maintains behaviorIntrinsic / ExtrinsicLocus of causality

Four General Approaches to Motivation

Behavioral ApproachRewards are consequences of behaviorsIncentives encourage or discourage behaviors

Humanistic ApproachesThird force psychologyEmphasis on personal choiceNeedsSelf-actualization / Self-determinationMaslows hierarchy

Deficiency needsSurvivalPre-requisiteSurvivalSafetyBelongingSelf-esteemBeing needsEndlessly renewedWhole personIntellect / achievementAestheticsSelf-actualizationMaslows Hierarchy

Copyright 2001 by Allyn and BaconMaslows HierarchySelf-ActualizationNeedAesthetic NeedsNeed to know & UnderstandEsteem NeedsBelongingness & Love NeedsSafety NeedsPhysiological NeedsBeing (growth)NeedsDeficiencyNeedsMotivation increasesas needs are metMotivationdecreasesas needsare met

Copyright 2001 by Allyn and Bacon

Cognitive PerspectiveFocus on thinkingEmphasizes intrinsic motivation People are active and curious Plans, goals, schemas, and expectations

Cognitive PerspectiveAttribution theoryPerceived cause of successes or failuresLocusStabilityResponsibilityAttributions in the classroomTeacher actions influence student attributionsExpectancy X Value Theory

Attribution Theory

Weiners TermsLocusStabilityResponsibilityInternal / externalStable / unstableControllable / uncontrollable

Examples of Attribution TheoryInternal locus, stable, controllable:I am good at studying for multiple choice tests, so I will do well on the next Educational Psychology Exam.Internal, stable, uncontrollable:Essay tests are always hard for me, so I wont do well in American Literature.

Sociocultural Conceptions of MotivationEmphasizes participation in communities of practiceLegitimate peripheral participationRelate to authentic tasks

Goal Orientation and Motivation

Why Goals Improve PerformanceDirect attention to the task at handMobilize effortIncrease persistencePromote development of new strategies

Four Kinds of Goals Learning goals / task-involvedPerformance goals / ego-involvedWork-avoidance goalsSocial goalsThe need for relatednessThey wont care how much you know until they know how much you care.

Feedback & Goal Acceptance: Effective Goals AreSpecificChallengingAttainableFocused on the taskSupported by social relationshipsReinforced with feedbackAccepted by the student

Reflection QuestionsWhat goal have you set for yourself recently?Did you follow good goal setting principles?How can you improve your personal goal setting practices?How does goal setting affect your motivation?

Interest and Emotions

Interest and EmotionsStudent interests linked with success in schoolFantasy to stimulate challenge & interestEnsure that interesting details are legitimately tied to learning

Arousal: Excitement & Anxiety in LearningArousal: excitement, alertness, attentionCuriosity: novelty & complexityAnxiety: uneasiness, tension, stressAnxiety and effects on achievementCoping with anxietyProblem solvingEmotional managementAvoidance

Implications for TeachersKeep level of arousal right for learnersSleepy students?Introduce varietyArouse curiositySurprise themWiggle break

Self-Schemas

Beliefs about AbilityEntity viewIncremental viewDevelopmental differencesEffects on types of goals

Beliefs about Self-EfficacySelf-efficacy, self-concept, & self-esteemSources of self-efficacyMastery experiencesVicarious experiencesSocial persuasionEfficacy and motivationTeacher efficacy

Beliefs about SelfSelf-determination or other-determinationClassroom environment & self-determinationCognitive evaluation theoryLearned helplessnessSelf-worthMastery-orientedFailure-avoidingFailure-accepting

Reflection QuestionsHow will you deal with a student who is exhibiting learned helplessness?One of your students is avoiding failure by not doing assignments. How will you approach this challenge?

Lessons for TeachersEmphasize students progressMake specific suggestions for improvementStress connection between effort & accomplishmentSet learning goals for your studentsModel mastery orientation

SummaryWhat Is Motivation?Four General Approaches to MotivationGoal Orientation and MotivationInterests and MotivationSelf-Schemas

Review QuestionsDefine motivation.What is the difference between intrinsic and extrinsic motivation?How does locus of causality apply to motivation?What are the key factors in motivation according to a behavioral viewpoint? Humanistic? Cognitive? Sociocultural?

Review QuestionsDistinguish between deficiency needs and being needs in Maslows theory.What are the three dimensions of attribution in Weiners theory?What are expectancy X value theories?What is legitimate peripheral participation?What kinds of goals are most motivating?

Review QuestionsDescribe learning, performance, work-avoidance, and social goals.What makes goal setting effective in the classroom?Do interests and emotions affect learning? How?What is the role of arousal in learning?How does anxiety interfere with learning?

Review QuestionsHow do beliefs about ability affect motivation?What is self-efficacy and how is it different from other self-schemas?What are the sources of self-efficacy and how does efficacy affect motivation?How does self-determination affect motivation?How does self-worth affect motivation?

Copyright 2001 by Allyn and BaconMost First Class students get technical seats, some become Doctors and some Engineers.The Second Class pass, and then pass MBA, become Administrators and control the First Class

The Third Class pass, enter politics and become Ministers and control both

Last, but not the least, The Failuresjoin the underworld and control ALL the above

Copyright 2001 by Allyn and Bacon

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