how much do you know motivation

Louis Cabuhat, Education Director

TEACHER THE TEACHER

Managing Emotions and Improving Motivation

Learning Objectives

You should be able create at least one workable definition of ‘motivation’

You should be able to differentiate between hard skills and soft skills

You should be able to investigate for ‘personal learner motivation attributes’

Lesson Objective(s)Improve awareness of student

motivationClarify reasons for variable

motivationCreate tools that become part of

your teacher/advisor toolbox

Defining MotivationThink ‘emotionally-driven’

actions

Motivation may be defined as “an internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities” (Lei, 2010, p. 153).

Intrinsic Motivation

("Homer thinking," 2013)

Extrinsic Motivation

("Engagement and motivation," n.d.)

Which Type of Motivation is MORE useful to Higher Ed. professionals

AB

Student Scenario

Susan is a new student who is attending classes at the college. Immediately, you notice that she never makes eye contact with you, she avoids group conversations and repeatedly misses appointments that you scheduled.

Remember this scenario

Hard Skills versus Soft Skills

Verbal/WrittenMathematicLaboratoryQuestioningComputer

AttitudeRelationshipsEmpathyListening Tact

Motivation: Just the FactsMany students are not ready for the

challenges encountered in college (Balduf 2009)

Studies suggest that issues of time-management tasks and self-discipline “proved more challenging” than anticipated upon enrollment to college (Balduf, 2009).

Morrow & Ackermann (2012) found that learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program.

Sparkman, Maulding & Roberts (2012) note parental education accomplishments as influential on learner motivation and persistence in college.

Intrinsic

Intrinsic

Intrinsic

Intrinsic

Question: - What data is currently

available in your class (or daily interactions) that can offer potential information on a student’s presence or absence of ‘motivation’?

Put another way:- How can you tell if

motivation exists?

Head to EduOs.net to continue the discussion

3-2-1Offer 3 big ideas (about the

discussion/activity)Draft 2 questions (to ponder once

the discussion/activity has concluded)

List 1 action that will be taken (because of today’s lesson)

Reference ListEngagement and motivation. (n.d.). Retrieved from http://kumardeepak.wordpress.com/2012/06/01/engagement-motivation-and-learning/

Homer thinking. (2013). Retrieved from http://www.newgrounds.com/art/view/gamenovice19/homer-thinking

Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors' perspective. Journal of instructional psychology, Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7561ffa-953d-4b17-96a8-061cc4704cbc@sessionmgr111&vid=8&hid=108

Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in college. College student journal, 46(3), 642-652. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=5&hid=12

Taylor, J. (2012). Students’ perspective on intrinsic motivation to learn: a model to guide educators. ICCTE, 7(2), Retrieved from http://icctejournal.org/issues/v6i1/v6i1-wilson/