c h a p t e r 13 motivation, teaching, and learning c h a p t e r 13 motivation, teaching, and...
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C H A P T E RC H A P T E R 1313
Motivation, Teaching, and LearningMotivation, Teaching, and Learning
C H A P T E RC H A P T E R 1313
Motivation, Teaching, and LearningMotivation, Teaching, and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Learning Goals
1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
2. Discuss the important processes in motivation to achieve.
3. Explain how relationships and sociocultural contexts can support or undercut motivation.
4. Recommend how to help hard-to-reach, low-achieving students.
13.2
Motivation, Teaching and Learning
ExploringMotivation
What Is Motivation?
Perspectives onMotivation
13.3
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation…
involves the processes that energize, direct, and
sustain behavior.
13.4
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
The Behavioral Perspective emphasizes external rewards and
punishments as keys in determining student motivation.
13.5
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Perspectives on Motivation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
• The Humanistic Perspective
• stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities.
Maslow’s Hierarchy
Self-Actualization
Need
Aesthetic Needs
Need to know and Understand
Esteem Needs
Belongingness and Love Needs
Safety Needs
Physiological Needs
Being (growth)Being (growth)NeedsNeeds
DeficiencyDeficiencyNeedsNeeds
Motivation increasesMotivation increasesas needs are metas needs are met
MotivationMotivationdecreasesdecreasesas needsas needsare metare met
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
• Humanistic psychology– Some of the characteristics of the self-
actualized individual are:• An ability to perceive reality accurately• Independence, spontaneity, and creativity• Treating others with unconditional positive regard• An outlook that emphasizes problem-solving• Enjoyment of life• A good sense of humor
– Not a scientific list
The Cognitive Perspective focuses on students’ competence motivation, their internal motivation
to achieve, their attributions, and their beliefs that they can effectively control
their environment.
13.9
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Perspectives on Motivation
Perspectives on Motivation
The Social Perspective stresses the need for affiliation
or relatedness that involves establishing, maintaining, and restoring warm, close,
personal relationships.
13.10
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching, and Learning
Motivation to Achieve
Extrinsic and Intrinsic Motivation
OtherCognitiveProcesses
Anxiety andAchievement
Teacher Expectations
13.11
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Extrinsic vs. Intrinsic Motivation
13.12
IntrinsicallyMotivated Students
• Demonstrate self- determination by doing something for its own sake.
• Increase motivation when they are given some personal choice.
Extrinsically Motivated Students
• Do something to obtain something else.
• Are influenced by rewards and punishments.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Optimal Experiences & Flow
13.13
Flow occurs:
• When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity.
• When students are challenged and perceive that they have a high degree of skill.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Attribution Theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.
Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.
Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success.
Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.
13.14
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Attribution TheoryBernard Weiner
Attribution Theory
13.15
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
James believes he did well on a test because he was lucky.
Weiner’s Attribution Theory Theory into Practice
Q.1: Describe James’ attribution along Weiner’s dimensions.
Steve believes he did poorly on a test because he is stupid.
Q.2: Describe Steve's attribution along Weiner’s dimensions.
13.16
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sally believes she did poorly on a test because she didn’t study enough for this test.
Weiner’s Attribution Theory Theory into Practice
Q.3: Describe Sally’s attribution along Weiner’s dimensions.
Sandra believes she did poorly in a class because the teacher doesn’t like her.
Q.4: Describe Sandra's attribution along Weiner’s dimensions.
13.17
Helpless Orientation • Students focus on their personal inadequacies
Performance Orientation • Students are concerned with the outcome rather
than the process
Mastery Orientation • Students focus on the task rather than their
ability • Generate solution-oriented strategies
Achievement Goal Orientation
13.18
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well.
Goal Theory (Mastery Motivation) Theory into Practice
Q: What goal orientation is Susan demonstrating?
13.19
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy.
Goal Theory (Mastery Motivation) Theory into Practice
Q: What goal orientation is Shana demonstrating?
13.20
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class.
Goal Theory (Mastery Motivation) Theory into Practice
Q: What goal orientation is Sally demonstrating?
13.21
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine.
Goal Theory (Mastery Motivation) Theory into Practice
Q: What goal orientation is Steve demonstrating?
13.22
Self-Efficacy
Make sure students are not overly aroused or anxious
Provide students with support from positive adult and peer models
Help students develop short and long-term goals
Teach specific strategies
13.23
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Enter the DebateShould teachers help students who struggle by
giving them assignments they can easily accomplish?
YES NO
13.24
Motivation, Teaching, and Learning
Motivation, Relationships,
and Sociocultural Contexts
Social Motives
Social Relationships
SocioculturalContexts
13.25
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Social Relationships
Motivation to Achieve
Parentsshould provide
the right amount of
challenge in a positive
environment and model
achievement behavior.
Peers with high
achievement standards will
support student achievement in
others.
Teachers optimize
achievement when they provide
challengingtasks in a
supportive environment.
13.26
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Contexts
13.27
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Contexts
Ethnicity There is DIVERSITY in achievement motivation within ethnic minority groups.
Socioeconomic Status (SES)
When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.
13.28
Motivation & Gender
• Have higher competence beliefs in math and sports
• Are more rambunctious• Receive more teacher
attention, yet receive lower grades
• List more career options
• Have higher competence beliefs for English, reading, and social activities
• Often experience conflicts between gender roles and achievement
• Are more compliant, get less teacher attention, by middle school have lower self-esteem
13.29
FemalesMales
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching, and Learning
Hard-to-Reachand Low-Achieving
Students
Discouraged Students
Uninterestedor Alienated
Students
13.30
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Discouraged Students
13.31
Failure Syndrome
Increase self-efficacy
retraining and attribution training.
Protectionof Self-Worth
by AvoidingFailure
Includes non-performance,
procrastination, and
inappropriate goal-setting.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Low Achieverswith Low
ExpectationsProvide constant reassurance as long as student demonstrates
effort.
Hard-to-Reach, Low-Achieving Students
1. Develop positive teacher-student relationships.
2. Make school more interesting.
3. Teach strategies to make learning enjoyable.
4. Consider including a mentor.
13.32
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the CaseThe Reading Incentive Program
1. What are the issues in this case?
2. Analyze the case from the perspective of extrinsic and intrinsic motivation.
3. Analyze the case from a goal orientation perspective.
13.33
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the CaseThe Reading Incentive Program
4. Why do you think Sami went from receiving one star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school?
5. What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?
13.34
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Reflection & ObservationReflection:
How have teachers used games to help you learn?
How have they affected your motivation to learn?
Observation:
How is the competition differentially affecting students? Explain from a motivational perspective.
What are some ways to make learning fun with the problems you observed in this game?