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MOTIVATION
edfd 302
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Profiles of motivational problems
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Defensive Dick
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Hopeless Hannah
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JUJUST
Safe Sally
Just because you’ve always done it that way doesn’t mean it’s not incredibly foolish
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Satisfied Sam
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ANXIOUS AMY
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WHAT IS MOTIVATION?
“spring of conduct” (Romanes)
“needs and drives” (Hull, Murray)
what makes people behave the way they do (Beck)
the “why” of behavior
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WHAT IS MOTIVATION?
You can do anything you set your mind to when you have vision, determination, and an endless supply of expendable labor
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WHAT IS MOTIVATION
The process whereby goal-directed activity is instigated and sustained. (Pintrich)
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WHAT IS MOTIVATION?
Basic dimensions:
1. Initiation2. Intensity3. Persistence of behavior
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A COMPLEX PROCESS THAT INVOLVES 3 STEPS:
1. Defining a goal to which the person aspires (goal)
What are the antecedents of choosing a goal?a. Need – personal demandb. Press – situational demands
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A COMPLEX PROCESS THAT INVOLVES 3 STEPS:
2. Choosing a course of action that leads to attainment of the goal (strategy)
-- Commitment to a course of action
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A COMPLEX PROCESS THAT INVOLVES 3 STEPS:
3. Carrying out the chosen course of action (action)
Implies Effort Assessing progress:
increase effort or give up?
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MODERN PERSPECTIVES OF MOTIVATION
A. Henry Alexander Murray
Man is possessed by “divine discontent.”
Generation of tension reduction of
tension
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MODERN PERSPECTIVES (CONTD)
B. Gordon Allport
Functional Autonomy of Motives-- the idea that motives in the normal, mature adult are independent of the childhood experiences in which they originally appeared.
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LEVELS OF FUNCTIONAL AUTONOMY
1. Perseverative – relates to low level and routine behaviors
(behaviors continue to persevere on their own without any external reinforcement).
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LEVELS OF FUNCTIONAL AUTONOMY
2. Propriate – relates to our values, self-image, and lifestyle; we retain motives that enhance our self-esteem.
We enjoy doing what we do well (the original motive for doing it disappears).
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MODERN PERSPECTIVES OF MOTIVATION
C. Mihalyi Csikszentmihalyi’s
Emergent Motivation
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EMERGENT MOTIVATION
Csikszentmihalyi’s Experience Something Method:
Motivation stemming from the discovery of new goals and rewards as a consequence of interacting with the environment
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EMERGENT MOTIVATION
In the process of doing something, you find enjoyment and become excited about it because you discover new goals (emerging goals)
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CSIKSZENTMIHALYIFLOW
state in which learning and happiness are most completely merged;
state of concentration that amounts to absolute absorption --- action flows effortlessly --- you feel alert, unselfconscious, in command of the present.
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RESEARCH ON EXPERIENCE OF FLOW
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What is intrinsic motivation?
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1. COMPETENCE
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2. CURIOSITY
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3. AUTONOMY
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4. INTERNALIZED VALUES
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HOW TO MAXIMIZE INTRINSIC
MOTIVATION
1. Task should be challenging
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HOW TO MAXIMIZE INTRINSIC
MOTIVATION
2. There should be complexity, novelty, surprise
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HOW TO MAXIMIZE INTRINSIC
MOTIVATION
3. The leader or model should show enthusiasm.
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HOW TO MAXIMIZE INTRINSIC
MOTIVATION
4. Give corrective feedback.
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HOW TO MAXIMIZE INTRINSIC
MOTIVATION
5. Give choices.
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SELF-EFFICACY
ALBERT BANDURA
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IF HIGH…
…you approach the task.
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IF LOW…
…you avoid the task.
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HOW DO WE KNOW WE ARE SELF-EFFICACIOUS?
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STUDENTS WHO FEEL SELF-EFFICACIOUS…
choose to engage in a task
select effective strategies
spend effort
persist when difficulties are encountered
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STUDIES SHOW …
Motive To AvoidFailure
Motive to approach success
LOW HIGH
LOW FAILURE ACCEPTOR
S
SUCCESS-ORIENTED
HIGH FAILURE AVOIDERS
OVER-STRIVERS
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ROLE OF EXPECTANCY AND SE BELIEF
behavior and affective reactions are a function of different levels of efficacy and outcome expectations.
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Outcome Expectation
Self-EFFICACY
LOW HIGH
HIGH Social activismProtest
GrievanceMilieu change
Assured, opportune
action; High
cognitive engageme
ntLOW Resignation
ApathyWithdrawal
Self-devaluation
;depression
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SELF-REGULATED
LEARNING STRATEGIES
(SRLS)
Zimmermann
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SELF-REGULATED LEARNING STRATEGIES
1) Self-evaluation
2) Organizing and transforming
3) Goal setting and planning
4) Seeking information
5) Keeping records and monitoring
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SELF-REGULATED LEARNING STRATEGIES
6) Environmental structuring
7) Self-reinforcement
8) Rehearsing and memorizing
9) Seeking social assistance
10)Reviewing records of past performance
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EXPECTANCY X VALUE THEORY
Atkinson
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EXPECTANCY X VALUE THEORY
behaviour is a function of the expectancies one has and the value of the goal toward which one is working
B = f(E × V)]
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EXPECTANCY X VALUE THEORY
predicts that, when more than one behaviour is possible, the behaviour chosen will be the one with the largest combination of expected success and value.
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ATKINSON’S EXPECTANCY X VALUE THEORY
A. 2 stable motives1) a. Motive for success (MS)
b. Need to achieve (nAch)
These motives are important because we have the capacity
to experience pride.
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ATKINSON’S EXPECTANCY X VALUE THEORY
2) motive to avoid failure
(MaF)
This capacity to experience shame directs individuals away from achievement
tasks.
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ATKINSON’S EXPECTANCY X VALUE THEORY
B. 2 conscious variables1) perceived probability
of success (PS)2) incentive value of
success (IS)IS = 1 PS
(the harder it is to succeed,
the higher the incentive)
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ATKINSON’S EXPECTANCY X VALUE THEORY
C. 2 situational variables1) probability of failure
(PF)2) incentive value of
failure (IF)
IF = 1 – PF
(the anticipation of shame is greater if the tendency for
failure is small)
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ATKINSON’S EXPECTANCY X VALUE THEORY
What kind of task is most motivating, where tendency to approach success is at its strongest?
Tendency to approach TA = PS X PF
success
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GOALS DEFINED
End states that a person desires and considers attainable and for which the person is willing to expend effort
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SUMMARY OF BASIC CONCEPTS IN GOAL THEORY
GOAL CONTENT Difficulty
Specificity complexity
GOAL COMMITMENT Publicness of
commitment Rewards
Supervisor legitimacy and support
Self-efficacySituational constraints
ACTION Effort
Persistence
FocusAdoption
of strategie
s
PERFORMANCE
KNOWLEDGE
OF RESULTS
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GOAL ORIENTATION
Two types of Goal Orientation:
1. Mastery Goal
2. Performance Goal
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Definition/Outcome
Mastery Goals Performance Goals
Success defined as
Improvement, progress, mastery, creativity, learning
High grades, better performance than others, winning at all costs
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Definition/ Outcome
Mastery Goals Performance Goals
Value placed on
Effort, attempting challenging tasks
Avoiding failure
Reasons for effort
Intrinsic and personal meaning of the activity
Demonstrating one’s worth
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Definition/Outcome
Mastery Goals Performance Goals
Evaluation Criteria
Criterion-referenced, evidence of progress
Norm-referenced, social comparison
Errors viewed as
Informational, part of learning
Failure, evidence of lack of ability of worth
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Definition/Outcome
Mastery Goals
Performance Goals
Affect Positive attitude toward learning; pride for effort, guilt for lack of it
Negative affect following failure
Cognition Deep processing, self-regulation
Surface or rote learning
Behavior More risk-taking
Choice of easier tasks
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OTHER IMPORTANT CONCEPTS
Ziegarnik Effect -- any task that has not been completed is better remembered than finished tasks
Situational Affordances-- opportunities for goal directed action provided by events or situations
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GOAL ATTRACTIVENESS
Do you exert effort because the goal is attractive? Or do you exert effort so the goal becomes attractive?
Which has a more positive implication?