MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN EDUCATION,

ROSANNE YOST, CURRICULUM AND INSTRUCTION

UNIVERSITY OF SOUTH DAKOTA

PLEASE PICK UP EACH OF THE MULTICOLORED SURVEYS AND COMPLETE THEM BEFORE WE BEGIN

FOR THE ACADEMIC MOTIVATION SCALE, SUBSTITUTE “ATTEND STAFF DEVELOPMENT” FOR “ATTEND COLLEGE”

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Essential Principles of Motivation

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What motivates you to learn in an academic setting?

To what extent is lack of motivation an issue in your classroom? How do you address the problem? How would you assess the success of your

interventions?

A Social Cognitive View of Motivation [Contrast to Behavior Modification]

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A Different way to think about Motivation: Learner Centered Social—Learners “read” the social and

academic expectations of the settingCognitive—Mind Mediated

Motivation is a STATE not a trait

The Ultimate goal of Education: Self-Regulated Learners who. . .

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Accept responsibility for their own learningAre flexible in their thinking and problem solvingDevelop and use self-monitoring skillsAre collaborative in task-focused skillsAre willing to seek help and support from othersFocus on personal progressFocus on learning rather than grades or test

scoresWelcome challenge

How does this compare to the learners we cultivate now?

3 Basic Principles5

Motivation can be defined as our willingness to Engage Commit Persist in an academic task [challenge]

Motivation beliefs are stored in connections in our long term memory, [schema] based on our experiences and interpretations of them.

Our motivation is influenced by our Expectations for Success and Value for the Task

E multiplied by V

Schemata6

Mental organizing structures—existing idea networks-- that guide perception and categorize experiences

Whether we are aware of them or not, these networks determine how we interpret our experiences and extract meaning from them

Motivation schemas can beAdaptive, or Mal-adaptiveWhat happens when a motivation

schema is Mal-adaptive?

Expectancy x Value Judgments7

Our willingness to expend the effort on an academic task depends onOur Expectations for success with reasonable effort

Our assessment of the Value and meaningfulness of the task.

Value for the Task8

What kinds of tasks do your students VALUE?

Why?What do you see when they don’t value a task?

Value is Enhanced When the Task is

MeaningfulConnectedRelevantUsefulHow do we do that?

Reasonable Expectations for Success

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Where do they come from?How do learners with expectations for

success approach tasks?How do learners with lower

expectations for success approach tasks?

Student Responses Based on E x V

Has low success expectations

Has high success

expectations

Does not value the task

Rejection:

Refuses to participate

Evasion:

Does the minimum required

Values the task

Dissembling:

Moves to protect image of competence

Engagement:

Seeks to learn

Expectations for Success are Enhanced when learners. . .

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Believe in incremental rather than innate intelligence

Learn for internalized, self-regulated purposes

Pursue mastery goalsHave high self-efficacyAttribute success and/or failure to an internal

locus of controlHave necessary learning strategies and tools

“Motivation Constructs”13

Each of the previous statements represents a set of ideas that individuals hold—ideas that influence their willingness to “engagecommit, and particularly PERSIST” in an academic tasks

Each addresses learners’ expectations for success in a given task setting

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Motivation

Intrinsic/

Extrinsic

Goal Orientatio

n

SelfEfficacy

Attributions

Beliefs about

Knowledge

Hope

#1: Beliefs About Intelligence & Knowledge

What is Knowledge?Who has it?How do we get it?Where does it come from?

Beliefs about Knowledge

Assumptions individuals hold about

The nature of knowledgeCertaintyComplexity

How knowledge is attainedRole of innate abilityRole of effort

Beliefs about Learning Survey [blue]

Factor 1: Fixed Ability.Is ability fixed.. . . . . or is it. . . . . . Incremental? [high points] [low points]Factor 2: Simple KnowledgeIs knowledge simple. . . Or is it. . . Complex? [high points] [low points]Factor 3: Certain KnowledgeIs knowledge certain. . . Or is it. . . . Relative? [high points] [low points]Factor 4: Quick LearningAccomplished quickly. . . . Or. . . with sustained effort? [high points] [low points]

How are these beliefs relevant to

educators and their practices?

Implications: Recognize That. . .19

Everyone holds beliefs about intelligence and knowledge that influence their learning AND behaviors.

These beliefs affect the way we reasonBeliefs about knowledge are NOT strongly

related to ability, but they are strongly related to engagement and motivation issues

#2: Intrinsic and Extrinsic Motivation

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Extrinsic motivation: for external motives, such as incentives and rewards

Intrinsic motivation: for internal motives, please in the task for it’s own sake

Which do schools most actively promote? Why? How do you know? What is the message to learners?

Which is the most powerful approach for learning?

The continuum approach: Self Determination

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Assumption: the element that defines the difference between Extrinsic and Intrinsic motivation is the degree to which the individual determines task value and importance--

“BUY IN”—aka “Engagement”

Levels of task buy in 22

Based on “Who initiates the involvement and why?”

Extrinsic Motivation has 4 levelsExternal RegulationIntrojected RegulationIdentified RegulationIntegrated Regulation

Buy-In

Extrinsic

Intrinsic

External Regulation

Introjected Regulation

Identified Regulation

Integrated Regulation

Completely initiated outside…Reward or punishment…

Accepts standards other have specified

Values standards…Willing engagement…

Fits own ultimate goals

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Think of a learning experience in which YOU “moved along the continuum.”

What happened to your learning?How was your experience related to

Expectation for Success and Value for the Task?

So HOW do we move learners “along the continuum”?

Basic Learner Needs25

Competence Belief that one can accomplish the task

Autonomy Self initiation, self direction, and self

regulationRelatedness

To others in the learning setting Connections to overall learning goals

Implications: Support for Basic Needs

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Competence: Attention to task definition Clear Manageable Challenging Criterion referenced success standards

Autonomy: Choices Time flexibility Alternative ways to reach goals Participation in decision making

Relatedness: De-emphasize competition Emphasis on effort Collaboration Social construction How could YOU support each of

these?

Academic Motivation Scale [white]

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What did this instrument tell you about your intrinsic/extrinsic balance?

Did it seem accurate? Why/why not?Comments?

#3. Goal Orientations

Beliefs individuals hold about the purposes of learningWhy we learnFor whomHow success is achievedIMPACT: How we approach challenging

tasksTwo basic types of goals

Mastery GoalsPerformance Goals

Underlying Theories of Intelligence

Entity TheoriesIncremental Theories

Performance:

Goal is to gainpositive judgments & avoid negativejudgments of ability [Prove]

MasteryGoal is to increaseability and personalcompetence

[Improve]

Goal Orientation

Theory of Intelligence

Entity Performance:Intelligence Goal is to gainis a fixed positive judgments trait & avoid negative

judgments of ability [Prove]

Incremental MasteryIntelligence Goal is to increaseis ability and personalmalleable competence

[Improve]

Typical Behavior

Entity Performance: HelplessnessIntelligence Goal is to gain Avoid riskis a fixed positive judgments Give up easilytrait & avoid negative Make excuses

judgments of ability [Prove]

Incremental Mastery EffortIntelligence Goal is to increase Seek challengeis ability and personal Persistmalleable competence Take responsibility

[Improve] Problem Solve

Goal Orientations Beliefs: Compare/Contrast

Competence develops through effort & practice

Enjoyment of challenging tasks

Easy tasks viewed as boring Effort competence More intrinsic motivation to

learn Use of learning strategies for

deep comprehension Self-evaluative Errors are viewed as useful Failure can be informational Teacher seen as

resource/guideWhich learner do you prefer?

Why?

Competence—you have it or you don’t!

Avoidance of challenging tasks Easy tasks are desirable Effort = low competence More extrinsic motivation Reliance on rote learning Comparison of self to others Errors seen as failures Failure = low ability Teacher viewed as judge,

rewarder, and punisher

Mastery Orientation

Performance Orientation

Quadrants

High MasteryHigh Performance

Low MasteryHigh Performance

High MasteryLow Performance

Low Mastery Low Performance

Mastery OrientationHIGH LOW

HIG

HL

OW

Perf

orm

an

ce

Ori

en

tati

on

Goals Inventory [yellow]

Eliminate #s 7, 9, & 13Mark the following with “P”:

2, 10, 11, 12, 15, 17, 18

Mark the following with “M” 1, 3, 4, 5, 6, 8, 14, 16

Add P scores and divide by 7Add M scores and divide by 8

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HM/HP LM/HP

HM/LP LM/LP

3MASTERY 5 1

PERFORMANCE5

1

24

4

2

37

Students with a strong mastery orientation are more successful learners , REGARDLESS of whether performance orientation is high or low.

Implications?

#4: Self-Efficacy38

Beliefs about the degree of “effect” we can have on a learning situation.

Think about a situation in which you perceive you can have an impact. Now think of one where you don’t believe you can have much. Compare your motivation to engage in each of these settings

Context and topic specific

Perception!

High self-efficacy learners

Low self-efficacylearners

Task Orientation

Accept challenging tasks Avoid challenging tasks

Effort Expend high effort when faced with challenging tasks

Expend low effort when faced with challenging tasks

Persistence Persist when goals are initially reached

Give up when goals are not initially reached

Beliefs

Believe they will succeed

Control stress and anxiety when goals not met

Believe they are in control of the environment

Focus on feelings of incompetency

Experience anxiety and depression when goals not

met

Believe they are not in control of their environment

Strategy Use Discard unproductive strategiesPersist with unproductive

strategies

PerformancePerform higher than low-efficacy students of equal

ability

Perform lower than high-efficacy students of equal

ability

Factor Example

Past PerformancePast success in solving algebra equations

increases individuals’ beliefs in their capability to solve other algebra problems.

ModelingObserving others successfully solving algebra equations increases observers’ beliefs in their

capabilities to solve them.

Verbal Persuasion

A teacher comments, “I know you will be able to solve these equations,” increases the likelihood that individuals will engage in demanding tasks,

and if successful, belief in their capabilities to solve them increase.

Psychological StateThoughts, such as “I can’t do this stuff,” takes up mental energy. Success is reduced, and efficacy

decreases.

Factors Influencing Self-Efficacy

Increase students’ awareness of the self-efficacy concept

Use expert and inexpert modeling…scaffold so that students can understand developing

expertiseProvide feedback…

that functions to help students develop expertise through analysis of own performance

specificBuild self-efficacy rather than reduce

expectations reductions undermine efficacy

Encourage self-regulation students take control of their learning process

Implications: Improving Self-Efficacy

Who or what is responsible for our successes and failures? Are these. . . Internal or External ? Stable or Unstable? Controllable or Uncontrollable?

Locus of control Learned helplessness

#5. Causal Attributions

3 Issues in Attribution Theory

Attribution Theory

Locus of control:▪ Where does control lie?▪ Internal vs. external▪ “I” vs. “They” thinking

Stability:▪ Stable vs. unstable▪ Does outcome change or fluctuate?

Controllability:▪ Controllable vs. un- controllable▪ Are any variables with- in my control?

EffortAbilityTask difficultyLuck

Possible Attributions

Which is most “adaptive” and why?

Controllability · is any of this within my control?

InternalInternal ExternalExternal

Sta

ble

Un

stab

le

Ability

Effort Luck

Task Difficulty

Locus of Control

Sta

bil

ity

I can’t really control this.

This is something I have control over!

This isn’t up to me.

This is completely out of my control.

Attribution DimensionsLocus:

Internal: Me External: Not me

Native Ability / Effort Task Difficulty / Luck

Unstable Stable

Effort / LuckNative Ability / Task

Difficulty

Stability:

Controllability:

Controllable Uncontrollable

Effort Ability / Task Difficulty / Luck

Discuss effects of attributions with students leading to emphasis on the role of effort

Help students focus on controllable causes in order to increase task engagement,

persistence, and performanceConsider alternative causes of success and failure

identify and help students modifyBe mindful of inadvertent “low-ability cues”

which undermine both self-efficacy and attributions to controllable factors

How do we do these things?

Implications: Improving Student Attributions

Specific to Locus of Control Dimension OnlyScoring--

Eliminate item 8 Reverse score #s 1, 3, 4, 9, 12

[1=5; 2=4; 3=3] Add your points, divide by 11 Higher the score, the more EXTERNAL the

perceived locus of control

Did this instrument describe you accurately? Why/why not? contrast to Behavior Modification] contrast to Behavior Modification]

Attribution Inventory [green]

5. The “Hope” Construct

The Hope Scale

Eliminate 3, 5, 7, 11,Add for Pathways Score

1, 4, 6, 8 Divide by 4

Add for Agency Score 2, 9, 10, 12 Divide by 4

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Motivation

Intrinsic/

Extrinsic

Goal Orientatio

n

SelfEfficacy

Attributions

Beliefs about

Knowledge

Hope

Synthesis52

What ideas link each of these constructs?How can you summarize the implications for

classroom practice?Specifically, what can you implement in your

classroom?What do you need to think more about?What questions do you still have?