motivation edu 330: educational psychology dr. daniel moos
TRANSCRIPT
Overview
Video Objectives:• Understand assumptions and applications of:
– Behavioral View of Motivation– Social Cognitive View of Motivation– Cognitive Views of Motivation– Expectancy X Value Theory– Humanistic View of Motivation
The Behavioral View of Motivation
• Students are motivated to complete a task by the desire to obtain an externally provided reinforcer (extrinsic reinforcement)
• Limitations of the Behavioral View Temporary changes (in absence of reward) Materialistic View Undermining Effect with Intrinsic motivation
The Social Cognitive View of Motivation
• Two factors that influence motivation: The models to which people are exposed The strength of one’s self-efficacy for a particular task
• The Power of Persuasive Models Students who observe an admired model receive reinforcement may be motivated to exhibit the same behavior because they expect to receive the same reinforcement (vicarious reinforcement)
The Social Cognitive View of Motivation
• The Importance of Self-Efficacy Choice of learning goals
– Task mastery goals– Performance-approach goals– Performance-avoidance goals
Outcome expectations– High self-efficacy high expectation of
positive outcome Attributions
– Ability, effort, luck, task difficulty
• Attributions: Explanations that people tend to make to explain success or failure
Internal
External
Controllable Uncontrollable
LuckEffort
Difficulty of Test
Choice of Study Environments
Other Cognitive Views of Motivation
Attribution Theory: Introduction (II) • How do individuals typically attribute their success and/or failure?
– Interpret successes and failures in a manner that is most likely to maintain positive self-image
Internal
External
Controllable Uncontrollable
LuckEffort
Difficulty of Test
Choice of Study Environments
Success FailureSuccess/Failure
Attribution Theory: Introduction (III)
Attribution Locus Stability ControllabilityInherited ability internal stable uncontrollable
Personality internal stable uncontrollable
Effort internal unstable controllable
uncontrollableTask Difficulty external stable
Luck external unstable uncontrollable
Need Definition Classroom Application/Example
Competence
Autonomy
Relatedness
Independence and ability to alter the environment
The feeling of being connected to others in one’s environment
Feedback (“Your problem-solving skills are improving. Good work!”)
Teacher asks for student input on rules, encourages students to set & monitor goals
Teacher spends time with her students before & after school, helping them w/ homework, etc
Self-determination theory: Process of deciding how to act on one’s environment (Ryan & Deci, 2000)
Ability to function effectively in the environment
Other Cognitive Views of Motivation
Other Cognitive Views of Motivation
• Beliefs about the Nature of Cognitive Ability Entity Theorists
– Believe that intelligence is like a thing, or entity, that has fixed characteristics Incremental Theorists
– Believe that intelligence can be gradually improved by adding to and refining thinking skills Developmental trajectory
Attribution Theory: Strategies (1) “I am competent” AND “I worked hard”
• NOT beneficial to completely attribute to ability
(2) Students most likely to persist after failing if they attribute failure to a lack of appropriate effort
(3) Scaffold student’s understanding of effort(a) Students often confuse spending time doing ineffective
activities with effort(b) Students often have incorrect conceptions of their
understanding (metacognition)
(4) Should assessment include evaluations of effort?
Motivation: Humanistic views (III)
Applying humanistic views of motivation to the classroom:
• Treat students as people first and learners second.• Provide students with unconditional positive regard
by separating their behaviors from their intrinsic worth.
• Create safe and orderly classrooms where students believe they can learn, and they are expected to do so.