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

*Essential Principles of Motivation

*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]*A Different way to think about Motivation: Learner Centered SocialLearners read the social and academic expectations of the settingCognitiveMind Mediated

Motivation is a STATE not a trait

The Ultimate goal of Education: Self-Regulated Learners who. . .*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 challengeHow does this compare to the learners we cultivate now?

3 Basic Principles*Motivation can be defined as our willingness toEngageCommitPersist 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 ourExpectations for Success andValue for the TaskE multiplied by V

Schemata*Mental organizing structuresexisting idea networks-- that guide perception and categorize experiencesWhether we are aware of them or not, these networks determine how we interpret our experiences and extract meaning from themMotivation schemas can beAdaptive, or Mal-adaptiveWhat happens when a motivation schema is Mal-adaptive?

Expectancy x Value Judgments*Our willingness to expend the effort on an academic task depends onOur Expectations for success with reasonable effortOur assessment of the Value and meaningfulness of the task.

Value for the Task*

What kinds of tasks do your students VALUE?Why?What do you see when they dont value a task?

Value is Enhanced When the Task isMeaningfulConnectedRelevantUsefulHow do we do that?

Reasonable Expectations for Success*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 expectationsHas high success expectationsDoes not value the taskRejection:

Refuses to participateEvasion:

Does the minimum requiredValues the taskDissembling:

Moves to protect image of competenceEngagement:

Seeks to learn

Expectations for Success are Enhanced when learners. . .*Believe in incremental rather than innate intelligenceLearn for internalized, self-regulated purposesPursue mastery goalsHave high self-efficacyAttribute success and/or failure to an internal locus of controlHave necessary learning strategies and tools

Motivation Constructs*Each of the previous statements represents a set of ideas that individuals holdideas that influence their willingness to engagecommit, and particularly PERSIST in an academic tasks

Each addresses learners expectations for success in a given task setting

*MotivationIntrinsic/ ExtrinsicGoal OrientationSelfEfficacyAttributionsBeliefs aboutKnowledgeHope

#1: Beliefs About Intelligence & KnowledgeWhat is Knowledge?Who has it?How do we get it?Where does it come from?

Beliefs about KnowledgeAssumptions individuals hold aboutThe nature of knowledgeCertaintyComplexityHow 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. . .*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*Extrinsic motivation: for external motives, such as incentives and rewardsIntrinsic motivation: for internal motives, please in the task for its 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 *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 INaka Engagement

Levels of task buy in *Based on Who initiates the involvement and why?

Extrinsic Motivation has 4 levelsExternal RegulationIntrojected RegulationIdentified RegulationIntegrated Regulation

Buy-InExtrinsicIntrinsicExternal RegulationIntrojected RegulationIdentified RegulationIntegrated RegulationCompletely initiated outsideReward or punishmentAccepts standards other have specifiedValues standardsWilling engagementFits own ultimate goals

*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 Needs*CompetenceBelief that one can accomplish the taskAutonomySelf initiation, self direction, and self regulationRelatednessTo others in the learning settingConnections to overall learning goals

Implications: Support for Basic Needs*Competence: Attention to task definitionClearManageableChallengingCriterion referenced success standardsAutonomy: ChoicesTime flexibilityAlternative ways to reach goalsParticipation in decision makingRelatedness: De-emphasize competitionEmphasis on effortCollaborationSocial construction How could YOU support each of these?

Academic Motivation Scale [white]*What did this instrument tell you about your intrinsic/extrinsic balance?Did it seem accurate? Why/why not?Comments?

#3. Goal OrientationsBeliefs individuals hold about the purposes of learningWhy we learnFor whomHow success is achievedIMPACT: How we approach challenging tasksTwo basic types of goalsMastery 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 fixedpositive judgments trait& avoid negativejudgments of ability [Prove]IncrementalMasteryIntelligenceGoal is to increaseisability and personalmalleablecompetence [Improve]

Typical Behavior Entity Performance: HelplessnessIntelligence Goal is to gain Avoid riskis a fixedpositive judgments Give up easilytrait& avoid negative Make excusesjudgments of ability [Prove]Incremental Mastery EffortIntelligenceGoal is to increase Seek challengeisability and personal Persistmalleablecompetence Take responsibility [Improve] Problem Solve

Goal Orientations Beliefs: Compare/Contrast

Competence develops through effort & practiceEnjoyment of challenging tasksEasy tasks viewed as boringEffort competenceMore intrinsic motivation to learnUse of learning strategies for deep comprehensionSelf-evaluativeErrors are viewed as usefulFailure can be informationalTeacher seen as resource/guideWhich learner do you prefer? Why?Competenceyou have it or you dont!Avoidance of challenging tasksEasy tasks are desirableEffort = low competenceMore extrinsic motivationReliance on rote learningComparison of self to othersErrors seen as failuresFailure = low abilityTeacher viewed as judge, rewarder, and punisher

Mastery OrientationPerformance Orientation

QuadrantsMastery OrientationHIGHLOWHIGHLOWPerformance Orientation

High MasteryHigh PerformanceLow MasteryHigh Performance

High MasteryLow PerformanceLow Mastery Low Performance

Goals Inventory [yellow]Eliminate #s 7, 9, & 13Mark the following with P:2, 10, 11, 12, 15, 17, 18Mark the following with M1, 3, 4, 5, 6, 8, 14, 16Add P scores and divide by 7Add M scores and divide by 8

*HM/HPLM/HPHM/LPLM/LP3MASTERY51PERFORMANCE512442

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

Implications?

#4: Self-Efficacy*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 dont believe you can have much. Compare your motivation to engage in each of these settings

Context and topic specific

Perception!

High self-efficacy learnersLow self-efficacylearnersTask OrientationAccept challenging tasksAvoid challenging tasksEffortExpend high effort when faced with challenging tasksExpend low effort when faced with challenging tasksPersistencePersist when goals are initially reachedGive up when goals are not initially reachedBeliefsBelieve they will succeed

Control stress and anxiety when goals not met

Believe they are in control of the environmentFocus on feelings of incompetency

Experience anxiety and depression when goals not met

Believe they are not in control of their environmentStrategy UseDiscard unproductive strategiesPersist with unproductive strategiesPerformancePerform higher than low-efficacy students of equal abilityPerform lower than high-efficacy students of equal ability

Factors Influencing Self-Efficacy

FactorExamplePast 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 PersuasionA 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 cant do this stuff, takes up mental energy. Success is reduced, and efficacy decreases.

Increase students awareness of the self-efficacy conceptUse expert and inexpert modelingscaffoldso that students can understand developing expertiseProvide feedbackthat functions to help students develop expertise through analysis of own performancespecificBuild self-efficacy rather than reduce expectationsreductions undermine efficacyEncourage self-regulationstudents 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 TheoryAttribution TheoryLocus of control: Where does control lie? Internal vs. external I vs. They thinkingStability: Stable vs. unstable Does outcome change or fluctuate?Controllability: Controllable vs. un- controllable Are any variables with- in my control?

EffortAbilityTask difficultyLuck

Possible AttributionsWhich is most adaptive and why?

Controllability is any of this within my control?StableUnstableAbilityEffortLuckTask Difficulty Locus of Control StabilityI cant really control this.This is something I have control over!This isnt up to me.This is completely out of my control.

InternalExternal

Attribution DimensionsLocus:Stability:Controllability:

Internal: MeExternal: Not meNative Ability / EffortTask Difficulty / Luck

UnstableStableEffort / LuckNative Ability / Task Difficulty

ControllableUncontrollableEffortAbility / Task Difficulty / Luck

Discuss effects of attributions with studentsleading to emphasis on the role of effortHelp students focus on controllable causesin order to increase task engagement, persistence, and performanceConsider alternative causes of success and failureidentify and help students modifyBe mindful of inadvertent low-ability cueswhich undermine both self-efficacy and attributions to controllable factorsHow do we do these things?Implications: Improving Student Attributions

Specific to Locus of Control Dimension OnlyScoring--Eliminate item 8Reverse score #s 1, 3, 4, 9, 12[1=5; 2=4; 3=3]Add your points, divide by 11Higher 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 ScaleEliminate 3, 5, 7, 11,Add for Pathways Score1, 4, 6, 8Divide by 4Add for Agency Score2, 9, 10, 12Divide by 4

*MotivationIntrinsic/ ExtrinsicGoal OrientationSelfEfficacyAttributionsBeliefs aboutKnowledgeHope

Synthesis*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?

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