Chapter 5 5 Motivation C H A P T E R

Motivational Theories Social learning theory (Bandura) –Based on perceived self-efficacy –Motivated by expectations: Is it meaningful or worth trying? Will it be fun? Can I do it? (continued)

Motivational Theories (continued) Competence motivation theory (Harter) –Motivated because of high mover (skill) confidence –Many factors affect mover confidence: Friends Parents Teachers Coaches Siblings (continued)

Motivational Theories (continued) Interest-based motivation theory –Motivated if a task appears interesting –Motivated if cognitively engaged –Motivated if there is a personal interest (continued)

Motivational Theories (continued) Self-determination theory –Motivated to satisfy a need –Intrinsic needs: To be competent, to choose –Extrinsic needs: To be included, to be recognized, to win a prize (continued)

Motivational Theories (continued) Attribution theory –Motivated by perceptions (attributes) of success, such as hard work, effort, and ability –Attributes of failure (i.e., no control, bad luck, poor officiating) cause the opposite effect Learned helplessness: A belief that no amount of effort or practice will lead to success, so why try (continued)

Motivational Theories (continued) Achievement goal theory –Combination of perceived competence and intrinsic or extrinsic motivation –Task oriented is intrinsically motivated: Success is based on hard work and effort –Ego oriented is extrinsically motivated: Perceived competence is based on outperforming others

Common Theoretical Factors Perceived ability, self-confidence, self- efficacy –Based on previous success and encouragement Challenging tasks –Need to be challenging, yet attainable –Need to provide challenges for all ability levels Choice

Strategies to Enhance Motivation Teachers need to do the following: Play an active role –Care about students –Value what they teach Promote intrinsic motivation –Provide choice and challenging tasks –Allow students to modify their environment (continued)

Strategies to Enhance Motivation (continued) Teachers need to do the following: Enhance perceived competence –Use student demonstrators –Allow enough time for students to improve Give high-quality feedback –Positive, corrective/specific, instructional/informative (continued)

Strategies to Enhance Motivation (continued) Foster a mastery-oriented climate –TARGET Tasks: Encourage effort and success Authority: Encourage personal and group choice Rewards: Provide recognition for improvement Grouping: Allow students to select their own groups Evaluation: Consistently evaluate progress Timing: Give students time to practice and complete tasks (continued)

Strategies to Enhance Motivation (continued) Play music –Use upbeat, familiar music –Make sure language of songs is appropriate Provide competition –During game play, stress something other than winning Teamwork, game tactics, technique, effort, team improvement, fair play

Summary Teachers can’t make students motivated to learn, but they can modify the learning environment to create a motivational climate. Students are motivated by activities that are challenging, allow for success, and include choice.