Chapter 11 Motivation Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels with Colors set to Hi Color (16 bit). Viewing recommendations for Macintosh: Use the Arial TrueType font and set your monitor resolution to at least 800 by 600 pixels with Color Depth set to thousands of colors.
Copyright © Houghton Mifflin Company11–2 Overview Behavioral views of motivation Cognitive views of motivation The humanistic view of motivation The role of self-perceptions in motivation Motivating students with technology
Copyright © Houghton Mifflin Company11–3 Types of motivation Extrinsic motivation –Occurs when learner does something to earn external reward Intrinsic motivation –Occurs when learner does something to experience inherently satisfying results
Copyright © Houghton Mifflin Company11–4 Behavioral views of motivation Operant Conditioning –Motivation is due to reinforcement and external rewards Social Learning –Motivation is influenced by whether or not one can identify with others and by watching others being reinforced for their actions (observation, imitation, and vicarious reinforcement)
Copyright © Houghton Mifflin Company11–5 Limitations of behavioral views Changes in behavior may be temporary; the student may revert to earlier behaviors as soon as the rewards stop Students may develop a materialistic attitude toward learning Giving students extrinsic rewards for completing a task may lessen whatever intrinsic motivation they may have for that activity
Copyright © Houghton Mifflin Company11–6 Cognitive views of motivation Cognitive–Developmental –Motivation is influenced by a person’s need to master his/her environment and to work towards equilibration Need for Achievement –Motivation is influenced by a person’s need to attain certain goals Attribution Theory –Motivation is influenced by how a person attributes his/her successes and failures
Copyright © Houghton Mifflin Company11–7 Cognitive views of motivation Beliefs about the Nature of Cognitive Ability –Motivation is influenced by a person’s belief regarding whether cognitive ability is fixed or can be improved Effect of Interest on Intrinsic Motivation –Motivation is influenced by how interested one is in a task or subject
Copyright © Houghton Mifflin Company11–8 Summary of motivational strategies
Copyright © Houghton Mifflin Company11–9 Individual factors that influence interest Ideas and activities that are valued by one’s culture or ethnic group The emotions that are aroused by the subject or activity The degree of competence one attains in a subject or activity The degree to which a subject or activity is perceived to be relevant to achieving a goal Level of prior knowledge A perceived “hole” in a topic that the person already knows a good deal about
Copyright © Houghton Mifflin Company11–10 Situational factors that influence interest The opportunity to engage in hands-on activities The state of cognitive conflict or disequilibrium The opportunity to work on a task with others The opportunity to observe influential models The teacher’s use of novel stimuli The teacher’s use of games and puzzles
Copyright © Houghton Mifflin Company11–11 Limitations of cognitive views It is not always easy or possible to induce students to experience a cognitive disequilibrium sufficient to stimulate them to seek answers Need for achievement view lacks efficient and objective instruments for measuring its strength Changing students’ attributions can be a difficult and time-consuming task
Copyright © Houghton Mifflin Company11–12 Humanistic views of motivation Maslow’s Theory of Growth Motivation –Motivation is influenced by fulfilling different levels of need –Deficiency needs must be met in order for a student to be motivated to learn
Copyright © Houghton Mifflin Company11–13 Self-actualization (e.g., maximizing one’s potential) Esteem (e.g., respect) Belongingness and love (e.g., acceptance, affection) Safety (e.g., nurturance, money) Physiological (e.g., food, water, oxygen) Maslow’s Hierarchy of Needs
Copyright © Houghton Mifflin Company11–14 Limitations of humanistic views It is often difficult to know how to meet students’ deficiency needs You may have many forces working against you as you try to meet students’ needs
Copyright © Houghton Mifflin Company11–15 Role of self-perceptions in motivation Self-concept Self-esteem Self-efficacy
Copyright © Houghton Mifflin Company11–16 Comparing self-concept, self-esteem, and self-efficacy
Copyright © Houghton Mifflin Company11–17 Comparing self-concept, self-esteem, and self-efficacy
Copyright © Houghton Mifflin Company11–18 Comparing self-concept, self-esteem, and self-efficacy
Copyright © Houghton Mifflin Company11–19 Self-Esteem Competence in domains where success is important Support, positive feedback from significant others Mood Motivation Causes and consequences of academic self-esteem
Copyright © Houghton Mifflin Company11–20 The role of self-efficacy in motivation Choice of learning goals –Task mastery goals –Ego/social goals –Work-avoidant goals Outcome expectations Attributions –Ability, effort, luck, task difficulty
Copyright © Houghton Mifflin Company11–21 Limitations of the Self-Perceptions Approach Lack of useful, commercially prepared measures of self-efficacy and self- esteem Whatever success you may have in changing the sense of self-esteem and self-efficacy of students is likely to be slow in coming
Copyright © Houghton Mifflin Company11–22 Motivating students with technology Including both extrinsic and intrinsic motivation (e.g., Jasper Challenge Series) Using multimedia and hypermedia to increase motivation Using constructivist-oriented technology to increase motivation
End of Chapter 11 Motivation