Development of Motivation and Self-Regulation Developing a Sense of Self-Efficacy and Self-Determination

Sense of Purpose: Development of Goals "Human beings are purposeful by nature: People set goals for themselves and choose behaviors they think will help them achieve those goals." (Deck & Elliot, 1983, A. Kaplan, 1998; Locke & Latham, 1994).

Extrinsic Motivation Extrinsic Motivation: Motivation provoked by external consequences the certain behaviors bring. Examples?

Intrinsic Motivation Intrinsic Motivation: Motivation resulting from personal characteristics or inherent interest in the task being performed. Examples?

Intrinsic Motivation: Steps to Internalization External Regulation: Initial motivation begins w/ external reinforcers. Introjection: Behavior gains approval from others. Inner standards develop.

Intrinsic Motivation: Steps to Internalization Identification: Certain behaviors are personally valuable and important. Integration: Connects to values and 'sense of self' - 'part of who I am'.

Factors in Intrinsic Motivation Self Efficacy: Belief that one is capable of executing certain behaviors, reaching certain goals. Self-Determination: Belief that one has choice and control regarding future course of one's life.

Level of Interest: Situational Interest: Temporary Personal Interest: Stable, long-term

Recognizing Intrinsic Motivation in Children Inquisitiveness: Eagerness to explore, fascination, questions, lack of concern about external rewards. High Self-Efficacy: Willing to take risks, make mistakes, pleasure in work.

Intrinsic Motivation in Children Autonomy: Self-chosen activities. Engages in minimally structured learning tasks.

Recognizing Intrinsic Motivation in Children Effective Learning Strategies: Making 'sense' of subject matter, persistent in developing complex understandings.

Intrinsic Motivation Long Term Interests: Consistent selection of specific topics, initiation of activities in a particular domain. Priorities: Willing to do 'hard-stuff' to pursue chosen interest.

Maintaining Intrinsic Motivation: Intrinsic Motivation to achieve in school declines over time. Why? Transitions to middle and high school can be critical. Why?

Maintaining Intrinsic Motivation: Boredom, Impatience, w/ highly-structured or repetitive activities. Relevance, Non-relevance to personal and future goals.

Development of Goals: Goal-directed Behavior appears toward latter end of first year (Piaget)

Development of Goals: Children / Adolescents wide variety of goals: academic, social, successful future, etc. Academic Goals: Mastery Goals, Performance Goals. Social Goals: Friendship groups, approval

Development of Goals Future Aspirations: Set goals for 'future selves', career goals, relationships. Coordinating Multiple Goals: Simultaneous and sometimes conflicting goals. Academic vs. Social.

Development of Attributions: Attributions: Various explanations people have for successes and failures. 'Causes of Events'.

Attributions: Internal vs. External: causes are outside or inside themselves. Stable vs. Unstable: causes will not change, causes are situational. Interpretations: may not reflect reality

Attributions: Many children increasingly attribute their successes and failures to stable, uncontrollable characteristics, rather than to effort. 'blaming'

Attributions: Incremental View: success comes if I try hard and persevere. Entity View: success is beyond individual control.

Attribution Patterns: Children and Adolescents become more aware of the reactions that different attributions elicit from adults.

Attribution Patterns: Taking responsibility or 'learned helplessness'? Foster 'mastery orientation' not 'learned helplessness'.

Diversity in Motivation: Gender Differences: Boys have more ambitious career aspirations than girls. Boys: Mastery attribution patterns.

Diversity in Motivation: Girls: 'Learned Helplessness' patterns. Patterns appear even when achievement levels are equal.

Building Motivation: Focus on Internal Pleasures: enjoyment, pride in accomplishment. Pique curiosity.

Building Motivation: Incorporate fantasy, adventure, etc. Physical involvement. Connect to student's areas of interest.

Building Motivation: Enhance feelings of self-efficacy for mastering knowledge and skills. Maintain student's self-determination. Encourage setting of specific goals.

Building Motivation Encourage mastery goals. Downplay seriousness of failures. Help students meet social goals. Encouraging messages about causes.

Building Motivation: Use extrinsic motivators when needed. Be attentive to 'students at risk'. Teach 'Self Regulation': ability to direct and control one's own actions.

Self-Regulation: Impulse Control: to meet goals Emotional Regulation: to meet goals Self-socialization: voluntary compliance

Self-Regulation Goal Setting: self-chosen goals Delaying Gratification waiting - reward Self-Motivation: self-reward Self-regulated Learning: monitor self

Promoting Self-Regulation: Create an orderly environment Provide opportunities for choice Provide help when necessary

Promoting Self-Regulation: Foster appropriate independence Teach 'self-reinforcement' Guide behavior, don't command Teach self-regulation skills

Self-Regulation Skills: Self-monitoring: teach children to observe and record their own behavior. Self-instruction: ways to remind themselves to take appropriate action.

Self-Regulation Skills: Self-motivation: Teach strategies: cut into small pieces, self-reward. Self-evaluation: Judge own actions, behavior, positive focus.

Moral Reasoning and Behavior: Children begin using internal standards to evaluate behavior at an early age (before age 2).

Moral Reasoning and Behavior Guilt: pain or distress for someone else Shame: embarrassment when fail to meet own or other's standards. Empathy/Sympathy: motivates moral behavior

Factors Affecting Moral Reasoning and Development: General Cognitive Development Interactions with Peers Use of Reason and Rationales

Factors Affecting Moral Reasoning Moral Issues and Dilemmas Sense of Self Gender Differences: Porcupine Dilemma Ethnic and Cultural Differences