Chapter 11 Motivation and Affect

The Nature of Motivation

Motivation Directs behavior toward particular goals Leads to increased effort and energy Increases initiation of, and persistence in, activities Enhances cognitive processing Determines what consequences are reinforcing and punishing

General Principles All children and adolescents are motivated in one way or another. Motivation to do well in school is grounded in a variety of cognitive and sociocultural factors that evolve over time. Classroom conditions play a major role in students’ motivation to learn and achieve situated motivation

Motivation Extrinsic motivators Intrinsic motivators factors external to the individual factors unrelated to the task good grades, money, recognition Intrinsic motivators factors within the individual factors inherent in the task pleasure, developing a valued skill, ethically and morally the right thing to do

Basic Human Needs

Basic Human Needs Arousal Competence and Self-Worth Self-Determination basic need for stimulation Competence and Self-Worth ability to deal effectively with environment Self-Determination sense of autonomy Relatedness need to feel socially connected, to secure others’ love and respect

Hierarchy of Needs: Maslow Self-actualization Esteem Love and belonging Safety Physiological deficiency needs growth need

Cognitive Factors in Motivation

Interest Form of intrinsic motivation Situational interest evoked by something in immediate environment Personal interest personal preferences relatively stable over time

Expectancies & Values Expectancy = expectation for success Influenced by prior history of success/failure perceived difficulty of task availability of resources and support quality of instruction necessary effort

Expectancies & Values Value = perceived benefit of task Influenced by importance utility interest cost

Goals Achievement goals Work-avoidance/Doing-just-enough goals mastery performance performance-approach performance-avoidance Work-avoidance/Doing-just-enough goals Social goals Long-term life goals Career goals

Attributions for Success/Failure Locus internal versus external successes = internal causes (smart) failures = external causes (teacher doesn’t like) Stability stable versus unstable Controllability controllable versus uncontrollable consistent failure = stable, uncontrollable, internal factor: low ability

Attributions Influence… Learners’ emotional reactions to success and failure Expectations for future success and failure Effort and persistence Learning strategies and classroom performance

Developmental Trends With age, children distinguish between effort and ability incremental vs. entity view of intelligence mastery orientation vs. learned helplessness

Teacher Expectations Remember that teachers make a difference. Look for strengths in every student. Consider multiple explanations for low achievement, classroom misbehavior. Communicate optimism about what students can accomplish. Objectively assess students’ progress.

Teacher Expectations Attribute successes to high ability and controllable factors. Attribute successes to effort only if effort is considerable. Attribute failures to controllable, easily remedied factors. When students fail despite obvious effort, attribute failures to lack of effective strategies; help them acquire such strategies.

Affect and Its Effects

Affect Emotions, general moods that a learner brings to bear on a task Psychological elements subjective feelings Physiological elements changes in heart rate, perspiration, muscular tension

Affect & Motivation People act in ways they think will help them feel happy and comfortable. Self-conscious emotions affect self-worth. Intrinsic motivation is related to pleasure. Boredom results from lack of stimulation and arousal.

Affect & Cognition Hot cognition learners associate specific topics with certain emotions can be evoked by information that conflicts with what learners currently know or believe cognitive dissonance, disequilibrium

Anxiety in the Classroom Feelings of uneasiness and apprehension concerning a situation with an uncertain outcome state anxiety (temporary) trait anxiety (chronic) Facilitating vs. debilitating anxiety improves vs. hinders performance

Sources of Anxiety Physically threatening situations Situations that threaten self-worth Physical appearance A new situation Judgment or evaluation by others Frustrating subject matter Excessive classroom demands Classroom tests The future

Diversity in Motivation & Affect Cultural and ethnic differences all children have basic needs in common; how they satisfy those needs may vary need for affiliation may vary, as may the amount of encouragement for academic achievement stereotype threat may be present

Diversity in Motivation & Affect Gender differences girls are more concerned with doing well girls are more likely to have high need for affiliation girls express emotions more openly, except anger girls are more anxious about classroom performance

Diversity in Motivation & Affect SES lower-income students have more stress may have less effective strategies, self-regulation skills Students with special needs greatest diversity in motivation may have difficulty meeting needs for relatedness

The Big Picture

The Big Picture Motivation energizes, directs, and sustains behavior. Several basic needs seem to drive much of human behavior. Many forms of motivation have both cognitive and sociocultural elements. The emotions and general moods that learners bring to bear on a task—collectively known as affect—are closely intertwined with motivation.