C H A P T E R 13 Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update. C H A P T E R 13 Motivation, Teaching, and Learning

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Learning Goals 1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. 2. Discuss the important processes in motivation to achieve. 3. Explain how relationships and sociocultural contexts can support or undercut motivation. 4. Recommend how to help hard-to-reach, low-achieving students. 13.2

Motivation, Teaching and Learning © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation, Teaching and Learning Exploring Motivation What Is Motivation? Perspectives on Motivation 13.3

involves the processes that energize, direct, and sustain behavior. © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation… involves the processes that energize, direct, and sustain behavior. 13.4

Perspectives on Motivation The Behavioral Perspective © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Perspectives on Motivation The Behavioral Perspective emphasizes external rewards and punishments as keys in determining student motivation. 13.5

The Humanistic Perspective © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Humanistic Perspective stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities.

Maslow’s Hierarchy Being (growth) Motivation increases Needs Self- Actualization Need Being (growth) Needs Motivation increases as needs are met Aesthetic Needs Need to know and Understand Esteem Needs Deficiency Needs Motivation decreases as needs are met Belongingness and Love Needs Safety Needs Physiological Needs

Humanistic psychology © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Humanistic psychology Some of the characteristics of the self-actualized individual are: An ability to perceive reality accurately Independence, spontaneity, and creativity Treating others with unconditional positive regard An outlook that emphasizes problem-solving Enjoyment of life A good sense of humor Not a scientific list

Perspectives on Motivation The Cognitive Perspective © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Perspectives on Motivation The Cognitive Perspective focuses on students’ competence motivation, their internal motivation to achieve, their attributions, and their beliefs that they can effectively control their environment. 13.9

Perspectives on Motivation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Perspectives on Motivation The Social Perspective stresses the need for affiliation or relatedness that involves establishing, maintaining, and restoring warm, close, personal relationships. 13.10

Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation, Teaching, and Learning Motivation to Achieve Extrinsic and Intrinsic Motivation Teacher Expectations Other Cognitive Processes Anxiety and Achievement 13.11

Extrinsic vs. Intrinsic Motivation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Extrinsic vs. Intrinsic Motivation Extrinsically Motivated Students Do something to obtain something else. Are influenced by rewards and punishments. Intrinsically Motivated Students Demonstrate self- determination by doing something for its own sake. Increase motivation when they are given some personal choice. 13.12

Optimal Experiences & Flow © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Optimal Experiences & Flow Flow occurs: When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity. When students are challenged and perceive that they have a high degree of skill. 13.13

Attribution Theory Bernard Weiner © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Attribution Theory Bernard Weiner Attribution Theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem. Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success. Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt. 13.14

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Attribution Theory 13.15

Weiner’s Attribution Theory Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Weiner’s Attribution Theory Theory into Practice James believes he did well on a test because he was lucky. Q.1: Describe James’ attribution along Weiner’s dimensions. Steve believes he did poorly on a test because he is stupid. A1: Locus -- external Stability -- unstable Controllability – uncontrollable A2: Locus -- internal Stability -- stable Controllability -- uncontrollable Q.2: Describe Steve's attribution along Weiner’s dimensions. 13.16

Weiner’s Attribution Theory Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Weiner’s Attribution Theory Theory into Practice Sally believes she did poorly on a test because she didn’t study enough for this test. Q.3: Describe Sally’s attribution along Weiner’s dimensions. Sandra believes she did poorly in a class because the teacher doesn’t like her. A3: Locus -- internal Stability -- unstable Controllability – controllable A4: Locus -- external Stability – stable Controllability – uncontrollable Q.4: Describe Sandra's attribution along Weiner’s dimensions. 13.17

Achievement Goal Orientation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Achievement Goal Orientation Mastery Orientation Students focus on the task rather than their ability Generate solution-oriented strategies Helpless Orientation Students focus on their personal inadequacies Performance Orientation Students are concerned with the outcome rather than the process 13.18

Goal Theory (Mastery Motivation) Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Goal Theory (Mastery Motivation) Theory into Practice Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well. Q: What goal orientation is Susan demonstrating? A: Helpless orientation 13.19

Goal Theory (Mastery Motivation) Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Goal Theory (Mastery Motivation) Theory into Practice Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy. A: Mastery orientation Q: What goal orientation is Shana demonstrating? 13.20

Goal Theory (Mastery Motivation) Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Goal Theory (Mastery Motivation) Theory into Practice Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class. A: Performance orientation Q: What goal orientation is Sally demonstrating? 13.21

Goal Theory (Mastery Motivation) Theory into Practice © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Goal Theory (Mastery Motivation) Theory into Practice Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine. A: Mastery orientation Q: What goal orientation is Steve demonstrating? 13.22

Self-Efficacy Teach specific strategies © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Self-Efficacy Teach specific strategies Make sure students are not overly aroused or anxious Help students develop short and long-term goals Provide students with support from positive adult and peer models 13.23

© 2006 The McGraw-Hill Companies, Inc. All rights reserved © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Enter the Debate Should teachers help students who struggle by giving them assignments they can easily accomplish? YES NO During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference. 13.24

Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation, Teaching, and Learning Motivation, Relationships, and Sociocultural Contexts Social Motives Sociocultural Contexts Social Relationships 13.25

Social Relationships Parents Teachers Peers Motivation to Achieve © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Social Relationships Parents should provide the right amount of challenge in a positive environment and model achievement behavior. Teachers optimize achievement when they provide challenging tasks in a supportive environment. Motivation to Achieve Peers with high achievement standards will support student achievement in others. 13.26

Sociocultural Contexts © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sociocultural Contexts 13.27

Sociocultural Contexts © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sociocultural Contexts Ethnicity There is DIVERSITY in achievement motivation within ethnic minority groups. Socioeconomic Status (SES) When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement. 13.28

Motivation & Gender Males Females © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation & Gender Males Females Have higher competence beliefs in math and sports Are more rambunctious Receive more teacher attention, yet receive lower grades List more career options Have higher competence beliefs for English, reading, and social activities Often experience conflicts between gender roles and achievement Are more compliant, get less teacher attention, by middle school have lower self-esteem 13.29

Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Motivation, Teaching, and Learning Hard-to-Reach and Low-Achieving Students Uninterested or Alienated Students Discouraged Students 13.30

Provide constant reassurance as long as student demonstrates © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Discouraged Students Low Achievers with Low Expectations Provide constant reassurance as long as student demonstrates effort. Protection of Self-Worth by Avoiding Failure Includes non- performance, procrastination, and inappropriate goal-setting. Failure Syndrome Increase self-efficacy retraining and attribution training. 13.31

Hard-to-Reach, Low-Achieving Students © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Hard-to-Reach, Low-Achieving Students 1. Develop positive teacher-student relationships. 2. Make school more interesting. 3. Teach strategies to make learning enjoyable. 4. Consider including a mentor. 13.32

Crack the Case The Reading Incentive Program © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case The Reading Incentive Program What are the issues in this case? Analyze the case from the perspective of extrinsic and intrinsic motivation. Analyze the case from a goal orientation perspective. This case is on page 441 of the text. 13.33

Crack the Case The Reading Incentive Program © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case The Reading Incentive Program Why do you think Sami went from receiving one star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school? What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read? This case is on page 441 of the text. 13.34

Reflection & Observation © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Reflection & Observation Reflection: How have teachers used games to help you learn? How have they affected your motivation to learn? Observation: How is the competition differentially affecting students? Explain from a motivational perspective. What are some ways to make learning fun with the problems you observed in this game? Hyperlink movie action button to Classroom Observation Video: “Competitive Games” Please note: Some of these videos are very large; large videos may take a minute or two to download. You will need QuickTime player to view the videos.