Educational Psychology: Developing Learners Motivation & Affect Chapter Eleven Educational Psychology: Developing Learners 6th edition Jeanne Ellis Ormond

The Nature of Motivation Motivation is something that engages, directs, and sustains behavior. It is often reflected in personal investment and cognitive engagement. Environment can also enhance student motivation to learn (situated motivation). Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

How Motivation Affects Learning and Behavior 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 Leads to improved performance (when high) Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Copyright © 2008 by Pearson Education, Inc Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Extrinsic vs. Intrinsic Motivation Motivation promoted by factors not within individuals Academic activities are a means to an end. Intrinsic Motivation promoted by an internal desire to do something The academic activity is the end. Intrinsic motivation tends to lead to greater performance and longer-lasting motivation. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Theories of Motivation Trait Perspective Motivation involving enduring personality characteristics that learners have to a greater or lesser degree Achievement motivation is a common trait perspective. Behaviorist Perspective Motivation guided by possibility of reinforcing outcomes Drive theories The lack of something “drives” us to engage in a behavior that will fulfill the need. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Theories of Motivation Social Cognitive Perspective Perspective that places heavy emphasis on the role of goals, expectations, and self-efficacy Cognitive Perspective Perspective that focuses on how mental processes affect motivation Curiosity, disequilbrium Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Basic Human Needs Arousal Maslow’s Hierarchy of Needs A basic need for stimulation Maslow’s Hierarchy of Needs Theory of motivation that proposed people must satisfy four deficiency needs before engaging in self-actualizing activities such as learning Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Basic Human Needs Competence and Self-Worth Self-Determination Belief about one’s own general ability to deal effectively with the environment Self-Determination A sense of autonomy Relatedness The need to feel socially connected to others and to secure others’ love and respect

Affect & Its Effects Affect is closely related to motivation. Learners have feelings, emotions, and moods that they bring to bear on a task. Students are more motivated when they feel optimistic about their goals and the chances of meeting them. When students are more excited after success, they are more willing to engage in the behavior again. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Affect & Its Effects Affect: Related to learning and cognition Learning to do something occurs while students determine whether they like to do something. Struggling with material may lead to disliking material. Depending on previous experience, some material evokes positive feelings, while other material evokes negative feelings. Hot cognition Cognitive dissonance The more emotional students feel about a piece of material, the more likely they are to remember it. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Anxiety in the Classroom Feelings of uneasiness and apprehension concerning a situation with an uncertain outcome Can be a state or a trait Is normal and often helps us Facilitating anxiety Can also harm us when it is excessive Debilitating anxiety Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

What Are Sources of Anxiety for Students? Physical appearance A new situation Judgment or evaluation by others Frustrating subject matter Excessive classroom demands Classroom tests Physically threatening situations Self-worthy threatening situations The future Changing schools Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Keeping Students’ Anxiety at a Facilitative Level Set realistic expectations for student performance Match instruction to students’ cognitive levels and capabilities Teach for mastery of subject Provide assistance with note taking, tutoring, etc. Explicitly teach strategies that enhance learning and performance Use criterion-referenced assessment Provide as much feedback as possible about specific behaviors Allow students to correct errors Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Addressing Diversity in Motivation and 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. Gender Differences Girls are more concerned with doing well. Try harder, earn higher grades, engage in less self-handicapping, have higher graduation rates More likely to have high need for affiliation Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Addressing Diversity in Motivation and Affect Gender and Affect Girls express emotions more openly, except anger. Girls are more anxious about classroom performance. SES Lower-income students have more stress, may have less effective strategies and self-regulation skills. Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

Addressing Diversity in Motivation and Affect Students with Special Needs Have greatest diversity in motivation May have difficulty meeting needs for relatedness because of fewer opportunities to socialize with peers Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

General Guidelines for Motivating Students Remember that different students will respond to different motivational strategies Show students that they can be successful Communicate respect for all students Copyright © 2008 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition