Internal and External Aspects of Motivation Eric J. Pyle Dept. of Geology & Environmental Science James Madison University

Basis Interviews and observations of 137 early adolescents, adults, and staff members in free-choice science learning settings; Pilot and expanded instrument, based on variables derived from interviews; Arguments regarding the expansion of adolescence span the period of middle school through undergraduate (or at least introductory) classes.

Definitions Extrinsic Factors - focus on objects, status, position, tangible reward, punishment avoidance, performance - those factors which are related to ego

Definitions Intrinsic Factors - focus on self-agency, self- efficacy, “for the sake of it,” mastery, expectation of satisfaction without anticipation of external reward - it’s the job or task

Sequence of Events Social Cognition Motivational Processing Action Evaluation Situation- or Content-area Specific

Sequence of Events Social Cognition Motivational Processing Action Evaluation Internal to the studentExternal to the student Connectedness to peers -exchanges with peers; -external voices becoming internalized with mastery Relatedness to others -messages from superiors or more capable peers; -assist with evaluative interpretations; -fades with internalization

Sequence of Events Social Cognition Motivational Processing Action Evaluation Internal to the studentExternal to the student Autonomy -choice of task; -choice of method; -choice of defining solutions Autonomy Support -guidance structure that promotes choices; -posing questions rather than enforcing narrow direction; -provides feedback for course- correction

Sequence of Events Social Cognition Motivational Processing Action Evaluation Internal to the studentExternal to the student Competence -knowledge of task completion; -knowledge of mastery of content; -decisions to value or reorganize future action. Effectance -communication that outcomes could be altered; -tasks provide information to use in social as a part of social cognition.

Common Instructional Devices/Methods Lectures Video presentations Laboratory Exercises Group work Interactive software Interactive response devices (clickers) Field tasks Research/Term papers Mentored/Independent Research projects

Significance for students Extrinsic expectations –Focus on aptitude, ego, performance; –Top students refuse to risk self-concept by deviating from their preferred strategies; –Lower students don’t see the point in trying; Intrinsic expectations –Focus on effort, mastery, with task independent of the self; –Top students will resist without relevance to self- concepts; –Remainder of students will see less risk in trying than not trying.

Instructional Sequence Planning Cognitive and Affective Objectives considered –What content do I expect them to master? –What value do I expect them to attach to the content? Instructional Sequence Varies –Mix of lecture, brief activites, interactive questioning, small group interactions; –Earth phenomena and impact on people are central elements; –Content x Place is ALWAYS included.

Instructional Sequence Delivery Extensive use of Learning Cycle –Engagement –Exploration –Explanation –Elaboration –Evaluation Questions are posed with sustained feedback if response falls short; “I don’t know” is never left as a response.

Instructional Sequence Assessment Formative assessments –Quizzes may be revised for partial credit –Non-quiz tasks have structured rubric with clear expectations relative to levels of mastery; –Some quizzes include group response items. Summative assessments involve high levels of autonomy and autonomy support –Choice of location, investigative design; –Structured so that students almost have to ask questions

Caveats This takes a lot of time; –re-reading revised work –Setting up small group activities, especially to fit within time constraints Above students, assistance is really needed; Classroom design is not always flexible enough; Generic SEIs are not sensitive enough to provide formative information