C H A P T E R 13 Motivation, Teaching, and Learning 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.

Motivation, Teaching and Learning Exploring Motivation What Is Motivation? Perspectives on Motivation 13.2 © 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 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

13.4 Intrinsically Motivated Students Demonstrate self- determination Extrinsically Motivated Students Do something to obtain something else. Are influenced by rewards and punishments.

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update The Humanistic Perspective 1)personal growth 2)freedom to choose 3) being sensitive to others Carl Rogers ( ) Abraham Maslow ( )

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

Being (growth) Needs DeficiencyNeeds

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update the self-actualized individual: 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

Motivation, Teaching, and Learning Motivation to Achieve Extrinsic and Intrinsic Motivation Other Cognitive Processes Anxiety and Achievement Teacher Expectations 13.9 © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

The Cognitive Perspective focuses on students’ competence motivation, © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Perspectives on Motivation

Self-Efficacy Provide students with support from positive adult and peer models Help students develop short and long-term goals Teach specific strategies Albert Bandura ( 1925 – present ) The belief that one can master a situation and produce positive outcomes

Locus: is the cause internal or external. Stability: does the cause remain the same or change? Controllability: can the individual control the cause? Attribution Theory Bernard Weiner (1935- Present) our perceived underlying cause of behavior

Attribution Theory

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

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Sally believes she did poorly on a test because she didn’t study enough for this test. Weiner’s Attribution Theory Theory into Practice 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. Q.4: Describe Sandra's attribution along Weiner’s dimensions

Optimal Experiences & Flow Flow occurs: When students develop a sense of mastery When students are challenged and perceive that they have a high degree of skill.

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

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. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Susan demonstrating? 13.18

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Shana demonstrating? 13.19

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Sally demonstrating? 13.20

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update 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. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Steve demonstrating? 13.21

© 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? YESNO 13.22

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

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

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

Motivation & Gender 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 FemalesMales © 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 Discouraged Students Uninterested or Alienated Students © 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

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

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

Crack the Case The Reading Incentive Program 1.What are the issues in this case? 2.Analyze the case from the perspective of extrinsic and intrinsic motivation. 3.Analyze the case from a goal orientation perspective

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update Crack the Case The Reading Incentive Program 4.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? 5.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? 13.32

© 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?