Motivation Principles Ability Conceptions Task Orientation Interest Utility Value

Ability Conceptions Something that develops as the result of effort and persistence vs. A fixed quantity

Task Orientation Performance Oriented vs. Task Oriented (dependent) (independent)

Interest Intrinsic Motivation vs. Extrinsic Motivation

Utility Value Perceives activity as useful in life outside school vs. useless and abstract

Attribution Theory Locus of Control Stability Responsibility Is it my doing or the other person/thing/event? Stability Do things stay the same or can they change? Responsibility Can I control the cause? Learned Helplessness ”I have given up trying”

A GROWTH mindset Fixed Mindset Growth Mindset Intelligence is something fixed. Do I have enough? Growth Mindset Intelligence is something you can develop your whole life. “I can stretch, learn, and master new things.”

A GROWTH Mindset 7th grade students(Dweck, 2006) Intelligence is unchangeable vs. can grow 2 years later: ‘unchangeable’=math scores decrease, grow=math scores increase 100 students doing poorly in math Workshop on study skills vs. brain S’s taught about brain, scores increased

Praise (Allen, 2007) 128 5th grade students “You did well because you are smart” “You did well because you tried hard” S’s praised for IQ, reluctant to take harder test 90% praised for effort, eager to take on challenge “I can’t improve because I have limited intelligence” “I can improve my work by trying harder”

Students’ perceptions of their teachers’ learner-centered classroom practices are the most significant predictors of student motivation and achievement. McCombs (2003)

Rewards Task-contingent Performance-contingent Success-contingent Reward for just doing something, participation Decline in interest for rewarded activity Performance-contingent Student achieves a certain standard Negative effects Success-contingent Progress toward a goal Do not have negative effects

Rewards Use weakest reward needed to strengthen behavior Rewards work best if they are not expected Reward at high rate in early stages and decrease Only reward the behavior you want Rewards have different value for different students Reward success, set success within student’s grasp Use other sources than the teacher.