Chapter Twelve Motivation

Copyright © Houghton Mifflin Company. All rights reserved Please add the following questions Use the following responses: 1 = definitely false 2 = more false than true 3 = in between 4 = more true than false 5 = definitely true Please do not use not applicable (NA) for these questions. 46.The instructor demonstrated respect for all students (if you answer with a 1 or 2 please include comments) 47.Where appropriate, the instructor related course material to the Christian faith.

Copyright © Houghton Mifflin Company. All rights reserved Overview The behavioral view of motivation Cognitive views of motivation The humanistic view of motivation The role of self-perceptions in motivation

Copyright © Houghton Mifflin Company. All rights reserved What is motivation? Can students be unmotivated? Can you motivate someone?

Copyright © Houghton Mifflin Company. All rights reserved Types of Motivation Extrinsic motivation –Occurs when learner does something to earn external reward Intrinsic motivation –Occurs when learner does something to experience inherently satisfying results

Copyright © Houghton Mifflin Company. All rights reserved The Behavioral View of Motivation Motivation is due to reinforcement and external rewards. –Students are motivated to complete a task by being promised some type of reward. Limitations?

Copyright © Houghton Mifflin Company. All rights reserved Dangers of Extrinsic Motivation Changes in behavior may be temporary. Students may develop a materialistic attitude toward learning. Giving students extrinsic rewards for completing a task may lessen the intrinsic motivation they may have for that activity (undermining effect).

Copyright © Houghton Mifflin Company. All rights reserved The Social Cognitive View of Motivation Two factors that influence motivation: –The models to which people are exposed –The level and influence of people’s self-efficacy Choice of learning goals Outcome expectations Attributions

Copyright © Houghton Mifflin Company. All rights reserved The Role of Self-Efficacy in Motivation Choice of learning goals –Task mastery goals –Performance-approach goals –Performance avoidance goals Outcome expectations Attributions –Ability, effort, luck, task difficulty

Copyright © Houghton Mifflin Company. All rights reserved Cognitive Views of Motivation Cognitive-Developmental –Motivation is influenced by a person’s need to master his/her environment and to work towards equilibration. Need for Achievement –Motivation is influenced by a person’s need to attain certain goals. Attribution Theory –Motivation is influenced by how a person attributes his/her successes and failures.

Copyright © Houghton Mifflin Company. All rights reserved Factors related to the Cognitive Views of Motivation Motivation for learning is affected by one’s beliefs about the nature of ability. –entity; incremental, mixed theory Effect of Interest on Intrinsic Motivation –personal interest; situational interest –How can we spark interest?

Copyright © Houghton Mifflin Company. All rights reserved Individual Factors that Influence Interest Culturally relevant activities. Level of competence in a subject or activity. Relevance of subject or activity Level of prior knowledge. A perceived “hole” in a topic that the person already knows a good deal about.

Copyright © Houghton Mifflin Company. All rights reserved Situational Factors that Influence Interest Hands-on activities. The state of cognitive conflict/ disequilibrium. Group work Observing influential models. Use of novel stimuli. Games and puzzles.

Copyright © Houghton Mifflin Company. All rights reserved Limitations of the cognitive view?

Copyright © Houghton Mifflin Company. All rights reserved Limitations of Cognitive Views Not easy to induce a cognitive disequilibrium Need for achievement view lacks efficient and objective instruments for measuring its strength. Changing students’ attributions can be a difficult and time-consuming task.

Copyright © Houghton Mifflin Company. All rights reserved Humanistic Views of Motivation Maslow’s Theory of Growth Motivation –Motivation is influenced by fulfilling different levels of need. –Deficiency needs must be met in order for a student to be motivated to learn.

Copyright © Houghton Mifflin Company. All rights reserved Maslow’s Hierarchy of Needs (Maslow, 1943) Self-actualization (e.g., maximizing one’s potential) Esteem (e.g., respect) Belongingness and love (e.g., acceptance, affection) Safety (e.g., nurturance, money) Physiological (e.g., food, water, oxygen)

Copyright © Houghton Mifflin Company. All rights reserved Limitations of Humanistic Views It is often difficult to know how to meet students’ deficiency needs. You may have many forces working against you as you try to meet students’ needs.

Copyright © Houghton Mifflin Company. All rights reserved Role of Self-Perceptions in Motivation Self-concept Self-esteem Self-efficacy

Copyright © Houghton Mifflin Company. All rights reserved Comparing Self-Concept, Self-Esteem, and Self-Efficacy - “I’m a sixth grader.” - “I am five feet one inch tall.” - “My favorite subject is history.” - The non-evaluative picture people have of themselves. - Made up of components that are hierarchically arranged. For example, academic self-concept = verbal self- concept + mathematical self-concept + science self-concept, etc. Self-Concept ExampleCharacteristicsType of Self- Perception

Copyright © Houghton Mifflin Company. All rights reserved Comparing Self-Concept, Self-Esteem, and Self-Efficacy - “I’m pretty smart at math.” - I’m not attractive because my nose is too big for my face.” - “I’m disappointed that most people don’t like me.” - “I’m satisfied with how well I speak and understand a foreign language.” - The evaluative judgements we make of the various components of our self- concepts. - Self-concept describes who you are; self-esteem indicates how you feel about that identity. Self-Esteem ExampleCharacteristicsType of Self- Perception

Copyright © Houghton Mifflin Company. All rights reserved Comparing Self-Concept, Self-Esteem, and Self-Efficacy - “I believe I can learn how to use a computer program.” - “I’ll never be able to figure out how to solve quadratic equations.” - The evaluative judgments we make of how capable we think we are at organizing and carrying out a specific course of action. Self-Efficacy ExampleCharacteristicsType of Self- Perception

Copyright © Houghton Mifflin Company. All rights reserved Limitations of the Self-Perceptions Approach Lack of useful, commercially prepared measures of self-efficacy and academic self-concept Whatever success you may have in changing the sense of self-esteem and academic self-concept of students is likely to be slow in coming

Copyright © Houghton Mifflin Company. All rights reserved Motivating Students with Technology Including both extrinsic and intrinsic motivation –e.g., Jasper Challenge Series Using technology to increase motivation to learn