Motivation in the Classroom Chapter 11

Motivation in the Classroom  Learning-focused vs. Performance-focused  Self-Regulation  Teacher Characteristics  Climate or Environment Variables

Learning vs. Performance Focus  Self-regulated students  Teacher characteristics  Climate Variables  Instructional Variables  Cultural Influences in Learning Today’s political environment: No Child Left Behind

Self-Regulation  Accepting responsibility and control for one’s own learning  Self-Determination Theory-deciding how to act on one’s environment –Competence, control, relatedness  Strategies –Relationship: responsibility & learning –Student input re: class procedures –Link consequences to actions –Model responsibility, learning focus, metacognition, guide students –Concrete ways for monitoring/assessing goals

Additional strategies  Students set own goals and monitor progress toward them  Opportunities to learn without teacher direction (chapter self-assessments) or assistance (peer tutoring or cooperative learning)  Assign activities (research papers, projects) with leeway re: goals, use of time, etc.  Evaluate their own performance and compare that to teacher assessments (Ormrod, 2003, p. 357)

Teacher Characteristics  Personal teaching efficacy  Modeling and enthusiasm  Caring  Positive expectations

Climate/Environment Variables  Order and Safety  Student self-efficacy  Task comprehension (control/value)  Challenge

Motivation in the Classroom Learning-focused vs. Performance-focused  Self-Regulation  Teacher Characteristics  Climate Variables Review Chapter 11 (finish PRAXIS practice), continue to work on Journal review #2 (due Mon., Nov. 15th)