Beliefs & Choices About Motivation You need your clicker!

Part 1. What Works for You as a Student

1. I like a class more if the readings, activities, and assignments are interesting in themselves. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

1. I like a class more if the readings, activities, and assignments are interesting in themselves. High intrinsic motivation

2. I work harder and enjoy a class more when I want to learn the content, especially if it will be useful in my future. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

2. I work harder and enjoy a class more when I want to learn the content, especially if it will be useful in my future. Mastery goal High value

3. I learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

3. I learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular. Need for affiliation met Need for relatedness/intimacy met Need for safety met Low debilitating anxiety

4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually. High expectancy High self-efficacy Need for self-determination met

5. I like challenge, but not too much. It keeps me focused, but not freaked out. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

Facilitating anxiety Wobbly Place (ZPD) 5. I like challenge, but not too much. It keeps me focused, but not freaked out.

6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

Wobbly Place (ZPD) Mastery goal Need for safety met 6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning.

7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time. Attribution: internal, controlled Positive self-fulfilling prophecy Resilient self-efficacy Need for self-determination met

Part 2. Controversies About Teaching

8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to succeed. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to succeed. Self-efficacy Debilitating anxiety (Wobbly Place?)

9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting. Intrinsic motivation Need for safety

10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities. Intrinsic motivation Value

11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work. Need for self-determination Attribution: external Metacognition Learned helplessness

12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial). 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial). Value Debilitating anxiety Wobbly Place (ZPD)

13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time. Mastery goal Teaching for understanding

14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly. Self-efficacy Performance goal Self-handicapping

15. A content area is built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned. 1.Strongly Agree 2.Agree 3.Neutral 4.Disagree 5.Strongly Disagree

15. A content area is built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned. Mastery goal

The End