Child Development and Education, Fourth Edition © 2010 Pearson Education, Inc. All rights reserved. Development of Motivation and Self-Regulation Chapter 13

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 2 Chapter Outline Extrinsic and intrinsic motivation Development of goals Development of attributions Diversity in motivation Motivating children and adolescents Self-regulation

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 3 Motivation Extrinsic: attain or avoid consequences affected by primary and secondary reinforcers affected by punishment reinforcement and punishment can be direct or vicarious Intrinsic: inherent within self or task affected by many factors, including natural predisposition to explore desire for consistency in understanding the world innate need to feel competent sense of self-determination

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 4 Developmental Trends in Intrinsic Motivation Children’s interests stabilize as they get older situational vs. personal interests Children increasingly pursue activities they find valuable Motivation becomes internalized over time Intrinsic motivation for learning school subjects declines

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 5 Development of Goals Humans are purposeful by nature even infants show goal-directed behavior Children must coordinate multiple goals achievement goals mastery performance performance-approach and performance-avoidance social goals future aspirations

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 6 Development of Attributions Explanations for success and failure include factors that are internal or external stable or unstable controllable or uncontrollable

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 7 Development of Attributions Children increasingly distinguish among various attributions do not distinguish effort, ability, luck, etc., in early childhood age 6: more ability = more effort. more effort = more success age 9: less ability, more effort needed age 13: sometimes, effort can’t compensate for low ability Children increasingly attribute successes, failures to stable uncontrollable characteristics incremental vs. entity view of ability Children & adolescents become more aware of reactions that attributions elicit Children develop predictable patterns of attributions and expectations mastery orientation vs. learned helplessness Attributions based on past success, failure & on others’ attributions

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 8 Diversity in Motivation Reflects both nature and nurture temperament, past experiences, disabilities Gender different interests by age 4 place different value in academic domains boys math, girls reading girls more concerned about academic performance, future goals attribute success to effort, failure to ability boys less discouraged by failure, more ambitious attribute success to ability, failure to effort

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 9 Diversity in Motivation Cultural and ethnic differences in autonomy and self-determination goals of learning, definition of academic success future aspirations & preferred activities attributions for success & failure

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 10 Motivating Children & Adolescents Focus on promoting intrinsic motivation Enhance self-efficacy for mastering knowledge & skills Maintain children’s sense of self-determination Encourage children to shoot for goals Encourage mastery goals more than performance goals Downplay the seriousness of failure Help children meet social goals Give encouraging messages about the causes of successes & failures Teach children to give themselves encouraging attribution messages Use extrinsic reinforcers when necessary Attend to needs of students at risk

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 11 Self-Regulation Impulse control Emotional regulation Self-socialization Goal setting Delaying gratification Self-motivation Self-regulated learning

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 12 Developmental Trends, Self-Regulation Children increasingly talk, think their way through situations and tasks External rules, restrictions become internalized introjection identification integration Self-evaluation becomes more frequent

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 13 Diversity in Self-Regulation Influenced by biological & environmental factors brain differences and brain maturation temperament cultural norms, socialization practices parental expectations

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 14 Promoting Self-Regulation Create an orderly, predictable environment Provide age-appropriate opportunities for choice & independence Provide help and guidance only when children need it Use suggestions & rationale to guide behavior; avoid direct commands Teach specific self-regulation skills self-monitoring self-instructions self-motivation self-evaluation

Child Development and Education, Fourth Edition Teresa M. McDevitt and Jeanne Ellis Ormrod © 2010 Pearson Education, Inc. All Rights Reserved. 15 Take-Home Messages Motivation helps energize us and sustains our behavior intrinsic vs. extrinsic Goal-directed behavior begins in infancy mastery, performance, social, future aspirations Attributions — explanations people have for their successes and failures — influence motivation Making wise choices and directing oneself along productive paths require self-regulation