MOTIVATIONAL BELIEFS, GOALS AND PATTERNS Damon Burton University of Idaho.

Slides:



Advertisements
Similar presentations
The Truth About Ability and Accomplishment
Advertisements

Mindset Born Smart?. Mindset Related to belief about ability creates a whole mental world to live in FIXED mindset - ability cannot change GROWTH mindset.
Stay Motivated 2012 Angela Dierks
Marta Chwalka Education Table of Contents : Introduction: Statement of the Problem Review of Literature Statement of the Hypothesis.
Helping Students to be Academically Successful
Understanding Motivation What is Motivation?. Student Motivation in the College Classroom What factors influence it? Sociocultural Context Classroom.
List them on the board Talent: a special natural ability or aptitude Skill: the ability, coming from one's knowledge, practice, energy and effort, to.
Understanding Talent for Clubs Helping athletes reach their potential.
Increasing Student Motivation and Engagement Using a Mindset Approach: Strategies for Your Curriculum David Valentiner Northern Illinois University.
Mindsets: Helping Students To Fulfill Their Potential AIS Sydney September 9, 2012.
Does Mindset Matter?
MOTIVATIONAL BELIEFS, GOALS AND STYLES Damon Burton University of Idaho.
Mindset the new psychology of success How we can learn to fulfill our potential Carol S. Dweck, Ph.D.
Assessment for Learning
Lower School Back-to-School Night. Carol Dweck: Stanford University Psychology Professor Author of Mindset.
Joan L. Duda & Darren C. Treasure
Mindsets: Helping Our Children Reach Their Potential.
Gender effects in young musicians‘ mastery-oriented achievement behavior and their interactions with teachers Margit Painsi Richard Parncutt Department.
Mr. McNamara Ms. Talento Mr. Romanelli. Are people born SMART….?
Educational Psychology: Developing Learners
Attribution Theory.
ATTRIBUTION THEORY “The importance of giving appropriate reasons for success or failure in Sport” Why did you win/loose recent games? What reasons did.
Growth Mindsets October Born SMART….? Am I smart?
MINDSETS Brought To You By: Ms. Newcomer, Mr. Newton & Mrs. Grodin.
Achievement Motivation : Self - Theories Nida Rinthapol UCSB November 15, 2008 BMWA Workshop.
Motivational Processes Affecting Learning
Self Efficacy.
Chapter 8 – Motivation and Empowerment
Meta-Cognition, Motivation, and Affect PSY504 Spring term, 2011 February 23, 2010.
Stress and Anxiety. Anxiety A negative emotional state characterised by nervousness, worry and apprehension and associated with activation and arousal.
The Secret to Raising Smart Kids by Carol S. Dweck
Outstanding Outstanding learning key ingredients.
Understanding Mindsets The New Psychology of Success By Carol S. Dweck, Ph.D.
Ability Beliefs By MR LIGHTMAN,freedigitalphotos.netMR LIGHTMAN.
Objectives -Understand the term self-efficacy and self-confidence. -Know how a coach can help develop these. -Understand the term learned helplessness.
Personality Development
ATTRIBUTION THEORY: MAKING SENSE OF SUCCESSES AND FAILURES Damon Burton University of Idaho.
Section B: Psychology of sport performance 5. Consequences of sport performance.
What Factors Influence TOM Development? –Biological factors TOM as a product of evolution –Adaptive to understand mental states such as beliefs and desires—makes.
Stress and Anxiety. Anxiety  A negative emotional state characterised by nervousness, worry and apprehension and associated with activation and arousal.
Mindsets: Developing Talent Through a Growth Mindset Center for Confidence Growing Success September 18, 2008.
Mindset & Math Barb Bouthillier. Context for this talk.
Promoting Personalized Learning Necessary Mindsets.
GROWTH MINDSET Nurturing Better Learners. In your groups, come up with short sentences that sum up your current understanding of the terms “growth mindset”

Attribution Theory. Attribution Theory:  A cognitive theory that considers a person’s beliefs about causes of outcomes (specifically success and failure)
Changing the Way We Think about Growing
Carol Dweck (Stanford University) Adapted from How do people’s beliefs influence their motivation and subsequent achievement in academic.
MOTIVATIONAL CLIMATE: CONSTRUCTING A SUCCESS-INDUCING ENVIRONMENT Damon Burton University of Idaho.
Raising Student Achievement By Promoting a Growth Mindset
HOW PERCEPTIONS OF SUCCESS AND GOALS IMPACT MOTIVATION Damon Burton University of Idaho.
+ Bandura’s Social Cognitive Theory By Katie & Matt.
Mindset: Boosting Motivation and Achievement to Close the Gaps Texas Higher Education Coordinating Board 2007 Governing Board Conference Houston, Texas.
Today’s Webinar will begin shortly Improving Academic Achievement: Effects of Stereotypes, Beliefs about Intelligence, and Belonging There TWO ways to.
WHAT MOTIVATES TEACHERS?
SEALS Mindset, Grit, and Goals
Chapter 11 Motivation and Affect. Chapter 11 Motivation and Affect.
Don Christensen, Gwynith Hoffman-Robinson, & Rosalie Tepper
Mindset: The Psychology of Learning and Achievement
Happiness Project: Mindset
Cultivating a Growth Mindset for Personal and Professional Success
Do Geniuses really need to work hard? Or Does it Just Come Naturally?
Developing A Growth Mindset Through Positive Coaching
Raising student achievement by promoting a Growth Mindset
How to support those with SEND
Attribution sports-psychology/
Growth Mindsets.
Personal Agency and Power in Light of Complex Problems
Growth Mindset: Knowing how to best succeed in this classroom and in other ways in other places in life so you can be cool.
Educational Psychology: Developing Learners
Presentation transcript:

MOTIVATIONAL BELIEFS, GOALS AND PATTERNS Damon Burton University of Idaho

GOAL MODEL OF MOTIVATION (A ntecedents) (Consequences) Beliefs about Goal Motivational Talent Orientations Patterns Talent Orientations Patterns 1.Capacity Ego-Involved Success- & or Outcome Failure-Oriented or Outcome Failure-Oriented 2.Learning Task-Involved Performance- or Performance Oriented or Performance Oriented

BELIEFS ABOUT TALENT & INTELLIGENCE Capacity beliefs – intelligence and sport ability are fixed and unchangeable.  The worst thing is to look dumb or incompetent  Talent is measured now and far into the future. Learning beliefs – intelligence and talent are changeable and controllable.  The worst thing is to not learn.  Talent is measured for the present but not for the future.

ROLE OF EFFORT IN TALENT BELIEFS Capacity beliefs – high ability means you shouldn’t have to work hard.  They feel smart when others struggle.  They perceive a negative relationship between effort and performance. Learning beliefs – hard work always is necessary to reach your potential.  They feel smart when they help others or bring out the best in others.  They perceive a positive relationship between effort and performance.  Effort will get your somewhere better as long as you work hard.

BELIEFS-GOAL RELATIONSHIPS Outcome Goals Outcome Goals Performance Goals Outcome Goals Outcome Goals Performance Goals Low Challenge High Challenge High Challenge Low Challenge High Challenge High Challenge Capacity 50% 32% 18% Learning 10% 29% 61%

BELIEFS PREDICT JUNIOR HIGH TRANSITION 7 th grade important transition that is stressful to adolescents because work gets suddenly harder, work gets suddenly harder, workload becomes greater, workload becomes greater, grading is more stringent, grading is more stringent, grades become more important and grades become more important and instruction is less personalized. instruction is less personalized.

HENDERSON & DWECK (1990) Predicted that capacity belief kids would show helpless responses to new environment Doubt their intellectual ability in the face of failure, More anxiety about schoolwork Achieve at a lower level compared to peers

HENDERSON & DWECK (1990) Capacity belief kids showed a marked decline in class standing. High achievers in 6 th grade were now low achievers Learning belief kids showed the most impressive gains in class standing, particularly those with low confidence in their intelligence

IMPACT OF BELIEFS ON FAILURE RESPONSES Learning Capacity Depressed Learning Capacity Depressed Group Group Group Group Group Group Global Self-Putdown Intellectual Blame Negative Affect

ROBINS & PALS (1998) Beliefs did predict goals valued. Capacity belief students blamed their failure on low ability, felt distressed and ashamed about their GPAs and gave up in challenging situations. Beliefs were stable across 3 years (r =.64)

ARONSON (1998) “Stereotype threat” is when members of a stigmatized group feel threatened when they think they’re in danger of confirming a negative group stereotype. When students believe the ability in question is malleable, or when they are trained to have learning beliefs, the harmful effects of stereotype threat are reduced.

HOW ARE BELIEFS DEVELOPED? Feedback patterns have a major impact on beliefs. If feedback focuses on traits (e.g., you’re very talented) to explain success or lack of talent to explain failure, capacity beliefs develop. If feedback focuses on effort and strategy as the keys to success and failure, learning beliefs develop

TheEnd