1. Development of Motivation and Self-Regulation
Developing a
Sense of Self-Efficacy and Self-Determination

2. Sense of Purpose: Development of Goals
"Human beings are purposeful by nature: People set goals for themselves and choose behaviors they think will help them achieve those goals."
(Deck & Elliot, 1983, A. Kaplan,
1998; Locke & Latham, 1994).

3. Extrinsic Motivation
Extrinsic Motivation: Motivation provoked by external consequences the certain behaviors bring. Examples?

4. Intrinsic Motivation
Intrinsic Motivation: Motivation resulting from personal characteristics or inherent interest in the task being performed. Examples?

5. Intrinsic Motivation: Steps to Internalization
External Regulation: Initial motivation begins w/ external reinforcers.
Introjection: Behavior gains approval from others. Inner standards develop.

6. Intrinsic Motivation: Steps to Internalization
Identification: Certain behaviors are personally valuable and important.
Integration: Connects to values and 'sense of self' - 'part of who I am'.

7. Factors in Intrinsic Motivation
Self Efficacy: Belief that one is capable of executing certain
behaviors, reaching
certain goals.
Self-Determination:
Belief that one has
choice and control
regarding future
course of one's life.

8. Level of Interest: Situational Interest: Temporary
Personal Interest: Stable, long-term

9. Recognizing Intrinsic Motivation in Children
Inquisitiveness: Eagerness to explore, fascination, questions, lack of concern about external rewards.
High Self-Efficacy: Willing to take risks, make mistakes, pleasure in work.

10. Intrinsic Motivation in Children
Autonomy: Self-chosen activities. Engages in minimally structured learning tasks.

11. Recognizing Intrinsic Motivation in Children
Effective Learning Strategies: Making 'sense' of subject matter, persistent in developing complex understandings.

12. Intrinsic Motivation
Long Term Interests: Consistent selection of specific topics, initiation of activities in a particular domain.
Priorities: Willing to do
'hard-stuff' to pursue
chosen interest.

13. Maintaining Intrinsic Motivation:
Intrinsic Motivation to achieve in school declines over time. Why?
Transitions to middle and high school can be critical. Why?

14. Maintaining Intrinsic Motivation:
Boredom, Impatience, w/ highly-structured or repetitive activities.
Relevance, Non-relevance to personal and future goals.

15. Development of Goals: Goal-directed Behavior
appears toward latter end of first year (Piaget)

16. Development of Goals: Children / Adolescents
wide variety of goals: academic, social, successful future, etc.
Academic Goals: Mastery Goals, Performance Goals.
Social Goals: Friendship
groups, approval

17. Development of Goals
Future Aspirations: Set goals for 'future selves', career goals, relationships.
Coordinating Multiple Goals: Simultaneous and sometimes conflicting goals. Academic vs. Social.

18. Development of Attributions:
Attributions: Various explanations people have for successes and failures. 'Causes of Events'.

19. Attributions:
Internal vs. External: causes are outside or inside themselves.
Stable vs. Unstable: causes will not change, causes are situational.
Interpretations: may not reflect reality

20. Attributions:
Many children increasingly attribute their successes and failures to stable, uncontrollable characteristics, rather than to effort. 'blaming'

21. Attributions:
Incremental View: success comes if I try hard and persevere.
Entity View: success is beyond individual control.

22. Attribution Patterns:
Children and Adolescents become more aware of the reactions that different attributions elicit from adults.

23. Attribution Patterns:
Taking responsibility or 'learned helplessness'?
Foster 'mastery orientation' not 'learned helplessness'.

24. Diversity in Motivation:
Gender Differences:
Boys have more
ambitious career
aspirations than girls.
Boys:
Mastery attribution
patterns.

25. Diversity in Motivation:
Girls: 'Learned Helplessness' patterns.
Patterns appear even when achievement levels are equal.

26. Building Motivation:
Focus on Internal Pleasures: enjoyment, pride in accomplishment.
Pique curiosity.

27. Building Motivation: Incorporate fantasy, adventure, etc. Physical
involvement.
Connect to
student's areas
of interest.

28. Building Motivation:
Enhance feelings of self-efficacy for mastering knowledge and skills.
Maintain student's self-determination.
Encourage setting of specific goals.

29. Building Motivation Encourage mastery goals.
Downplay seriousness of failures.
Help students meet social goals.
Encouraging messages about causes.

30. Building Motivation: Use extrinsic motivators when needed.
Be attentive to 'students at risk'.
Teach 'Self Regulation': ability to direct and control one's own actions.

31. Self-Regulation: Impulse Control: to meet goals
Emotional Regulation: to meet goals
Self-socialization: voluntary compliance

32. Self-Regulation Goal Setting: self-chosen goals Delaying Gratification
waiting - reward
Self-Motivation:
self-reward
Self-regulated
Learning:
monitor self

33. Promoting Self-Regulation:
Create an orderly environment
Provide opportunities for choice
Provide help when necessary

34. Promoting Self-Regulation:
Foster appropriate independence
Teach 'self-reinforcement'
Guide behavior, don't command
Teach self-regulation skills

35. Self-Regulation Skills:
Self-monitoring: teach children to observe and record their own behavior.
Self-instruction: ways to remind themselves to take appropriate action.

36. Self-Regulation Skills:
Self-motivation: Teach strategies: cut into small pieces, self-reward.
Self-evaluation: Judge own actions, behavior, positive focus.

37. Moral Reasoning and Behavior:
Children begin
using internal
standards to
evaluate behavior
at an early age
(before age 2).

38. Moral Reasoning and Behavior
Guilt: pain or distress
for someone else
Shame: embarrassment
when fail to meet own
or other's standards.
Empathy/Sympathy:
motivates moral behavior

39. Factors Affecting Moral Reasoning and Development:
General Cognitive Development
Interactions with Peers
Use of Reason and Rationales

40. Factors Affecting Moral Reasoning
Moral Issues and Dilemmas
Sense of Self
Gender Differences: Porcupine Dilemma
Ethnic and Cultural Differences