1. Educational Psychology: Developing Learners
Motivation & Affect
Chapter Eleven
Educational Psychology: Developing Learners
6th edition
Jeanne Ellis Ormond

2. The Nature of Motivation
Motivation is something that engages, directs, and sustains behavior.
It is often reflected in personal investment and cognitive engagement.
Environment can also enhance student motivation to learn (situated motivation).
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

3. How Motivation Affects Learning and Behavior
Directs behavior toward particular goals
Leads to increased effort and energy
Increases initiation of, and persistence in, activities
Enhances cognitive processing
Determines what consequences are reinforcing and punishing
Leads to improved performance (when high)
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

4. Copyright © 2008 by Pearson Education, Inc
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

5. Extrinsic vs. Intrinsic Motivation
Motivation promoted by factors not within individuals
Academic activities are a means to an end.
Intrinsic
Motivation promoted by an internal desire to do something
The academic activity is the end.
Intrinsic motivation tends to lead to greater performance and longer-lasting motivation.
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

6. Theories of Motivation
Trait Perspective
Motivation involving enduring personality characteristics that learners have to a greater or lesser degree
Achievement motivation is a common trait perspective.
Behaviorist Perspective
Motivation guided by possibility of reinforcing outcomes
Drive theories
The lack of something “drives” us to engage in a behavior that will fulfill the need.
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

7. Theories of Motivation
Social Cognitive Perspective
Perspective that places heavy emphasis on the role of goals, expectations, and self-efficacy
Cognitive Perspective
Perspective that focuses on how mental processes affect motivation
Curiosity, disequilbrium
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

8. Basic Human Needs Arousal Maslow’s Hierarchy of Needs
A basic need for stimulation
Maslow’s Hierarchy of Needs
Theory of motivation that proposed people must satisfy four deficiency needs before engaging in self-actualizing activities such as learning
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

9. Basic Human Needs Competence and Self-Worth Self-Determination
Belief about one’s own general ability to deal effectively with the environment
Self-Determination
A sense of autonomy
Relatedness
The need to feel socially connected to others and to secure others’ love and respect

10. Affect & Its Effects Affect is closely related to motivation.
Learners have feelings, emotions, and moods that they bring to bear on a task.
Students are more motivated when they feel optimistic about their goals and the chances of meeting them.
When students are more excited after success, they are more willing to engage in the behavior again.
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

11. Affect & Its Effects Affect: Related to learning and cognition
Learning to do something occurs while students determine whether they like to do something.
Struggling with material may lead to disliking material.
Depending on previous experience, some material evokes positive feelings, while other material evokes negative feelings.
Hot cognition
Cognitive dissonance
The more emotional students feel about a piece of material, the more likely they are to remember it.
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

12. Anxiety in the Classroom
Feelings of uneasiness and apprehension concerning a situation with an uncertain outcome
Can be a state or a trait
Is normal and often helps us
Facilitating anxiety
Can also harm us when it is excessive
Debilitating anxiety
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

13. What Are Sources of Anxiety for Students?
Physical appearance
A new situation
Judgment or evaluation by others
Frustrating subject matter
Excessive classroom demands
Classroom tests
Physically threatening situations
Self-worthy threatening situations
The future
Changing schools
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

14. Keeping Students’ Anxiety at a Facilitative Level
Set realistic expectations for student performance
Match instruction to students’ cognitive levels and capabilities
Teach for mastery of subject
Provide assistance with note taking, tutoring, etc.
Explicitly teach strategies that enhance learning and performance
Use criterion-referenced assessment
Provide as much feedback as possible about specific behaviors
Allow students to correct errors
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

15. Addressing Diversity in Motivation and Affect
Cultural and Ethnic Differences
All children have basic needs in common; how they satisfy those needs may vary.
Need for affiliation may vary, as may the amount of encouragement for academic achievement.
Stereotype threat may be present.
Gender Differences
Girls are more concerned with doing well.
Try harder, earn higher grades, engage in less self-handicapping, have higher graduation rates
More likely to have high need for affiliation
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Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

16. Addressing Diversity in Motivation and Affect
Gender and Affect
Girls express emotions more openly, except anger.
Girls are more anxious about classroom performance.
SES
Lower-income students have more stress, may have less effective strategies and self-regulation skills.
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

17. Addressing Diversity in Motivation and Affect
Students with Special Needs
Have greatest diversity in motivation
May have difficulty meeting needs for relatedness because of fewer opportunities to socialize with peers
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition

18. General Guidelines for Motivating Students
Remember that different students will respond to different motivational strategies
Show students that they can be successful
Communicate respect for all students
Copyright © by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.
Jeanne Ellis Ormrod Educational Psychology: Developing Learners, sixth edition