1. © 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 13 Motivation, Teaching, and Learning Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

2. © 2009 McGraw-Hill Higher Education. All rights reserved. Learning Goals 1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. 2. Discuss the important processes in motivation to achieve. 3. Explain how relationships and sociocultural contexts can support or undercut motivation. 4. Recommend how to help students with achievement problems. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

3. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation, Teaching, and Learning Exploring Motivation What Is Motivation? Perspectives on Motivation Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

4. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation … involves the processes that energize, direct, and sustain behavior. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

5. © 2009 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The behavioral perspective emphasizes external rewards and punishments as keys in determining student motivation. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

6. © 2009 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The humanistic perspective stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

7. © 2009 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The cognitive perspective focuses on students’ competence motivation, their internal motivation to achieve, their attributions, and their beliefs that they can effectively control their environment. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

8. © 2009 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The social perspective stresses the need for affiliation or relatedness that involves establishing, maintaining, and restoring warm, close, personal relationships. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

9. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation, Teaching, and Learning Achievement Processes Extrinsic and Intrinsic Motivation Mastery Motivation and Mindset Self-Efficacy Goal-Setting, Planning, and Self-Monitoring Expectations Values and Purpose Attribution Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

10. © 2009 McGraw-Hill Higher Education. All rights reserved. Extrinsic vs. Intrinsic Motivation Extrinsically motivated students … Do something to obtain something else. Are influenced by rewards and punishments. Intrinsically motivated students … Are internally motivated to doing something for its own sake. Increase motivation when they are given some personal choice. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

11. © 2009 McGraw-Hill Higher Education. All rights reserved. Optimal Experiences & Flow Flow occurs:  When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity.  When students are challenged and perceive that they have a high degree of skill. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

12. © 2009 McGraw-Hill Higher Education. All rights reserved. Attribution Theory Bernard Weiner Attribution theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem. Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success. Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

13. © 2009 McGraw-Hill Higher Education. All rights reserved. Attribution Theory Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

14. © 2009 McGraw-Hill Higher Education. All rights reserved. James believes he did well on a test because he was lucky. Q.1: Describe James’ attribution along Weiner’s dimensions. Steve believes he did poorly on a test because he is stupid. Q.2: Describe Steve's attribution along Weiner’s dimensions. Weiner’s Attribution Theory Theory into Practice Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

15. © 2009 McGraw-Hill Higher Education. All rights reserved. Sally believes she did poorly on a test because she didn’t study enough for this test. Weiner’s Attribution Theory Theory into Practice Q.3: Describe Sally’s attribution along Weiner’s dimensions. Sandra believes she did poorly in a class because the teacher doesn’t like her. Q.4: Describe Sandra's attribution along Weiner’s dimensions. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

16. © 2009 McGraw-Hill Higher Education. All rights reserved. Achievement Goal Orientation Helpless Orientation Students focus on their personal inadequacies Performance Orientation Students are concerned with the outcome rather than the process Mastery Orientation Students focus on the task rather than their ability Generate solution-oriented strategies Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

17. © 2009 McGraw-Hill Higher Education. All rights reserved. Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well. Q: What goal orientation is Susan demonstrating? Goal Theory (Mastery Motivation) Theory into Practice Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

18. © 2009 McGraw-Hill Higher Education. All rights reserved. Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy. Q: What goal orientation is Shana demonstrating? Goal Theory (Mastery Motivation) Theory into Practice Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

19. © 2009 McGraw-Hill Higher Education. All rights reserved. Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class. Q: What goal orientation is Sally demonstrating? Goal Theory (Mastery Motivation) Theory into Practice Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

20. © 2009 McGraw-Hill Higher Education. All rights reserved. Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Steve demonstrating? Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

21. © 2009 McGraw-Hill Higher Education. All rights reserved. Self-Efficacy Make sure students are not overly aroused or anxious Provide students with support from positive adult and peer models Help students develop short- and long-term goals Teach specific strategies Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

22. © 2009 McGraw-Hill Higher Education. All rights reserved. Self-Regulation Encourage and help students … Set both short- and long-term challenging goals. Manage time effectively, set priorities, and be organized. Monitor progress toward goals. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

23. © 2009 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should teachers help students who struggle by giving them assignments they can easily accomplish? YESNO Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

24. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation, Teaching, and Learning Motivation, Relationships, and Sociocultural Contexts Social Motives Social Relationships Sociocultural Contexts Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

25. © 2009 McGraw-Hill Higher Education. All rights reserved. Social Relationships Motivation to Achieve Parents should provide the right amount of challenge in a positive environment and model achievement behavior. Peers with high achievement standards will support student achievement in others. Teachers optimize achievement when they provide challenging tasks in a supportive environment. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

26. © 2009 McGraw-Hill Higher Education. All rights reserved. Sociocultural Contexts Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

27. © 2009 McGraw-Hill Higher Education. All rights reserved. Sociocultural Contexts Ethnicity There is DIVERSITY in achievement motivation within ethnic minority groups. Socioeconomic Status (SES) When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

28. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation and Gender Have higher competence beliefs in math and sports Are more rambunctious Receive more teacher attention, yet receive lower grades List more career options Have higher competence beliefs for English, reading, and social activities Often experience conflicts between gender roles and achievement Are more compliant, get less teacher attention, by middle school have lower self-esteem FemalesMales Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

29. © 2009 McGraw-Hill Higher Education. All rights reserved. Motivation, Teaching, and Learning Students with Achievement Problems Students Who Are Low- Achieving and Have Low Expectations for Success Students Who Protect Their Self-Worth by Avoiding Failure Students Who Procrastinate Students with High Anxiety Students Who Are Perfectionists Students Who Are Uninterested or Alienated Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

30. © 2009 McGraw-Hill Higher Education. All rights reserved. High Anxiety Modify negative thoughts by engaging students in more positive, task-focused thoughts Working With Students with Achievement Problems Protection of Self-Worth by Avoiding Failure Guide setting of realistic goals, strengthen link between effort and self-worth, and encourage positive self-perceptions Low Achievers with Low Expectations Provide reassurance and cognitive retraining, and reward effort and progress toward realistic goals Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

31. © 2009 McGraw-Hill Higher Education. All rights reserved. Working with Students with Achievement Problems Perfectionists Identify cost/benefits, decrease self- criticism, set realistic goals and time limits, and encourage acceptance of criticism Procrastinators Encourage acknowledgement of problem, assist in time management and task analysis, and teach behavioral and cognitive strategies for dealing with problem Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

32. © 2009 McGraw-Hill Higher Education. All rights reserved. Hard-to-Reach, Low-Achieving Students 1. Develop positive teacher-student relationships. 2. Make school more interesting. 3. Teach strategies to make learning enjoyable. 4. Consider including a mentor. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

33. © 2009 McGraw-Hill Higher Education. All rights reserved. 1. What are the issues in this case? 2. Analyze the case from the perspective of extrinsic and intrinsic motivation. 3. Analyze the case from a goal orientation perspective. Crack the Case The Reading Incentive Program Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

34. © 2009 McGraw-Hill Higher Education. All rights reserved. Crack the Case The Reading Incentive Program 4. Why do you think Sami went from receiving 1 star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school? 5. What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read? Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

35. © 2009 McGraw-Hill Higher Education. All rights reserved. Reflection & Observation Reflection: How have teachers used games to help you learn? How have they affected your motivation to learn? Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)

36. © 2009 McGraw-Hill Higher Education. All rights reserved. Daftar Pustaka Santrock, J. W. (2011). Educational psychology (5 th ed.). New York, NY: McGraw Hill. Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)