2. Motivation Principles
Ability Conceptions
Task Orientation
Interest
Utility Value

3. Ability Conceptions
Something that develops as the result of effort and persistence vs. A fixed quantity

4. Task Orientation Performance Oriented vs. Task Oriented (dependent)
(independent)

5. Interest
Intrinsic Motivation
vs.
Extrinsic Motivation

6. Utility Value Perceives activity as useful in life outside school vs.
useless and abstract

7. Attribution Theory Locus of Control Stability Responsibility
Is it my doing or the other person/thing/event?
Stability
Do things stay the same or can they change?
Responsibility
Can I control the cause?
Learned Helplessness
”I have given up trying”

9. A GROWTH mindset Fixed Mindset Growth Mindset
Intelligence is something fixed.
Do I have enough?
Growth Mindset
Intelligence is something you can develop your whole life.
“I can stretch, learn, and master new things.”

10. A GROWTH Mindset 7th grade students(Dweck, 2006)
Intelligence is unchangeable vs. can grow
2 years later: ‘unchangeable’=math scores decrease, grow=math scores increase
100 students doing poorly in math
Workshop on study skills vs. brain
S’s taught about brain, scores increased

11. Praise (Allen, 2007) 128 5th grade students
“You did well because you are smart”
“You did well because you tried hard”
S’s praised for IQ, reluctant to take harder test
90% praised for effort, eager to take on challenge
“I can’t improve because I have limited intelligence”
“I can improve my work by trying harder”

12. Students’ perceptions of their teachers’ learner-centered classroom practices are the most significant predictors of student motivation and achievement.
McCombs (2003)

13. Rewards Task-contingent Performance-contingent Success-contingent
Reward for just doing something, participation
Decline in interest for rewarded activity
Performance-contingent
Student achieves a certain standard
Negative effects
Success-contingent
Progress toward a goal
Do not have negative effects

14. Rewards Use weakest reward needed to strengthen behavior
Rewards work best if they are not expected
Reward at high rate in early stages and decrease
Only reward the behavior you want
Rewards have different value for different students
Reward success, set success within student’s grasp
Use other sources than the teacher.