1. Motivation Thinking About Motivation

2. Motivation Motivation: DEFINITION: From the Latin verb movere (to move). Motivation is the process whereby goal-directed activity is instigated and sustained. Why do students set and sustain goals?

3. One Part of the Answer: The Ideal Self Goals are about where we want to be. which goals we set which goals we value and which goals we keep working at. Goals are related to who we WANT TO BE.

4. The other part: The Actual Self Who students think they are affects what they want. Self-Efficacy (whether or not they are capable of achieving a goal) Things that effect self-efficacy: Mastery experiences Vicarious experience (models) Verbal persuasion Albert Bandura

5. Moving From the Actual to the Ideal For many students there is a discrepancy between who they are and who they want to become… …it can be motivating if students think they can change. if they can make connections between the present and the future. …or devastating if students don’t think they can change if they are too focused on the present.

6. Connecting Present to Future Future time perspective (FTP) is the degree to which and the way in which the chronological future is integrated into the present life-space of an individual through motivational goal-setting processes. Perceived instrumentality is an individual’s understanding of the instrumental value of a present behavior for future goals (Van Calster, Lens, & Nuttin, 1987).

7. Why do students think they can or can’t change? Beliefs about Ability! Incremental = Your ability changes over time Entity = Your ability is set at birth Beliefs about Ability lead to goal orientations. Incremental = Mastery Entity = Performance

8. Mastery vs. Performance Mastery goal orientation (Good) Students are mostly concerned with mastering the task at hand Failure suggests areas for improvement – can be motivating. Performance goal orientation (Bad) Students are mostly concerned with doing better than others Student fears that failure indicates something about their ABILITY to do the task.

9. Why would someone want to master the task? Mastery is INTRINSICALLY motivating Intrinsic motivation: wanting to do something just because it is—in and of itself—enjoyable! Why are things enjoyable? Interest Competence Curiosity Relatedness Autonomy

10. What Hurts Intrinsic Motivation? Controlling rewards Threats and deadlines Evaluation and surveillance Rule of thumb: If someone else made you – it’s not intrinsic motivation – it’s EXTRINSIC motivation.

11. What’s wrong with Extrinsic Motivation? It’s EXTRINSIC

12. How do I support student motivation through writing? Application Essay Students need to make connections to their own lives. Students need to make those connections themselves. Group Essays Tuesday – lecture (1.5 hrs): Students write essay questions concerning the weeks set of readings. Thursday—Groupwork (1.5 hrs): Students assigned to 4-5 person groups, work together each week. I take students’ questions from Tuesday and construct 5 questions for Thursday group assignment. Each group completes an essay (of their choice), in collaboration. The essay AND collaborations are evaluated.