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EDU 330: Educational Psychology Dr. Daniel Moos
Motivation EDU 330: Educational Psychology Dr. Daniel Moos
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Overview Video Objectives: Understand assumptions and applications of:
Behavioral View of Motivation Social Cognitive View of Motivation Cognitive Views of Motivation Expectancy X Value Theory Humanistic View of Motivation 1
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The Behavioral View of Motivation
Students are motivated to complete a task by the desire to obtain an externally provided reinforcer (extrinsic reinforcement) Limitations of the Behavioral View Temporary changes (in absence of reward) Materialistic View Undermining Effect with Intrinsic motivation
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The Social Cognitive View of Motivation
Two factors that influence motivation: The models to which people are exposed The strength of one’s self-efficacy for a particular task The Power of Persuasive Models Students who observe an admired model receive reinforcement may be motivated to exhibit the same behavior because they expect to receive the same reinforcement (vicarious reinforcement)
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The Social Cognitive View of Motivation
The Importance of Self-Efficacy Choice of learning goals – Task mastery goals – Performance-approach goals – Performance-avoidance goals Outcome expectations – High self-efficacy high expectation of positive outcome Attributions – Ability, effort, luck, task difficulty
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Other Cognitive Views of Motivation
Attributions: Explanations that people tend to make to explain success or failure Controllable Uncontrollable Internal Effort Luck Difficulty of Test Choice of Study Environments External
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Attribution Theory: Introduction (II)
How do individuals typically attribute their success and/or failure? Interpret successes and failures in a manner that is most likely to maintain positive self-image Success/Failure Success Failure Controllable Uncontrollable Internal Effort Luck Difficulty of Test Choice of Study Environments External
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Attribution Theory: Introduction (III)
Attribution Locus Stability Controllability Inherited ability internal stable uncontrollable Personality internal stable uncontrollable Effort internal unstable controllable Task Difficulty external stable uncontrollable Luck external unstable uncontrollable
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Other Cognitive Views of Motivation
Self-determination theory: Process of deciding how to act on one’s environment (Ryan & Deci, 2000) Need Definition Classroom Application/Example Competence Ability to function effectively in the environment Feedback (“Your problem-solving skills are improving. Good work!”) Independence and ability to alter the environment Teacher asks for student input on rules, encourages students to set & monitor goals Autonomy The feeling of being connected to others in one’s environment Teacher spends time with her students before & after school, helping them w/ homework, etc Relatedness
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Other Cognitive Views of Motivation
Beliefs about the Nature of Cognitive Ability Entity Theorists – Believe that intelligence is like a thing, or entity, that has fixed characteristics Incremental Theorists – Believe that intelligence can be gradually improved by adding to and refining thinking skills Developmental trajectory
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Attribution Theory: Case Study
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Attribution Theory: Strategies
“I am competent” AND “I worked hard” NOT beneficial to completely attribute to ability (2) Students most likely to persist after failing if they attribute failure to a lack of appropriate effort (3) Scaffold student’s understanding of effort Students often confuse spending time doing ineffective activities with effort Students often have incorrect conceptions of their understanding (metacognition) (4) Should assessment include evaluations of effort?
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Expectancy X Value Theory
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Motivation: Humanistic views (II)
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Motivation: Humanistic views (III)
Applying humanistic views of motivation to the classroom: Treat students as people first and learners second. Provide students with unconditional positive regard by separating their behaviors from their intrinsic worth. Create safe and orderly classrooms where students believe they can learn, and they are expected to do so.
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