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Theories On
Factors Affecting
Motivation
Attribution theory
• This theory explains our successes or failures or
other events to several factors.
(popularity to your popular parents or to your own
sterling academic performances; poor economic
condition or to the vices of your father.)
Three ways
1. Locus (place)
-Internal versus external.
2.Stability
-Stable versus unstable.
3.Controllability
-Controllable versus uncontrollable.
Self-efficacy theory
A sense of high self-efficacy means a high sense of
competence. Self-efficacy is the belief that one has
the necessary capabilities to perform a task, to
fulfill role expectations, or meet a challenging
situation successfully.
Self efficacy- Enhancing strategies
• Make sure students master the basic skills.
• Help them to make noticeable progress difficult
tasks.
• Communicate confidence in students’ abilities
through both words and actions.
• Expose them successful peers.
Other recommendations
• Provide competence-promoting feedback.
• Promote mastery on challenging tasks.
• Promote self-comparison rather than comparison
with others.
• Be sure errors occur within an overall context of
success.
Self-determination and self
regulation theories
Self-determination
• Present rules & instructions in an informational
manner rather than controlling manner.
• Provide opportunities for students to make
choices.
• Evaluate student performance in a non-controlling
fashion.
What are indicators of self-
regulation
• Set standards for oneself
• Monitor and evaluate one’s own
behavior against such standards
• Impose consequences on oneself for
one’s successes or failures.
(Omrod, 2004)
Following processes:
• Goal-setting.
• Planning.
• Attention control.
• Application of learning strategies.
• Self-monitoring.
• Self-evaluation.
Choice Theory
Bob Sullo (2007)
*4 Basic psychological needs:
• Belonging or connecting
• Power or competence
• Freedom
• Fun
Theories on factors affecting motivation
Goal theory
• Learning goals versus performance goals
-Learning goal
“desire to acquire additional knowledge or master
new skills.”
-Performance goal
“desire to look good and receive favorable
judgments from others or else look bad and
receive unfavorable judgments.”
• Self-determined goals
-personally relevant goals and self-determined goals
enhance a student’s motivation.
• Goal Setting
Major elements:
1. goal acceptance
2. Specifity
3. Challenge
4. Performance monitoring
5. Performance feedback.
Lesson objectives:
SMART
(specific, measurable, attainable, result oriented
and time bound) and challenging.
Theories on factors affecting motivation

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Theories on factors affecting motivation

  • 2. Attribution theory • This theory explains our successes or failures or other events to several factors. (popularity to your popular parents or to your own sterling academic performances; poor economic condition or to the vices of your father.)
  • 4. 1. Locus (place) -Internal versus external. 2.Stability -Stable versus unstable. 3.Controllability -Controllable versus uncontrollable.
  • 5. Self-efficacy theory A sense of high self-efficacy means a high sense of competence. Self-efficacy is the belief that one has the necessary capabilities to perform a task, to fulfill role expectations, or meet a challenging situation successfully.
  • 6. Self efficacy- Enhancing strategies • Make sure students master the basic skills. • Help them to make noticeable progress difficult tasks. • Communicate confidence in students’ abilities through both words and actions. • Expose them successful peers.
  • 7. Other recommendations • Provide competence-promoting feedback. • Promote mastery on challenging tasks. • Promote self-comparison rather than comparison with others. • Be sure errors occur within an overall context of success.
  • 9. Self-determination • Present rules & instructions in an informational manner rather than controlling manner. • Provide opportunities for students to make choices. • Evaluate student performance in a non-controlling fashion.
  • 10. What are indicators of self- regulation
  • 11. • Set standards for oneself • Monitor and evaluate one’s own behavior against such standards • Impose consequences on oneself for one’s successes or failures. (Omrod, 2004)
  • 12. Following processes: • Goal-setting. • Planning. • Attention control. • Application of learning strategies. • Self-monitoring. • Self-evaluation.
  • 13. Choice Theory Bob Sullo (2007) *4 Basic psychological needs: • Belonging or connecting • Power or competence • Freedom • Fun
  • 16. • Learning goals versus performance goals -Learning goal “desire to acquire additional knowledge or master new skills.” -Performance goal “desire to look good and receive favorable judgments from others or else look bad and receive unfavorable judgments.”
  • 17. • Self-determined goals -personally relevant goals and self-determined goals enhance a student’s motivation. • Goal Setting Major elements: 1. goal acceptance 2. Specifity 3. Challenge 4. Performance monitoring 5. Performance feedback.
  • 18. Lesson objectives: SMART (specific, measurable, attainable, result oriented and time bound) and challenging.