Motivational generalization


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Motivational generalization

  1. 1. Motivational Generalization Design Principle 1. Adaptive self- efficacy and competence beliefs motivate students •Provide clear and accurate feedback regarding competence and self-efficacy, focusing on the development of competence, expertise, and skill. •Design tasks that offer opportunities to be successful but also challenge students 2. Adaptive attributions and control beliefs motivate students •Provide feedback that stresses process nature of learning, including importance of effort, strategies and potential self-control of learning. •Provide opportunities to exercise some choice and control •Build supportive and caring personal relationship in the community of learners in the classroom.
  2. 2. Motivational Generalization Design Principle 3. Higher levels of interest and intrinsic motivation motivate students •Provide stimulating and interesting tasks, activities, and materials, including some novelty and variety in tasks and activities. •Provide content material and tasks that are personally meaningful and interesting to students. •Display and model interest and involvement in the content and activities. 4. Higher levels of value motivate students •Provide tasks, material, and activities that are relevant and useful to students, allowing for some personal identification with school. •Classroom discourse should focus on importance and utility of content and activities.
  3. 3. Motivational Generalization Design Principle 5. Goals motivate and direct students •Use organizational and management structures that encourage personal and social responsibility that provide a safe, comfortable, and predictable environment. •Use cooperative and collaborative groups to allow for opportunities to attain both social and academic goals. •Classroom discourse should focus on mastery, learning, and understanding course and lesson content. •Use task, reward, and evaluation structures that promote mastery, learning, effort, progress, and self-improvement standards and less reliance on social comparison or norm-reference standards.