1. Angela Goodwin<br />EDU 615<br />January 24, 2010<br />Motivation to Learn<br />Educators across the nation in a variety of grade levels, communities and disciplines face the challenge of motivating learners on a 21st century level. What we know about motivation, however, is rooted in centuries of research in fundamental human behavior. Eggen and Kauchak cite Piaget’s concept of equilibrium as a primal “need for order and understanding” which is the foundation for cognitive theories of motivation. Reflection on the five theories maps an interconnectedness of motivational forces and suggests a cyclical process that individuals experience as learners.<br />Students of all ages and backgrounds have identified at one point or another with each of the five cognitive theories of motivation. The cycle often begins with Self-Efficacy and follows through to Attribution. Closely related to each other, these two theories hinge on the student’s perception of outside influences, factors, and uncontrollable forces. While Attribution is often external forces, Self-Efficacy can be described as self-talk or an “inner voice.” While either can work in favor of motivation, they also can be crushing for a struggling learner. <br />When individuals approach a task they often bring a set of expectations to the experience. Eggen and Kauchak present the Expectancy x value theory to help educators acknowledge the degree to which students “expect to succeed on the task and value task achievement…” (Eggen & Kauchak 2007) If we consider that a classroom of thirty-six students have a broad spectrum of “x” we address this theory to scaffold learning to be accessible to students with a low set of expectations. Until this is accomplished the cycle is stalled.<br />Following our expectations as learners we set out to achieve our goals and objectives. Motivational theories Goal & Goal Oriented and Self-Determination are coupled in the learner process as human nature to compete and control our outcome and environments rather than fall victim to fate and external powers. When schools encounter students who suffer insurmountable adversity it is most apparent that goals and self-determination seems lacking. While this may be true in the academic arena, their personal lives and personal self-determination are commendable and very much intact. That said, the responsibility of educators to recognize and acknowledge the student’s progress acts as impetus to progression within the cycle. <br />Round out the cycle we return to the Attribution theory the student has successes to celebrate and is compelled to recognize his/her achievements and a powerful teacher motivator will capitalize on this task as a springboard to approach future tasks. This is a fabulous argument for the value of self-reflection and self-assessment activities for students. The greatest news about motivational theory is that we, too, are interconnected in our experiences as learners further confirming our faith in all students.<br />Eggen, P. & Kauchak, D. (2007). Educational Psychology: Windows on Classrooms. New Jersey: Pearson Education. <br />Welcome to Ms. Goodwin’s class!<br />I am honored to have the opportunity to get to know your child and his/her learning profile. Please consider this invitation to reflect on your child’s school experiences as a tool for successful learning. I appreciate your time and effort and offer my time and effort in return. I am a strong supporter of the motivational theories that explore the students’ beliefs about learning and I hope to move your child forward in his/her experiences with English/Language Arts. If you find that sending an e-mail or making a phone call works better for you, please feel free to contact me at your earliest convenience. You may consider including your child’s input on this learning profile.<br />My child’s experience with…Very GoodGoodFairChallengingVery ChallengingREADINGWRITINGNOTE-TAKINGPRESENTINGGROUP WORK<br />Please feel free to comment and provide specifics on any of the experiences. I will maintain your child’s privacy and am eager to be a new experience in learning for your student. Thank you for your time and effort and continued support.<br />Sincerely,Ms. GoodwinEnglish Dept.<br />