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Presentation
1. Overview
What Is Motivation?
Four General Approaches to Motivation
Goal Orientation and Motivation
Interests and Motivation
Self-Schemas
Copyright 2001 by Allyn and Bacon
2. Concept Map for
Chapter 10
What Is
Self-Schemas
Motivation
Teachers, Teaching, &
Educational Psychology
Four
Interests and Approaches to
Motivation Goal
Motivation
Orientation and
Motivation
Copyright 2001 by Allyn and Bacon
3. Motivation
Motivation defined:
Internal state
Arouses, directs, maintains behavior
Intrinsic / Extrinsic
Locus of causality
Copyright 2001 by Allyn and Bacon
5. Behavioral Approach
Rewards are consequences of behaviors
Incentives encourage or discourage
behaviors
Copyright 2001 by Allyn and Bacon
6. Humanistic Approaches
Third force psychology
Emphasis on personal choice
Needs
Self-actualization / Self-determination
Maslow’s hierarchy
See Figure 10.1, Woolfolk, p. 371 and
Point▼Counterpoint p. 372
Copyright 2001 by Allyn and Bacon
8. Maslow’s Hierarchy
Self-
Actualization Being (growth)
Motivation increases
Need Needs
as needs are met
Aesthetic Needs
Need to know & Understand
Esteem Needs Deficiency
Motivation
Belongingness & Love Needs Needs
decreases
as needs Safety Needs
are met
Physiological Needs
Copyright 2001 by AllynAllyn and Bacon
Copyright 2001 by and Bacon
9. Cognitive Perspective
Focus on thinking
Emphasizes intrinsic motivation
People are active and curious
Plans, goals, schemas, and expectations
Copyright 2001 by Allyn and Bacon
10. Cognitive Perspective
Attribution theory
Perceived cause of successes or failures
Locus
Stability
Responsibility
Attributions in the classroom
Teacher actions influence student
attributions
Expectancy X Value Theory
Copyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
13. Examples of Attribution Theory
Internal locus, stable, controllable:
I am good at studying for multiple choice
tests, so I will do well on the next
Educational Psychology Exam.
Internal, stable, uncontrollable:
Essay tests are always hard for me, so I
won’t do well in American Literature.
Copyright 2001 by Allyn and Bacon
14. Sociocultural Conceptions of
Motivation
Emphasizes participation in communities
of practice
Legitimate peripheral participation
Relate to authentic tasks
See table 10.2, Woolfolk, p. 376 for a
comparison of all four approaches
Copyright 2001 by Allyn and Bacon
16. Why Goals Improve
Performance
Direct attention to the task at hand
Mobilize effort
Increase persistence
Promote development of new strategies
Copyright 2001 by Allyn and Bacon
17. Four Kinds of Goals
Learning goals / task-involved
Performance goals / ego-involved
Work-avoidance goals
Social goals
The need for relatedness
They won’t care how much you know
until they know how much you care.
Copyright 2001 by Allyn and Bacon
18. Feedback & Goal Acceptance:
Effective Goals Are
Specific
Challenging
Attainable
Focused on the task
Supported by social relationships
Reinforced with feedback
Accepted by the student
See Family and Community
Copyright 2001 by Allyn and Bacon Partnerships, Woolfolk, p. 380
19. Reflection Questions
What goal have you set for yourself
recently?
Did you follow good goal setting
principles?
How can you improve your personal goal
setting practices?
How does goal setting affect your
motivation?
Copyright 2001 by Allyn and Bacon
21. Interest and Emotions
Student interests linked with success in
school
Fantasy to stimulate challenge & interest
Ensure that ‘interesting details’ are
legitimately tied to learning
See Guidelines, Woolfolk, p. 382
Copyright 2001 by Allyn and Bacon
22. Arousal: Excitement & Anxiety
in Learning
Arousal: excitement, alertness, attention
Curiosity: novelty & complexity
Anxiety: uneasiness, tension, stress
Anxiety and effects on achievement
Coping with anxiety
Problem solving
Emotional management
Avoidance
Copyright 2001 by Allyn and Bacon
23. Implications for Teachers
Keep level of arousal right for learners
Sleepy students?
Introduce variety
Arouse curiosity
Surprise them
Wiggle break
See Guidelines, Woolfolk, p. 386
Copyright 2001 by Allyn and Bacon
25. Beliefs about Ability
Entity view
Incremental view
Developmental differences
Effects on types of goals
Copyright 2001 by Allyn and Bacon
26. Beliefs about Self-Efficacy
Self-efficacy, self-concept, & self-esteem
Sources of self-efficacy
Mastery experiences
Vicarious experiences
Social persuasion
Efficacy and motivation
Teacher efficacy
Copyright 2001 by Allyn and Bacon
27. Beliefs about Self
Self-determination or other-determination
Classroom environment & self-
determination
Cognitive evaluation theory
Learned helplessness
Self-worth
Mastery-oriented
Failure-avoiding
Failure-accepting
Copyright 2001 by Allyn and Bacon
28. Reflection Questions
How will you deal with a student who is
exhibiting learned helplessness?
One of your students is avoiding failure
by not doing assignments. How will you
approach this challenge?
Copyright 2001 by Allyn and Bacon
29. Lessons for Teachers
Emphasize students’ progress
Make specific suggestions for improvement
Stress connection between effort &
accomplishment
Set learning goals for your students
Model mastery orientation
Copyright 2001 by Allyn and Bacon
30. Summary
What Is Motivation?
Four General Approaches to Motivation
Goal Orientation and Motivation
Interests and Motivation
Self-Schemas
Copyright 2001 by Allyn and Bacon
31. Review Questions
Define motivation.
What is the difference between intrinsic
and extrinsic motivation?
How does locus of causality apply to
motivation?
What are the key factors in motivation
according to a behavioral viewpoint?
Humanistic? Cognitive? Sociocultural?
Copyright 2001 by Allyn and Bacon
32. Review Questions
Distinguish between deficiency needs
and being needs in Maslow’s theory.
What are the three dimensions of
attribution in Weiner’s theory?
What are expectancy X value theories?
What is legitimate peripheral
participation?
What kinds of goals are most motivating?
Copyright 2001 by Allyn and Bacon
33. Review Questions
Describe learning, performance, work-
avoidance, and social goals.
What makes goal setting effective in the
classroom?
Do interests and emotions affect learning?
How?
What is the role of arousal in learning?
How does anxiety interfere with learning?
Copyright 2001 by Allyn and Bacon
34. Review Questions
How do beliefs about ability affect
motivation?
What is self-efficacy and how is it
different from other self-schemas?
What are the sources of self-efficacy and
how does efficacy affect motivation?
How does self-determination affect
motivation?
How does self-worth affect motivation?
Copyright 2001 by Allyn and Bacon
