The document provides an overview of student motivation in education. It defines motivation and lists its objectives. It describes different types of motivation including positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Factors influencing student motivation are discussed. The importance of motivation in education is highlighted and implications for different approaches are outlined. Examples of supportive teacher behaviors are requested. Overall, the document serves as a guide for understanding motivation in educational contexts.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
This document discusses theories of motivation and their implications for education. It covers:
1) Four psychological perspectives on motivation - behavioral, humanistic, cognitive, and social.
2) Types of motivation including intrinsic and extrinsic motivation. Extrinsic motivation can initially develop intrinsic motivation.
3) Maslow's hierarchy of needs and how deficiency needs must be met before growth needs. This impacts student achievement.
4) Attribution theory which explains how people attribute success and failure to internal vs. external factors like effort. Developing an internal locus of control improves student outcomes.
Motivation is key to engaging students and driving learning. There are three main influences on motivation - behavioral, cognitive, and environmental. Behavioral influences include using rewards to reinforce positive behavior, though extrinsic motivators are controversial. Cognitive influences include developing self-efficacy and a growth mindset. Environmental influences include modeling behaviors and creating a supportive learning community. The ultimate goal is to help students develop intrinsic motivation and self-regulation of their learning. Teachers can stimulate motivation by making lessons interesting and relevant, setting achievable goals, managing emotions, and creating a learner-centered environment.
Motivation, compliance, and health behaviors are influenced by various internal and external factors. Motivation is driven by both intrinsic and extrinsic factors and moving toward meeting needs and goals. Compliance refers to following a prescribed health regimen and can be directly measured, while adherence refers to a commitment to a regimen. Several models provide frameworks for understanding health behaviors, including the Health Belief Model, Health Promotion Model, and Stages of Change Model. These models incorporate factors such as perceived risks/benefits, self-efficacy, and readiness to change. Together, motivation, compliance, and application of behavioral models set the stage for positive changes in health.
The document discusses motivation from several perspectives:
1. It defines motivation and outlines different types of motivation including intrinsic and extrinsic motivation.
2. It summarizes several theories of motivation such as behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, and flow theory.
3. It provides strategies for motivating students focusing on growth mindset, building relationships, setting clear expectations, and being inspirational.
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
This document discusses theories of motivation and their implications for education. It covers:
1) Four psychological perspectives on motivation - behavioral, humanistic, cognitive, and social.
2) Types of motivation including intrinsic and extrinsic motivation. Extrinsic motivation can initially develop intrinsic motivation.
3) Maslow's hierarchy of needs and how deficiency needs must be met before growth needs. This impacts student achievement.
4) Attribution theory which explains how people attribute success and failure to internal vs. external factors like effort. Developing an internal locus of control improves student outcomes.
Motivation is key to engaging students and driving learning. There are three main influences on motivation - behavioral, cognitive, and environmental. Behavioral influences include using rewards to reinforce positive behavior, though extrinsic motivators are controversial. Cognitive influences include developing self-efficacy and a growth mindset. Environmental influences include modeling behaviors and creating a supportive learning community. The ultimate goal is to help students develop intrinsic motivation and self-regulation of their learning. Teachers can stimulate motivation by making lessons interesting and relevant, setting achievable goals, managing emotions, and creating a learner-centered environment.
Motivation, compliance, and health behaviors are influenced by various internal and external factors. Motivation is driven by both intrinsic and extrinsic factors and moving toward meeting needs and goals. Compliance refers to following a prescribed health regimen and can be directly measured, while adherence refers to a commitment to a regimen. Several models provide frameworks for understanding health behaviors, including the Health Belief Model, Health Promotion Model, and Stages of Change Model. These models incorporate factors such as perceived risks/benefits, self-efficacy, and readiness to change. Together, motivation, compliance, and application of behavioral models set the stage for positive changes in health.
The document discusses motivation from several perspectives:
1. It defines motivation and outlines different types of motivation including intrinsic and extrinsic motivation.
2. It summarizes several theories of motivation such as behaviorism, Maslow's hierarchy of needs, attribution theory, expectancy theory, and flow theory.
3. It provides strategies for motivating students focusing on growth mindset, building relationships, setting clear expectations, and being inspirational.
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
The document discusses self-regulated learning, which involves learners transforming their mental abilities into academic skills. It is composed of self, regulation, and learning. Zimmerman's model of self-regulated learning includes forethought, performance, and self-reflection phases. The document also notes that teachers do not adequately prepare students for self-regulation and do not encourage goal-setting, self-assessment, or exploration of beliefs. Parents can facilitate self-regulation in children by modeling responsible behaviors and relating experiences to help children reach goals.
The document discusses self-regulated learning and its key elements and phases. It describes self-regulated learning as composed of self (personal goals), regulation (comparing current and target status to reduce differences), and learning (activities to acquire skills). It outlines Zimmerman's model of self-regulated learning which includes forethought, performance, and self-reflection phases. Research shows self-regulated students employ strategies, monitor effectiveness and motivation, and reflect on performance to evaluate and manage responses. The document also discusses the role of parents and teachers in developing students' self-regulatory skills.
Learning is a key process that results in relatively permanent changes in behavior. It occurs through experience and interactions with the environment. Learning involves both physical and mental processes like perception, encoding, storage, and retrieval of information. Several factors can influence learning, including characteristics of the learner like motivation, ability, and health, as well as teaching methods. Learning theories provide frameworks for understanding how and why learning occurs.
Dr. Dillon's Motivation presentation 2019Liz Fogarty
This document discusses motivation and its importance for student engagement in literacy learning. It defines motivation and explains attribution theory, which posits that students' perceptions of their abilities influence their motivation. The document outlines conditions that foster learning, such as immersion in texts, demonstrations, expectations, and feedback. It provides guidelines for effective praise that motivates students and focuses on effort. Overall, the summary emphasizes developing students' self-efficacy, orienting them towards effort and skill-building over ability alone, and creating an environment that provides choices, challenges, and opportunities for control and collaboration.
This document provides information about transformational learning theory. It discusses key thinkers in the development of the theory like Jack Mezirow who formulated the theory in 1975. Mezirow defined transformational learning as "a deep structural shift in basic premises of thoughts, feelings and actions". The document then outlines Mezirow's seven phases of transformative learning which include a disorienting dilemma, self-examination, critical assessment of assumptions, planning a course of action, acquiring knowledge, provisionally trying new roles, and building competence/self-confidence. It also discusses principles of the transformative theory and provides examples of how to apply transformative learning in practice by giving students opportunities to learn new perspectives and question assumptions.
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
This document discusses different perspectives on motivation: behavioral, humanistic, and cognitive. It also covers topics such as extrinsic vs intrinsic motivation, self-determination and personal change, optimal experiences and flow, effects of rewards, developmental changes, attribution, achievement motivation, self-efficacy, self-regulation, and design principles for motivating students.
This document provides an overview of metacognition and learner-centered psychological principles. It begins by defining metacognition as "thinking about thinking" and awareness of one's own learning processes. It then describes three categories of metacognitive knowledge and strategies to develop metacognition in students. The document also outlines 14 learner-centered psychological principles divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Finally, it compares differences between novice and expert learners and their use of metacognitive strategies.
Bandura's social cognitive theory posits that learning occurs through observation of others within social contexts. His triadic causation model shows how personal factors, environmental influences, and one's behavior interact bidirectionally. Bandura identified four core elements of observational learning: attention, retention, reproduction, and motivation. Self-efficacy refers to one's beliefs about their capabilities and is shaped by mastery experiences, social persuasion, vicarious experiences, and physiological states. High self-efficacy relates to greater effort, persistence, and achievement.
This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.
This document discusses self-regulated learning (SRL) and its applications in classroom settings. SRL refers to the process by which learners actively control and regulate their cognition, motivation, behavior, and environment during learning. The document outlines two metaphors for conceptualizing SRL - as skills to be acquired or as behaviors that develop over time. It also discusses principles for promoting SRL in classrooms, such as self-appraisal, goal setting, and modeling self-regulation. Enduring questions around defining, developing, and individual differences in SRL are explored.
1. Self-directed learning allows individuals to take primary responsibility for planning, implementing, and evaluating their own learning. It involves learners setting their own learning goals, identifying resources, and evaluating outcomes.
2. Self-directed learning promotes independence and enhances cognitive abilities like problem solving, decision making, and time management. However, it requires skills like self-motivation, awareness, and the ability to self-monitor and self-modify that some learners may lack.
3. While self-directed learning has benefits, it also has drawbacks like possible errors, misguidance, lack of full content learning if not combined with other methods, and being time consuming without team collaboration. Overall balance is important
1) The document discusses definitions of motivation according to several motivation theories including behavioral, social, cognitive, and humanist perspectives. It outlines factors that influence motivation such as needs, reinforcement, expectations, and emotions.
2) Intrinsic and extrinsic motivation are explained, with intrinsic motivation arising from internal satisfaction and extrinsic from external factors like rewards. The ARCS model of capturing attention, relevance, confidence and satisfaction is also introduced.
3) The video game model of motivation is presented as breaking learning into achievable challenges with frequent feedback to build confidence and persistence through challenges. Buy-in, achievable challenge, and feedback strategies are suggested to engage students and prevent boredom or frustration.
- The document outlines 14 learner-centered psychological principles developed by the American Psychological Association to guide effective teaching and learning. The principles cover cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual difference factors. They emphasize that learning is most effective when the learner is at the center and instruction is tailored to an individual's background, interests and abilities. Educators can help learners set meaningful goals, acquire and integrate knowledge through effective strategies, and develop metacognitive skills to enhance self-directed learning. Factors like motivation, development, diversity and the learning environment also influence the teaching and learning process.
The document discusses several theories related to learner development:
1. Sigmund Freud emphasized that personality consists of the id (pleasure-centered), ego (reality-centered), and superego (conscience). He also believed people progress through 5 psychosexual development stages from oral to genital.
2. Jean Piaget's theory of cognitive development consists of 4 stages from sensorimotor to formal operations based on how children understand and interact with the world.
3. Lev Vygotsky emphasized that social learning and culture influence cognitive development and the zone of proximal development, which is the distance between what learners can do independently vs. with guidance.
This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.
The document discusses objectives and assessment for an educational assessment and evaluation course. It covers the purpose of tests, different types of tests, taxonomies for educational objectives including Bloom's taxonomy, and how to create a table of specification. Tests are used to monitor student progress, diagnose learning problems, assign grades, and evaluate instruction. A table of specification ensures a test measures the intended content and skills by listing items in cells of the content strands crossed with cognitive levels. The document provides examples of how to calculate the number of test items in each cell based on the weightings.
This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
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adult teaching methods and Av techniques ch 1&2.pptfuad80
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
The document discusses self-regulated learning, which involves learners transforming their mental abilities into academic skills. It is composed of self, regulation, and learning. Zimmerman's model of self-regulated learning includes forethought, performance, and self-reflection phases. The document also notes that teachers do not adequately prepare students for self-regulation and do not encourage goal-setting, self-assessment, or exploration of beliefs. Parents can facilitate self-regulation in children by modeling responsible behaviors and relating experiences to help children reach goals.
The document discusses self-regulated learning and its key elements and phases. It describes self-regulated learning as composed of self (personal goals), regulation (comparing current and target status to reduce differences), and learning (activities to acquire skills). It outlines Zimmerman's model of self-regulated learning which includes forethought, performance, and self-reflection phases. Research shows self-regulated students employ strategies, monitor effectiveness and motivation, and reflect on performance to evaluate and manage responses. The document also discusses the role of parents and teachers in developing students' self-regulatory skills.
Learning is a key process that results in relatively permanent changes in behavior. It occurs through experience and interactions with the environment. Learning involves both physical and mental processes like perception, encoding, storage, and retrieval of information. Several factors can influence learning, including characteristics of the learner like motivation, ability, and health, as well as teaching methods. Learning theories provide frameworks for understanding how and why learning occurs.
Dr. Dillon's Motivation presentation 2019Liz Fogarty
This document discusses motivation and its importance for student engagement in literacy learning. It defines motivation and explains attribution theory, which posits that students' perceptions of their abilities influence their motivation. The document outlines conditions that foster learning, such as immersion in texts, demonstrations, expectations, and feedback. It provides guidelines for effective praise that motivates students and focuses on effort. Overall, the summary emphasizes developing students' self-efficacy, orienting them towards effort and skill-building over ability alone, and creating an environment that provides choices, challenges, and opportunities for control and collaboration.
This document provides information about transformational learning theory. It discusses key thinkers in the development of the theory like Jack Mezirow who formulated the theory in 1975. Mezirow defined transformational learning as "a deep structural shift in basic premises of thoughts, feelings and actions". The document then outlines Mezirow's seven phases of transformative learning which include a disorienting dilemma, self-examination, critical assessment of assumptions, planning a course of action, acquiring knowledge, provisionally trying new roles, and building competence/self-confidence. It also discusses principles of the transformative theory and provides examples of how to apply transformative learning in practice by giving students opportunities to learn new perspectives and question assumptions.
- The document discusses assessment of learning needs, which involves assessing learners to help with curriculum planning, diagnose problems, and improve teaching.
- It defines assessment of learning needs and describes Kolb's learning cycle model, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation.
- Kolb's learning styles are diverging, assimilating, converging, and accommodating. The document also lists variables that affect the learning process like the learner, content, methods, environment, and media.
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
This document discusses different perspectives on motivation: behavioral, humanistic, and cognitive. It also covers topics such as extrinsic vs intrinsic motivation, self-determination and personal change, optimal experiences and flow, effects of rewards, developmental changes, attribution, achievement motivation, self-efficacy, self-regulation, and design principles for motivating students.
This document provides an overview of metacognition and learner-centered psychological principles. It begins by defining metacognition as "thinking about thinking" and awareness of one's own learning processes. It then describes three categories of metacognitive knowledge and strategies to develop metacognition in students. The document also outlines 14 learner-centered psychological principles divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Finally, it compares differences between novice and expert learners and their use of metacognitive strategies.
Bandura's social cognitive theory posits that learning occurs through observation of others within social contexts. His triadic causation model shows how personal factors, environmental influences, and one's behavior interact bidirectionally. Bandura identified four core elements of observational learning: attention, retention, reproduction, and motivation. Self-efficacy refers to one's beliefs about their capabilities and is shaped by mastery experiences, social persuasion, vicarious experiences, and physiological states. High self-efficacy relates to greater effort, persistence, and achievement.
This document provides an overview of learning theories and concepts. It discusses behaviorism, cognitivism, and social constructivism as theories of learning. It also outlines key concepts related to learning like the different types of learning, nature of learning theories, learner-centered principles, and cognitive and metacognitive factors that influence learning. Various instructional strategies that are learner-centered are also mentioned.
This document discusses self-regulated learning (SRL) and its applications in classroom settings. SRL refers to the process by which learners actively control and regulate their cognition, motivation, behavior, and environment during learning. The document outlines two metaphors for conceptualizing SRL - as skills to be acquired or as behaviors that develop over time. It also discusses principles for promoting SRL in classrooms, such as self-appraisal, goal setting, and modeling self-regulation. Enduring questions around defining, developing, and individual differences in SRL are explored.
1. Self-directed learning allows individuals to take primary responsibility for planning, implementing, and evaluating their own learning. It involves learners setting their own learning goals, identifying resources, and evaluating outcomes.
2. Self-directed learning promotes independence and enhances cognitive abilities like problem solving, decision making, and time management. However, it requires skills like self-motivation, awareness, and the ability to self-monitor and self-modify that some learners may lack.
3. While self-directed learning has benefits, it also has drawbacks like possible errors, misguidance, lack of full content learning if not combined with other methods, and being time consuming without team collaboration. Overall balance is important
1) The document discusses definitions of motivation according to several motivation theories including behavioral, social, cognitive, and humanist perspectives. It outlines factors that influence motivation such as needs, reinforcement, expectations, and emotions.
2) Intrinsic and extrinsic motivation are explained, with intrinsic motivation arising from internal satisfaction and extrinsic from external factors like rewards. The ARCS model of capturing attention, relevance, confidence and satisfaction is also introduced.
3) The video game model of motivation is presented as breaking learning into achievable challenges with frequent feedback to build confidence and persistence through challenges. Buy-in, achievable challenge, and feedback strategies are suggested to engage students and prevent boredom or frustration.
- The document outlines 14 learner-centered psychological principles developed by the American Psychological Association to guide effective teaching and learning. The principles cover cognitive and metacognitive factors, motivational and affective factors, developmental and social factors, and individual difference factors. They emphasize that learning is most effective when the learner is at the center and instruction is tailored to an individual's background, interests and abilities. Educators can help learners set meaningful goals, acquire and integrate knowledge through effective strategies, and develop metacognitive skills to enhance self-directed learning. Factors like motivation, development, diversity and the learning environment also influence the teaching and learning process.
The document discusses several theories related to learner development:
1. Sigmund Freud emphasized that personality consists of the id (pleasure-centered), ego (reality-centered), and superego (conscience). He also believed people progress through 5 psychosexual development stages from oral to genital.
2. Jean Piaget's theory of cognitive development consists of 4 stages from sensorimotor to formal operations based on how children understand and interact with the world.
3. Lev Vygotsky emphasized that social learning and culture influence cognitive development and the zone of proximal development, which is the distance between what learners can do independently vs. with guidance.
This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.
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This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
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Mariam Rafique is an MPhil scholar studying at the Distance and Non-Formal Education Centre at the Allama Iqbal Open University. She expresses her gratitude in the document.
This document provides an overview of student motivation in education. It begins by defining motivation and listing the unit objectives, which are to define motivation, identify types of motivation, explain theories of motivation, and strategies to increase motivation.
It then discusses definitions of motivation from various sources and describes the types of motivation as positive, negative, intrinsic, and extrinsic. Several theories of motivation are explained, including behavioral, humanistic, and cognitive perspectives. Behavioral theory focuses on reinforcement, humanistic theory discusses fulfilling needs, and cognitive theory addresses attribution, goals, and self-efficacy.
The document concludes by outlining factors influencing student motivation, implications for different approaches, applications of motivation in education, and strategies teachers can use
This document provides an overview of student motivation in education. It defines motivation and identifies different types, including intrinsic and extrinsic motivation. Several theories of motivation are explained, such as behavioral, humanistic, and cognitive perspectives. Maslow's hierarchy of needs and Rogers' motivation theory are discussed under the humanistic perspective. Achievement motivation and Weiner's attribution theory are covered under the cognitive perspective. The document also explores factors that influence student motivation and implications for different approaches to motivation.
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3. Objectives of the Unit
After the completion of the unit you will be able to:
1. Define and clarify the concept of motivation.
2. Identify the types of motivation.
3. Describe difference between intrinsic and
extrinsic motivation.
4. Explain different theories of motivation.
5. Explain strategies that can increase motivation
4.
5. DEFINITIONS OF MOTIVATION
“A reason or reasons for acting or behaving in a
particular way
• A set of facts and arguments used in support of a
proposal.
• “The process of arousing, sustaining and
regulating activity” Crow. L. D.,1953
• “The central factor in the effective management of
the process of learning.” B.R. Annandi ,1981
• “Motivation in school learning involves arousing,
persisting, sustaining and directing desirable
behavior.” Lepper, Mark R.,1998
7. TYPES OF MOTIVATION
• Positive Motivation
This brings about positive response to the action that one
needs to undertake in order to achieve these goals.
• Negative Motivation
It is being reinforced with fear, anxiety and such negative
feelings in order to have tasks and goals achieved.
Negative and Positive motivational forces could include
coercion, desire, fear, influence is framed, they could be
either negative or positive forces that act as actuators.
For instance a fear (negative force) of bodily injury could
be a motivation to implement the use of safety
equipment (positive force).
8.
9. Why Is Motivation in Education
Important?
• Motivation is the state that can maintain
students’ attention and behavior as well as
provides with more energy to needed to
lead tasks to completion.
• Thus, it can help sustain activities over a
period of time.
• In education, motivation can have a variety
of effects on students’ behavior,
preferences, and results.
10. • For instance, motivation can:
• help us direct our attention toward tasks that
need to be done,
• allow us to do these tasks in shorter periods of
time as well as maintain attention during a
longer time,
• minimize distractions and resist them better,
• affect how much information we retain and
store,
• influence the perception of how easy or
difficult tasks can appear.
11. Factors that Influence Students’
Motivation in Education
1. Class and Curriculum Structure:
• When students sense or see that classes follow a
structure, and the curriculum and class materials
have been prepared beforehand, it provides them
with a greater sense of security.
• The feeling of security is one of our basic needs.
When that’s provided in a learning environment, it
allows students to fully focus on the learning
material.
12. 2. Teacher Behavior and Personality
• If a student has a negative emotion such as
fear or disliking towards their teacher, that can
negatively affect their attitude toward the
subject as a whole.
• If a teacher shows a preference towards
certain students or uses humiliating language,
that can lower their motivation in education.
• On the other hand, kindness, optimism,
positive feedback, and encouragement can
positively affect students’ motivation to learn.
13. 3. Teaching Methods
• Students are more likely to retain their motivation in education if
educators use different teaching methods. That creates diversity
and prevents students from getting bored.
• Students in a single class are likely to have different styles of
learning.
• Thus, a teacher is more likely to meet these needs by applying
different teaching methods.
4.Learning Environment
• School environment or school climate is another factor that
affects motivation in education.
• School environment refers to different norms and regulations that
determine the overall climate in the school.
• Positive school environment makes students feel safe and secure,
meets their basic needs such as daily meals, and provides an
optimal environment for them to build healthy social
relationships.
14. 5. Assessment
• While standardized assessment increases the
standards of attainment, it can negatively influence
students’ motivation in education, especially at a
younger age.
• The opposite can be seen in countries like Finland
where primary school children do not get any tests.
• Despite the lack of assessment, Finnish children
display higher academic achievements.
• It is also common for students to lose motivation if
tests are continuously too challenging.
• This does not provide a sense of achievement and
lowers motivation in education over time.
15. THEORIES OF MOTIVATION
• Different psychological perspectives explain
motivation in four different ways Let us
explore four of these perspectives; behavioral,
humanistic, cognitive and social.
• The Behavioral Perspective
• The Humanistic Perspective
• The Cognitive Perspective
16. The Behavioral Perspective
• For behaviorists, motivation is simply a product of
effective contingent reinforcement. So, they
emphasize the use of extrinsic reinforcement to
stimulate students’ task engagement. The
reinforcement can take the form of praise, a smile,
an early mark or loss of privileges such as missing
out on sport.
• “Almost all teachers use extrinsic reinforcement in
some form to motivate students, although they
may not realize they are doing so and may not
always use such reinforcement effectively.”a
17. The Humanistic Perspective
The humanist theory of motivation is interesting
because it is not only linked to achievement and
education, but also has implications for students’
welfare and wellbeing through its concern with
basic needs. It stresses on students’ capacity for
personal growth, freedom to choose their destiny
and positive qualities.
There are two theories of motivation from
humanistic perspective:
(a) Maslow’s Hierarchy of Needs
b) Roger’s motivation theory
18. The Humanistic Perspective
(a) Maslow’s Hierarchy of Needs
Maslow (1954) perceived motivation in terms
of a hierarchy of needs that can also conceive
as ‘motives’. According to Maslow’s model,
once basic physiological needs have been
satisfied, efforts are directed toward
achieving needs associated with safety,
love and belonging, and self-esteem.
19.
20. The Humanistic Perspective (b)
Roger’s motivation theory
Carl Roger’s ideas are also influential in discussing
the nature of motivation and its impact to human
lives.
Rogers argued that: Behavior was influenced by the
individual’s perception of
both personal and environmental factors. People
should listen to their ‘inner
voices’ or innate capacity to judge what was good
for themselves, rather than relying on feedback
from external sources.
21. The Cognitive Perspective
“According to Santrock (2006) the cognitive
perspective on motivation focuses on students’
thought guide their motivation. It focuses on
students’ internal motivation to achieve, their
attribution (perception about the causes of success
or failure) and their beliefs that they can effectively
control their environment. It also stresses on the
importance of goal setting, planning and
monitoring progress toward a goal.”
• (a) Achievement Motivation
• (b) Weiner Attribution Theory
22. The Cognitive Perspective
(a) Achievement Motivation
John Atkinson and David McClelland described the need for
achievement as: “A stable personality characteristic that
drives some individuals to strive for success. Students who
have a high need for achievement are motivated to become
involved in an activity if they believe that they will be
successful. They are moderate risk taker and tend to be
attracted to tasks where the chances of success are fifty-fifty;
since there is a good chance they will be successful. They like
to attempt a task, but not if they know there is substantial risk
of failure.”
On the other hand, Krause described: “Students who have a
need to avoid failure, rather than a need to achieve success,
will look for tasks that are either very easy and have little risk
of failure, or very difficult so that failure is not their fault.”
23. The Cognitive Perspective
(b) Weiner Attribution Theory
Attribution theory is concerned with the way in which an
individual’s explanations of success and failure influence
that individual’s subsequent motivation and behavior.
Students may attribute success or failure to different
causes, depending on their beliefs about who or what
controls their success or failure.
There are three important elements to note regarding
the way in which students
interpret the cause of behavioral outcome. The three
important elements are lotus
of control, controllability and stability.
24. Implication Approaches
Behavioral Approaches
• Remember that reinforcement to increase
desired behavior motivates further learning
of this types.
• Recognize that student motivation is shaped
by previous reinforcing experiences.
• Know that students’ maladaptive attribution
of success and failure, including learned
helplessness, can be modified.
25. Implication Approaches
Cognitive Approaches
• Understand the underlying factors in students’ behavior,
studying students’ carefully and using a variety of information
sources to discover why students behave as they do.
• Accept that students are not always motivated to be
successful, and that the risk of attempting to succeed may be
overwhelmed by the need to avoid failure.
• Realize that motivating students by focusing on increasing
mastery in more effective than emphasizing performance
goals.
• Be aware of their own biases and how these might affect the
way they attribute success and failure in individual students.
26. Implication Approaches
Social Learning Approaches
• Ensure that students experience success, not
just failure.
• Remember that self-evaluation is influenced
by observing others’ achievements, and by
encouragement and high arousal in
challenging situations.
• Recognize that motivation is affected by
learners’ judgments about their own efficacy.
27. Implication Approaches
Humanist Approaches
• Become more concerned with the wider
implication of student welfare, not just with
student’s education.
• Be aware that some students are more
concerned with feelings of safety, belonging and
self-esteem than with the demands of the
school curriculum.
• Understand that students who have a major
impact on students’ motivation.
28. Write any three of Examples of
supportive-style teacher behaviors
from your book (Activity )
29. APPLICATIONS OF MOTIVATION IN
EDUCATION
Motivation in education can have several effects on
how students learn and how they behave towards
subject matter. It can:
• Direct behavior towards particular goals
• Lead to increased effort and energy
• Increase initiation of, and persistence in, activities
• Enhance cognitive processing
• Determine what consequences are reinforcing
• Lead to improved performance.
30. How can teacher increase Student’s
Motivation
• 1. Reward and punishment
• 2. Praise and Blame
• 3. Interest
• 4. Curiosity
• 5.Expectations
• 6. Clear feedback
• 7.Resprct and personality
• 8. Attitudes in motivation
• 9. Success and failure
• 10. Goals
Editor's Notes
While standardized assessment increases the standards of attainment, it can negatively influence students’ motivation in education, especially at a younger age.
The opposite can be seen in countries like Finland where primary school children do not get any tests.
Despite the lack of assessment, Finnish children display higher academic achievements.
It is also common for students