The document discusses motivation and self-regulation in learning. It defines motivation as goal-directed behavior that is instigated and sustained. Motivation comes from enactive mastery experiences of past successes, vicarious experiences of observing role models, and verbal persuasion from others. Self-regulation involves setting goals, self-reflection to make judgments, and employing strategies to achieve goals. Motivation and self-regulation are important for engaging students in new learning based on past experiences.

1. Motivation and Self
Regulation
KATHLEEN MAY

2. Motivation and Goals
 Motivation – Refers to the process whereby goal-directed behavior is
instigated and sustained.
 Work related rather than a play concept.
 Goals – setting a standard for your performance
 Example! – Noah was fascinated with trains. When the Transportation
Everywhere unit began his teacher made sure to teach some
lessons centered around trains. Noah completed all of his work, and even
did even did extra. In future lessons, even on things that Noah
was not interested in, he was motivated to do the work
because his teacher took the time to meet his needs.

3. Experiences
 Enactive Mastery Experiences refers to
a learners own previous success at a
task. Before students can master a
new task they have to show an
understanding of previous task.
 For example, when I was in my PSYC
150 class, I had to take mastery
quizzes. Before I could move on, I had
to score at least an 80 percent.
 Vicarious experiences – the learner’s
observation of a role model attaining
success at a task

4. Verbal Persuasion and Physiological
States
 Verbal persuasion – refers to others
persuading a learner that he or she is
capable of succeeding at a particular
task
 Example - When we are working on
assignments, myself and other
students encourage others to do their
bests
 Physiological states – “gut feeling”
convinces them of probable success
or failure

5. Self-Regulation
 Self-Regulation Set goals for their learning and then attempt to monitor
and regulate, and control their cognition, motivation, and
behavior guided and constrained by their goals
 Forethought – Set goals
 Self – Reflection – Make judgments
 Performance – employ strategies.

7. Wrapping It Up
 Motivation - What happens as a result
of past learning determines to a large
degree whether students will engage
in new learning at some time in the
future.
https://play.kahoot.it/#/?quizId=f5149225-
97b4-4c63-8f53-118adf126cd0
 Self-Regulation – Providing
opportunities for learners to set and
manage goals. Also providing
opportunities for self appraisal and a
reflective community.

8. Picture Credit
 Slide 2 – http://study.com/academy/lesson/the-role-of-motivation-in-self-
regulated-learning.html
 Slide 3- pagedragon.com
 Slide 4- movieposter.com
 Slide 5- eiplayground.blogspot.com
 Slide 6- https://ponsjournaljourney2learning.wordpress.com/2013/07/12/my-last-
step/
 Slide 7- http://www.slideshare.net/eLearnCenter/open-seminar-automatic-
feedback-for-motivation-and-selfregulation-denise-whitelock
 Slide 8- pinterest.com