QED529 Peer Teaching Session 3- Motivation

+
Self-Determination Theory
Theory of Achievement Goals
QED529 Discovery & Peer Teaching
Session 3
By Michelle Choy

+ Domain: Motivation
Key Problem: Lack of Motivation
:
Research Question 1a:
What causes a lack of motivation? (Amotivation)
Applicable Theory
& Justification
• Low Perceived Competence
When self-efficacy is low, failure is perceived as a
likely outcome.
Patrick, Skinner and Connell (1993) have suggested
that students who are the most detached from
school have little belief in their academic ability.
Evidence from the Scenario:
Teacher is condescending to Minah when she asks questions
about the equation. This only reinforces the students’ low
perceived competence.
Self-Determination
Theory (Deci &
Ryan, 2000)
Justification:
Students are
showing signs of
amotivation, except
for Annie who is the
teacher’s favourite
pupil.

What causes a lack of motivation? (Amotivation)
Applicable Theory &
Justification
• Nonrelevance
Students do not see the value of the rote learning.
“When a task is void of interesting or
stimulating qualities and when it is boring, routine,
tedious, arduous, or irrelevant, amotivation may
ensue. Such an activity is likely to be abandoned or
neglected.” (Legault, Green-Demers, & Pelletier,
2006)
Lucy advised Minah, “remember what she says and repeat
exactly back to her what she says. Take all she says as
facts and follow exactly what she says we are to do.”
Self-Determination
Theory (Deci & Ryan,
2000)
Justification:
Amotivation has been
associated with
boredom and poor
concentration in class
(Vallerand, Pelletier,
Blais, Brie`re, Senecal,
& Vallie`res, 1993).

What causes a lack of motivation? (Extrinsic
Motivation)
Applicable
Theory &
Justification
• Students have no autonymy (controlling). Their
opinions are rejected/ not valued by the
teacher.
When Lian Huay said the teacher was unfair. Her
unhappiness was not addressed and she was just told
to stop talking.
Self-
Determination
Theory (Deci &
Ryan, 2000)
Justification:
The teacher
uses controlling,
non-
informational
language that
coerces
students into
compliance.

+
Domain: Motivation
Research Question 1b:
How can a teacher promote intrinsic
motivation?
Applicable Theory &
Justification
Facilitate the fulfilment of students’ three
basic psychological needs as described by
SDT:
1) Need for competence
1) Need for relatedness
1) Need for autonomy
In other words, to cultivate autonomy-
supportive style
Self-Determination
Theory (Deci & Ryan,
2000)

 Kusurkar, Croiset & Ten Cate (2011) suggested some practical tips to
stimulate intrinsic motivation in students through autonomy-supportive
teaching.
Psychological Need(s)
According to SDT
Practical Tip Example
Need for Competence Identify what students want and
need
- Find out what students want out of
the teaching sessions.
- Structure activities that align with
their interests and needs.
“This is to make the learning more
relevant,
intriguing and interesting, thus
stimulating among the students.”
• Miss Jia should build on
the students’ prior
knowledge by doing a
revision of the previous
lesson at the start.
• She should be
approachable and
encouraging when
students ask her
questions.
• Hearing their concerns will
help her to design her
lesson in a way that
clarifies their doubts and
builds their competence.

teaching.
Psychological
Need(s) According to
SDT
Need for
Competence
Need for Relatedness
Give positive and constructive
feedback
- Feedback should be given in a
timely, non-threatening way.
“The tone of the feedback is equally
important. Points for improvements
should be presented as ‘suggestions’
and not as ‘directives’”(Reeve, Deci,
& Ryan, 2004).
• When students like
Minah ask questions,
Miss Jia can affirm her
by saying, “Good
question” instead of
being condescending.
• To motivate her students,
she can encourage them
with feedback about
what they are doing
correctly/ well, before
giving them tips for
improvement.

teaching.
Psychological
SDT
Need for Relatedness Give Emotional Support
- Create a warm, positive and
sharing atmosphere in the
classroom.
- - Students feel safe to express
their feelings, doubts and
questions.
“Having positive interaction with the
teacher is likely to make students
more interested in the subject matter.”
• Miss Jia can emphasize
mutual respect and care
among the students.
• When the classmates
jeered at Minah or when
John was rude to Lian
Huay., Miss Jia could
have provided firm but
caring correction and
made it a learning point
for the class.
• She should also be fair
and consistent to all
students. (no
favouritism)

teaching.
Psychological
SDT
Need for Relatedness Acknowledge students’
expressions of negative effect
- Listen patiently to students and
emphathize with them if they
communicate their disinterest or
dissatisfaction with a topic.
- Suspend judgement.
“Students need to feel heard, think
that their feelings are important to the
teacher and that they can influence
some things in the teaching sessions
with their construcitve feedback.”
• Instead of viewing all
comments or questions
from the students as
disruptions to her lesson,
Miss Jia should be more
approachable and learn
to emphathize with their
struggles.
• She can use these
opportunities to teach
them how to cope with
their difficulties. E.g.
prioritizing; stress
management; study
skills etc.

teaching.
Psychological
SDT
Need for Relatedness
Need for Autonomy
Encourage Active Participation
- This makes learning more
autonomous and increases
feelings of relatedness among the
students and with the teacher.
“This approach stimulates discussion
among the students and every
student is actively involved in the
learning process.”
Instead of always calling on
Annie, Miss Jia can direct
questions to other students.
She can also make use of
group work, giving each
group the responsibility for
discussing and working out
a different equation to
ensure active participation.

teaching.
Psychological
SDT
Need for Autonomy Give Choices
- Whenever possible, give students
choices on how they would like to
learn. (e.g. sequence of topics to
be taught, would the students like
to do group work/ presentations
etc.)
“Being involved in some of the
planning…enhances their intrinsic
motivation do the things required for
the course due to their feelings of
being stakeholders in the teaching-
learning activities” (ownership)
Since only Annie is showing
mastery of the topic, Miss
Jia can ask the students if
they would like her to revisit
certain topics that they are
unclear of.
She can also find out if they
would like to do group work
occasionally.

teaching.
Psychological
SDT
Need for Autonomy Direct with ‘can, may, could’
instead of ‘must, need, should’
- Controlling teachers use phrases
like ‘you must learn this’, ‘you
should do this’. ‘if you don’t do
this, I will give you a bad grade’,
etc.
VS.
- Autonomy-supportive teachers who
use phrases like ‘if you study this, it
will increase your understanding of
…”, ‘if you don’t study this, you may
lose out on understanding some
topics…”
• Instead of constantly
saying she needs to
finish teaching this topic
(controlling), she can use
a phrase like “if you can
give me your attention to
this, it will increase your
understanding of this
topic.”

teaching.
Psychological
SDT
Need for Autonomy Communicate value in
uninteresting activities
- Provide rationale for engaging in
uninteresting activities.
- Find ways to explain the link to
real life topics that are interesting
to the student or will develop the
student in the larger scheme of
things.
- When students see the value of
the subject, they will
autonomously choose to study it.
• Miss Jia can frame her
lessons by opening with
the “Big Picture”
(explaining the value and
importance of mastering
this skill).
• How it links to more
advanced topics or how
it is necessary
knowledge for certain
occupations students
may be interested in.

+Domain: Motivation
Key Problem: Poor Instructional Strategy
Research Question 2:
What are the Classroom structure and
Instructional strategies that lead to a mastery
goal orientation?
Applicable Theory &
Justification
On mastery goal orientation, Ames (1992) qualified
that the focus of attention is on the intrinsic value
of learning as well as effort utilization.
“One’s sense of efficacy is based on the belief that
effort will lead to success or a sense of mastery.”
Theory of Achievement Goals
- Performance Goals vs Mastery
Goals (Ames & Archer, 1987,
1988)
Justification:
Miss Jia’s students are showing signs
of performance goal orientation such
as avoidance of challenging tasks; low
self-concept and superficial, short-term
learning strategies such as
memorising.
Teacher promotes rote learning which students do not see the value of
(Performance Goal Oriented).

+Domain: Motivation
goal orientation?
Applicable Theory &
Justification
Ames (1992) suggests that “these structures
include, but are not limited to, the design of
tasks and learning activities, evaluation
practices and use of rewards, and distribution
of authority of responsibility.”
Theory of Achievement
Goals
- Performance Goals vs
Mastery Goals (Ames &
Archer, 1987, 1988)

+Domain: Motivation
goal orientation?
Applicable Theory &
Justification
In short, Ames studied three structures:
• Tasks (Design of learning activities)
• Evaluation and Recognition (Students’
perceptions of the meaning of the evaluative
information)
• Authority (Teacher’s orientation toward autonomy
and the degree to which teachers involve children
in decision making)
Theory of Achievement
Goals
- Performance Goals vs
Mastery Goals (Ames &
Archer, 1987, 1988)

+
Domain: Motivation
(Ames, 1992)

Structure Instructional Strategy for the
Scenario (Solution)
Task • Miss Jia can design activities that
are reasonably challenging for the
students, provide scaffolding and
sufficient time to gain mastery of
skills. Students must be able to see
that success is possible with
reasonable effort.
• To move away from rote learning,
she can design her tasks with more
variety to engage student interest.
(e.g. occassionally allowing them to
work in groups, informal and
ungraded quizzes etc.)

Scenario (Solution)
Authority • Miss Jia can discuss ‘class rules
and expectations’, preferred
lesson activities or task
priorities, goal setting with the
students so that they play a part
in decision making.
• She can assign roles to the
students to develop
responsibility and
independence. (e.g. Math
Representative; Group Project
Leaders; Peer Teaching etc)

Scenario (Solution)
Evaluation/ Recognition • Instead of comparing everyone
to Annie, Miss Jia can provide
encouragement by affirming
individual students’ efforts.
Celebrate growth milestones/
improvements.
• Instead of shaming her students
for asking questions/ making
mistakes, she can encourage
them to view mistakes as part of
the learning process.

+
List Of References
 Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal Of
Educational Psychology, 84(3), 261-271. doi:10.1037/0022-0663.84.3.261
 Kusurkar RA, Croiset G, Ten Cate TJ. (2011). Twelve tips to stimulate intrinsic motivation in
students through autonomy-supportive classroom teaching derived from self-determination
theory. Medical teacher, 33(12), 978-982.
 Legault, L., Green-Demers, I., & Pelletier, L. (2006). Why do high school students lack
motivation in the classroom? Toward an understanding of academic amotivation and the role
of social support. Journal of Educational Psychology, 98, 567-582.
 Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and
emotion? Joint effects of perceived control and autonomy in the academic domain. Journal
of Personality and Social Psychology, 65, 781–791.
 Reeve J, Deci EL, Ryan RM.( 2004). Self-Determination Theory: A dialectical framework for
understanding sociocultural influences on student motivation. In: McInerney DM, van Etten
S, editors. Big theories revisited. USA: Information Age Publishing Inc. pp 31–60.
 Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brie`re, N. M., Senecal, C.,& Vallie`res, E. F.
(1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on
the concurrent and construct validity of the Academic Motivation Scale. Educational and
Psychological Measurement, 53,150–172.

QED529 Peer Teaching Session 3- Motivation

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