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Helping students self motivate, self-regulate, and engage

Helping Students Self-Motivate, Self-Regulate and Engage in a Digital Age discusses motivating gifted students and supporting their autonomy. It discusses internalizing motivation from external regulation to intrinsic motivation. Autonomy-supportive teachers foster greater student engagement and achievement compared to controlling teachers. Learning contracts, mindfulness, growth mindset, and addressing sensory sensitivity can help students self-motivate and self-regulate.

Helping Students Self-Motivate, Self- Regulate and Engage in a Digital Age ! Angela M. Housand, Ph. D. University of North Carolina Wilmington Confratute - University of Connecticut
angelahousand.com &
www.gi%ed.uconn.edu The National Research Center on the Gifted and Talented
This Week I Have the Honor…
Self-Motivate
Motivation To be motivated means to be moved to do something
Motivation (Malone & Lepper, 1987) Curiosity Control Optimal Challenge Fantasy Interpersonal (Cooperation, Competition, & Recognition)
• Curious • Independent • Attracted to complexity • Originality in thought and action • Willing to take risks • Aware of their own creativeness • Need to produce Creatively Gifted
Motivation is Complex Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest
Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on
Internalizing  Mo4va4on:
 External  Regula.on External Regulation Externally motivated Punishment/ Reward Compliance (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
Internalizing  Mo4va4on:
 Introjec.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
Internalizing  Mo4va4on:
 Iden.fica.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose Identification ! Behaviors become personally important (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
• Tied to Student’s Identity • Personally Interesting • Integral to the Student’s Vision of the future • Viewed as Useful (Eccles & Wigfield) Personally Meaningful
Internalizing  Mo4va4on:
 Integra.on External Regulation Externally motivated Punishment/ Reward Compliance Introjection ! Act to gain approval Do not fully understand purpose Identification ! Behaviors become personally important Integration ! Behaviors become central to self-identity (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000)
Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on External Regulation Introjection ! Identification ! Integration !
Intrinsic Motivation (Self-Determination Theory) Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness
RELATEDNESS... Feeling connected to others and having a sense of belonging to a community.
COMPETENCE… Ability to demonstrate one’s capacity for success when faced with a challenge or opportunity.
COMPETENCE… Feelings of competence shape a person’s willingness to actively engage and persist in different behaviors. (Bandura 1986, 1997)
Self-efficacy influences: ! What activities we select ! How much effort we put forth ! How persistent we are in the face of difficulties ! The difficulty of the goals we set
Increasing Self-efficacy ! Past performance ! Vicarious experiences (observing others perform) ! Verbal persuasion  ! Physiological cues
Autonomy The more autonomous (self- determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior.
Autonomous Learners • Achieve highly • Learn conceptually • Stay in school (Reeve, 2002)
Autonomous Learners (Reeve, 2002) • Achieve highly • Learn conceptually • Stay in school ! • In large part, because their teachers support their autonomy rather than control their behavior
ONTARGET Autonomously-Motivated Students
 vs.
 Control-Motivated Students • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-worth (Reeve, 2002)
ONTARGET Autonomously-Motivated Students
 vs.
 Control-Motivated Students (Reeve, 2002) • Preference for optimal challenge • Enjoy optimal challenge • Stronger perceptions of control • Greater creativity • Higher rates of retention
ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-esteem
ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Greater conceptual understanding • Greater flexibility in thinking • More information processing • Greater creativity • Higher rates of retention
ONTARGET In Short… (Reeve, 2002) • Autonomously motivated students thrive in educational settings ! • Students benefit when teachers support their autonomy
• Autonomy support is not: –Permissiveness –Neglect –Independence –Laissez-faire interaction style Avoid Misconceptions
Avoid Misconceptions • Autonomy support and structure are two different classroom elements which have different aims and different effects • They are NOT the same, but can be mutually supportive
• Spend less time holding instructional materials • Provide time for independent work • Provide hints but resist giving answers • Encourage conversation • Listen – even more than you do now Tips for Teachers
• In conversation w/ students • Praise mastery • Respond to student generated questions • Make statements that are empathetic and rich in perspective taking Tips for Teachers
• Avoid • Directives or “Taking Charge” • Steering students toward a right answer • Being critical or evaluative • Motivating through external rewards • Motivating through pressure Tips for Teachers
Parents  and  students   rate  controlling  teachers  as     significantly   more  competent  than   autonomy-­‐suppor.ve  teachers.
Motivation (Malone & Lepper, 1987) Self-Determination (Deci & Ryan, 1980; 2000) Curiosity Goal Pursuit Control Autonomy Optimal Challenge Competence Fantasy Achievement Interpersonal (Cooperation, Competition, & Recognition) Relatedness
Thinking about Achieving • What skills do I need to achieve this? • What help or assistance do I need? • What resources do I need? • What can block progress? • How will I maintain focus in order to achieve this?
Reflecting on Achievement • Did I accomplish what I planned to achieve? • Was I distracted and how did I get back to my task? • Did I plan enough time? • In which situation did I accomplish the most?
LEARNING CONTRACTS
Clear  Expecta4ons Authen4c  Audience
A  Timeline  with   Feedback  Opportuni4es  Built-­‐in
Clear  Content  &  Resources Accountability
Clear  Strategies  &  Skills Accountability
• Agreement  between  teacher  &  student   • Student  independence  &  autonomy   • Increased  student  responsibility   • Provides  freedom  in  acquiring  skills
Motivation (Malone & Lepper, 1987) Self- Determination (Deci & Ryan, 1980; 2000) Learning Contracts Curiosity Goal Pursuit Clear Expectations Control Autonomy Benchmarks & Defined Responsibility Optimal Challenge Competence Defined Content & Skills Fantasy Achievement Achievement Interpersonal (Cooperation, Competition, & Recognition) Relatedness Authentic Audience
Learning  contracts  allow   students  to  work  on  a   process  that  extends  over   .me,  requiring  planning,   regula.on  of  effort,   reflec.on,  and  adapta.on   to  successfully  complete.
Mihaly   Csikszentmihalyi
Apathy Flow  Channel
Apathy Flow  Channel Increasing  Skills Increasing  Skills Increasing  Challenge Increasing  Challenge
To Experience FLOW... ...the task must provide clear goals and feedback.
To Experience FLOW... ...one must become immersed in the activity.
To Experience FLOW... ...the task must be challenging and require skill.
To Experience FLOW... ...one must learn to enjoy immediate experience.
Mindfulness ! Jon Kabat-Zinn, Ph.D. ! From the field of behavioral medicine ! Used to control ! Stress ! Pain ! Illness ! Initial research conducted at the University of Massachusetts Medical Center
Mindfulness Attitudes ! Non-judging ! Impartial witness to our own experience ! Cultivates emotional intelligence ! Patience ! Things unfold in their own time ! Delay of gratification ! Beginner’s Mind ! What we think we “know” impedes understanding ! Avoiding pre-conceived notions
Emotional Intelligence The ability to monitor one’s own and other’s feelings and emotions, to discriminate among them and to use that information to guide one’s thinking and actions. ! (Salovey & Mayer, 1990, p. 189)
Mindfulness Attitudes ! Trust ! Developing a trust of yourself and your feelings ! Non-striving ! Seems counter intuitive ! Focusing on being clarifies what to strive for ! Acceptance ! Seeing things as they are ! Enables one to act appropriately no matter what is happening around them
Mindfulness Attitudes ! Letting Go ! Put aside the tendency to elevate some life experiences and reject others ! Cultivates emotional intelligence ! ! Mindfulness is mind training. ! “I am not thinking about that right now, I am observing – training my mind” ! “I am here to work on my mind”
Goal of Mindfulness ! Achieve a state of stability and calm ! Increase self-discipline ! Increase feelings of well-being ! Reduce feelings of dysphoria ! Increase self-awareness
Mindfulness How To ! Release Tension ! Sit comfortably, spine erect, feet on floor ! Allow arms to hang straight down with hands about 10-12 inches from body ! Close your eyes if it feels comfortable ! Identify areas of tension in your mind or body ! As you identify areas of tension, allow them to dissolve and flow down the arms and out the finger tips
Mindfulness How To ! Mind Training ! Sit comfortably, spine erect, feet on floor ! Close your eyes if it feels comfortable ! Bring your attention to your breath ! Nose, mouth, lungs, or belly – wherever you sense your breath ! Do not control breath, just observe ! Maintain your attention on your breathing ! When your mind wanders, simply let the thought go and return your focus to your breath
Mindfulness How To ! Focusing the mind is easier said than done ! Requires consistent practice ! Short and frequent ! 5 to 15 minutes daily ! Don’t force it! ! When students loose focus, the time is up ! Work to extend time each day
Mindset Dr. Carol Dweck: ! Fixed Mindset vs. Growth Mindset
Mindset Fixed Mindset: ! Believe traits are fixed or unchangeable ! Quantity of talent or intelligence finite
Mindset Growth Mindset: ! Believe traits can be developed w/ effort ! Accomplishment comes from practice and learning
Thinking about Thinking Students must think about how the way they think and what they think affects their success.
Self-Regulate: Affect
Influence "On a clean sheet of paper, list the past five years vertically (2011, 2010, 2009…). "Next to each year, list the most important event that occurred in your life during that year. "Estimate the percentage of control or influence you had over each event.
Significant Influence "When you reflect on your experience, do you find that you had more control than you thought? "Students may feel that external forces control their lives. "Modify the exercise: "Last five months "Last five weeks
Being in the Moment • Can you change the past? ! • What are you doing now that is working? How can you do more of the same? ! • When you had a problem like this one before, what good solutions did you work out? Or Have you ever helped someone with a problem like this before?
Reframe… • I am successful because I am smart • People like me because I am attractive • I get opportunities because I am lucky • I make mistakes because I am a failure • I never win because I am a loser • I get in trouble because the teacher does not like me
Blocks to Feeling in Control • Motivated self-deception – Denying a state exists to reduce anxiety – “Oh, that is not due until next week.” – A month long project • Inaccurate verbalization – Convinced they feel something the do not – “I hate school!”
Blocks to Feeling in Control • Accessibility difficulties – More processing required to form an attitude, more apt to lose track of what the attitude is – “I used to be good at math, but the teacher is giving me a bad grade so I obviously am not good at math.”
Sensory  Sensi.vity  of  GiWed • Tested  giWed  vs.  normed  sample  on  the   Sensory  Profile  (Dunn,  1999)   • Significant  differences  on  12  of  14  sensory   sec.ons  between  groups   • GiWed  children  are  more  sensi.ve  to  their   physical  environment   • More  affected  by  sensory  s.muli  
Why address sensory sensitivity? • Sensory stimuli create CNS arousal which places demands upon the body • The intensity and duration of arousal affect responses to stimuli • Maximum and prolonged overload of information can be stressful
Why address sensory sensitivity? • To reduce stressors • To positively enhance the experience of the highly sensitive gifted individual • To be responsive to unique needs • To promote healthy working environments • To increase the sustainability of focus and effort in productive endeavors
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angelahousand.com &
Internalizing  Mo.va.on (Deci  &  Ryan,  1995;  Ryan  &  Deci,  2000) Amo.va.on Intrinsic   Mo.va.on External Regulation Introjection ! Identification ! Integration !
Parents  and  students   rate  controlling  teachers  as     significantly   more  competent  than   autonomy-­‐suppor.ve  teachers.
Apathy Flow  Channel Increasing  Skills Increasing  Skills Increasing  Challenge Increasing  Challenge
To Experience FLOW... ...one must loose one’s sense of self.
Self-Regulate: Affect
Self-Regulate: Behavior
Regulation, Motivation & Engagement in the Digital Age
Regulation Motivation & Engagement in the Digital Age
Pew Research Center, 2010
Past Generations Halligan (opinion), 2013
Past Generations Halligan (opinion), 2013
Millennials
Past Generations Halligan (opinion), 2013
Millennials Halligan (opinion), 2013