1. John Carroll’s Model of School Learning
in 1963, John Carroll proposed a model to
account for school learning. His major premise
was that school learning is a function of time.
To be more specific, Carroll proposed that
school time spent
learning = f time needed

2. Allocated
Perseverance-the TIME ON TASK
time
Opportunity- extent to which Engagement
(amount
Amount of time student take rate(percenta
of time f
available for advantage of the ge of allocated
available
learning opportunity to learn time students
for
were paying
learning)
attention
Time
= spent
School learning f
Time
needed
f Quality of
Aptitude instruction
the ability methods and
to learn techniques
Ability to understand
academic instruction the preparedness of
material the student for understanding
(IQ) the specific material to be
learned (prerequisite
knowledge)

3. Learning (output) = f(context, input and
classroom processes
Academic learning time is a measured
of the QUALITY as well as QUANTITY of
time. It is the amount of time students
are successfully covering content thah
will be tested
A high level of Academic Learning
Time means that
2)Student are covering important
(tested/evaluated) content
2) Students are “on task” most of the
class period and
3) Students are successful on most
the assingments they complete

4. Time Needed
If “time to learn” is
If “time to learn” is held
allowed to VARY
CONSTANT (all students
(students receive as
receive the same
much time as they need
amount of time-to-learn
to learn important
regardless of aptitude),
content), then
then academic, aptitude
prerequisite knowledge
is the most important
and quality of
variable related to time
instruction become
needed.
more important.

5. Time Needed
If “time to learn” is
If “time to learn” is held
allowed to VARY
CONSTANT (all students
(students receive as
receive the same
much time as they need
amount of time-to-learn
to learn important
regardless of aptitude),
content), then
then academic aptitude
prerequisite knowledge
is the most important
and quality of
variable related to time
instruction become
needed.
more important.
Pelajar berprestasi tinggi kerana Pelajar berprestasi tinggi
pelajar itu bagus kerana guru itu bagus

6. Self Concept
How one views or feels about the self. This
concept is learned as you experienced the
world through your senses and perception

7. Formation of the Self-Concept
•Built from information from others
• Built from information from ourselves
• Once a self-concept is formed, it is
difficult to change
• How you view yourself and the way
others view you can different

8. Self-Concept ang Self-Esteem
Self-concept is a cognitive appraisal of our social, physical, and
academic competence (a measure of such things are our skill in
various subject areas, our assessment of our appearance, and the
skill we have in peer relationship).
Academic skills
physical
Social skills cognitive
Self-Esteem is the affective or emotional
reaction to one’s self-concept (reflects a
person’s overall confidence and satisfaction
with oneself)

9. Positive and Negative Self-concept
Positive self-concept Negative self-concept
You are motivated to do something You lack motivation because, when you
because you have often been successful have tried new things before, you often
did not do very well
You are confident in social situations You lack confidence, especially when
because you usually get on well with meeting new people, new people make
people you feel anxious as you fear you will have
nothing to say
You are generally happy with life You are unhappy a lot of the time
You have enough self-confidence to cope You often find life difficult and do not
with new challenges and to view them enjoy new challenges, as you are afraid of
positively failure

11. Self-Efficacy
• High self-efficacy
-believe can deal effectively with life events
-confident in abilities
-expect to overcome obstacles effectively
• Low self-efficacy
-feel unable to exercise control over life
-low confidence, believe all efforts are futile

12. Recap

13. Definitions
• SELF-CONCEPT
-the sum total of the ways in which we think about
ourselves
• SELF ESTEEM
-how highly we think about our abilities and ourself
• SELF IMAGE
-How we view ourself based on others reaction to us

14. Influences to Self-Concept
Life experiences age
Sexual orientation
relationships Self-concept appearance
education
gender
culture
Emotional
maturity

15. Improving Children’s
Self-Esteem
Encourage and facilitate
-competence in area students find
important
-improvement of academic skills through the
use of professional tutors, parent volunteers, and
peer tutors
-emotional support and social approval by
parents, friends, and peers
-social skills that positive peer relationship
-coping skills to face the day to day problem as they
appear

16. Meneroka motivasi
Motivasi melibatkan proses yang mengekalkan
tenaga untuk tingkahlaku berterusan menumpu ke
satu hajat tertentu
-4 perspektif-

17. 1. Perspektif tingkahlaku menekankan
ganjaran dan dendaan luaran sebagai
kunci menentukan motivasi pelajar

18. 2.Perspektif kognitif fokus
kepada motivasi dalaman,
untuk berjaya pelajar
percaya yang mereka boleh
mengawal persekitaran
mereka.

19. 3.
Perspektif sosial need for affiliation
membina dan mengekalkan perhubungan
yang rapat, mesra.

20. Perspektif Humanistik
Menekankan kemempuan
pelajar untuk berkembang
dan kebebasan pelajar
memilih halatujunya sendiri

21. Motivasi dan pembelajaran
Motivasi untuk berjaya
Motivasi
ekstrinsik dan Jangkaan guru
interistik
Lain-lain Kerisauan dan
proses kognitif pencapaian

22. Motivasi untuk berjaya
Pelajar dengan
Pelajar dengan motivasi intrinsik
motivasi ekstrinsik
•Pamerkan self-
• melakukan sesuatu untuk
determination dengan
mendapatkan sesuatu
melakukan sesuatu itu
yang lain
kerana ianya.
• terpengaruh dengan
•Motivation meningkat
ganjaran dan dendaan
bila diberi peluang buat
pilihan

23. Motivasi untuk berjaya
Student’s perceived level of
their own skill
Student’s Low High
perceived Low APATHY BOREDOM
level of High ANXIETY FLOW
challenge
Flow terjadi:
•Bila mempunyai masteri dan terpaut kepada aktiviti
•Bila pelajar dicabar dan merasakan mereka mempunyai
kemahiran yang mencukupi

24. Motivasi untuk berjaya
Efikasi kendiri
Ajar strategi yang
spesifik Pastikan pelajar jangan terlalu
risau (penting pelajar ada
kerisauan yang mencukupi)
Bantu pelajar rancang
matlamat jangka
pendek dan jangka
panjang
Sediakan sokongan orang
dewasa yang positif dan
model rakan sebaya

25. Motivation to Achieve
Attribution Theory
Attribution theory: In their effort to make sense of their
own behavior of performance, individuals are
motivated to discover its underlying causes
1)Locus: students who perceive their success as being
due to internel factors (i.e., effort) are more likely to
have higher self-esteem
2)stability: If a student attributes positive outcome to a
stable cause, there is an expectation of future success
3) Controllability: Failure due to external factors causes
anger. Failure due to internal factors may cause guilt

26. Motivation to Achieve
Attribution Theory (Locus-stability-
controlbility) Give For
Combination of causal Reason Student
Attributions Failure
Internal stable uncontrollable Low aptitude
Internal stable controllable Never study
Internal unstable Slick the day of the rest
uncontrollable
Internal unstable controllable Did not study for this
particular test
External stable uncontrollable School has tough requirements
External stable controllable The instructor is biased
External unstable Bad luck
uncontrollable
External unstable controllable Friends failed to help

27. Motivation to Achieve
Mastery Motivation
Mastery orientation -Student focus is on the task rather
than their ability
- Generate solution-oriented
strategies.(criteria ref based)
Helpless orientation - Students focus on their personal
inadequacies
Performance - Being concerned with the outcome
orientation rather than the process. (norm ref
based)

28. Motivation, Teaching
And Learning
Motivation,
Relationship, and
Sociocultural contexs
Social
motives Sociocultural
Social contexts
relationships

29. Motivation, relationships, and socioculture contexts
social relationships
Motivation
Parents
to Achieve
Should provide the right
amount of challenge in a Teachers
positive environment Optimize achievement
and model achievement when they provide
behavior challenging tasks in a
supportive environment
Peers
With high achievement
standarts will support
student achievement in
others

30. Motivation, Relationships, and Sociocultural Contexts
Sociocultural Contexts
TEACHERS WHO CARE TEACHERS WHO DO
NOT CARE
Teaching behaviors Makes an effort to make Teachers in a boring way,
class interesting, teachers gets off task, teacheers
in a special way while students aren’t
paying attention
Communication style Talks to me, pays attention, Ignores
asks questions, listens interrupts,screams,yells
Is honest and fair, keeps Embarrassers, insults
promises, trusts me, tells
the truth
Concern about individuals Asks what’s wrong, talks to Forget name, does nothing
me about my problems, when I do something
acts as a friend, asks when wrong, doesn’t explain
I need help, takes time to things or answer questions,
make sure I understand, doesn’t to help me
calls on me

31. Motivation, Relationships, and Sociocultural Contexts
Sociocultural Contexts
ethnicity there is DIVERSITY in
achievement motivation within
ethnic minority groups
socioeconomic status
when ethnicity and
socioeconomics status (SES) are
investigated in the same study,
SES is often the better predictor
of achievement

32. Motivation, relationships, and Sociocultural Contexts
sociocultural Contexts
Males Females
•Have higher competence •Have higher competence
beliefs in math and sports beliefs in english, reading, and
socio activities
•Are more rambunctious •Often experience conflicts
between gender roles and
achievement
•Receive more teacher attention •Are more complaint, get less
teacher attention, by middle
school have lower self-esteem
•List more career options

33. Motivation, Teaching and Learning
Hard-to-reach and
Low-Achieving
Students
Discouraged Uninterested or
students Aliented
Students

34. Hard-to-Reach, Low-Achieving Students
Discourage Students
Failure
Syndrome
•Increase
Low self-efficacy Protection of
Achievers retraining Self-Worth by
with Low and Avoiding
Expectations altribution Failure
•Provide training •Includes non-
constant performance,
reassurance procrastination
as long as and
student inappropriate
demonstrates goal setting
effort

35. Hard-to-Reach, Low-Achieving Students
uninterested or Alienated Students
3. Develop positive teacher- student
relationships.
4. Make school more interesting
5. Teach strategies to make learning enjoyable
6. Consider including a mentor

36. Families of Learning/Cognitive Style