Different Theory

1. THEORIES ON
FACTORS
AFFECTING
MOTIVATION

2. ATTRIBUTION
THEORY
This theory explains that we
attributes our successes or failures
or other events to several factors.

3. THREE WAYS

4. 1. Locus (place) -Internal
versus external.
2.Stability -Stable versus
unstable.
3..Controllability -Controllable
versus uncontrollable.

5. LOCUS (SPACE)
The locus of attribution is
the location (figuratively
speaking) of the source of
success or failure.

6. Internal- is the belief that you are
in control of your life and that your
actions determine your
Outcomes External- is the belief
that outside forces like luck, fate, or
other people control what happens to
you.

7. STABILITY
The stability of attribution is its relative
permanence.
Stable- behavior or an outcome to
permanent, unchanging causes like
personality or innate ability.
Unstable- link it to temporary, fluctuating
factors like mood or luck.

8. CONTRALLABILITY
The controllability of attribution is the
extent to which the individual can
influence it.
Controllable-Factors that an individual
believes they can influence or change if they
wish to do so.
Uncontrollable- Factors that an individual
believes they cannot easily alter.

9. How does Attribution affect
motivation?
• Controllable + changeable causes → more
motivation
ex. I did well because I studied hard, so I will keep
studying.
• Uncontrollable + permanent causes → less
motivation
ex. I failed because the test was unfair, so there’s
nothing I can do.

10. TABLE 1: Relationships Among the Dimensions of
Attributions
Attributions
Locus (Location of
cause)
Stability (of cause)
Control (of learning
situation)
Ability Inside the learner Stable (cannot
change)
Learner out of
control
Effort Insdie the learner Unstable (can
change)
Learner in
control
Luck Outside the
learner
Unstable (can
change)
Learner out of
control
Task difficulty Outside the
learner
Stable (cannot
change)
Learner out of
control

11. SELF-EFFICACY THEORY
A sense of high self-efficacy means a high sense
of competence. Self-efficacy is the belief that
one has the necessary capabilities to perform a
task, to fulfill role expectations, or meet a
challenging situation successfully.

12. SELF EFFICACY- ENHANCING
STRATEGIES
• Make sure students master the basic skills.
• Help them to make noticeable progress difficult
tasks.
• Communicate confidence in students' abilities
through both words and actions.
• Expose them successful peers.

13. OTHER
RECOMMENDATIONS
• Provide competence-promoting feedback.
• Promote mastery on challenging tasks.
• Promote self-comparison rather than
comparison with others.
• Be sure errors occur within an overall context
of success.

14. TABLE 2: The influence of Self-Efficacy on Motivation
High Self -Efficacy Learners Low Self-Efficacy Learners
Task Orientation Accept challenging tasks. Avoid challenging tasks
Effort Expend high effort when faced with challenging
tasks
Expand low effor when faced with challenging tasks
Persistence Persist when goals aren’t initially reached Give up when goals aren’t initially reached
Beliefs Believe they will succeed
Control stress and anxiety when goals aren’t met
Believe they’re in control of their environment
Focus on feelings of incompetence
Experience anxiety and depression when goals
aren’t met
Belive they’re not in control of their environment
Strategy use Discard unproductive strategies Persist with unproductive strategies
Performance Perform higher than low-efficacy students of
equal ability
Perform lower than high-efficacy students of equal
ability

15. SELF-DETERMINATION
AND SELF
REGULATION
THEORIES

16. Students are more likely intrinsically motivated
when they have a schee of self-determination -
when they believe that they have some choice and
control regarding the things they do and the
directions their lives take. A student's sense of self
determination is demonstrated in his capacity for
self-regulation. Self-regulation refers to a person's
ability to master himself. He is the "I am the captain
of my soul" type of person. He is not a victim of
circumstances. He is capable of directing himself.

17. WHAT ARE INDICATORS
OF SELF-REGULATION?

18. • Set standards for oneself.
• Monitor and evaluate one's own behavior
against such standards.
• Impose consequences on oneself for one's
successes or failures.
(Omrod, 2004)

19. FOLLOWING PROCESSES INVOLVED IN SELF-
REGULATED LEARNING
• Goal-setting.
• Planning.
• Attention control.
• Application of learning strategies.
• Self-monitoring.
• Self-evaluation.

20. SELF-
DETERMINATION
• Present rules & instructions in an
informational manner rather than
controlling manner.
• Provide opportunities for students to make
choices.
• Evaluate student performance in a non-
controlling fashion.

21. CHOICE THEORY
Bob Sullo (2007)
4 Basic Psychological needs:
• Belonging or connection
• Power or competence
• Freedom
• Fun

23. GOAL THEORY

24. LEARNING GOALS
VERSUS
PERFORMANCE
GOALS

25. LEARNING GOAL
"desire to acquire additional
knowledge or master new
skills."

26. PERFORMANCE GOAL
"desire to look good and receive
favorable judgments from others
or else look bad and receive
unfavorable judgments."

27. SELF-DETERMINED
GOALS
-personally relevant goals
and self-determined goals
enhance a student's
motivation.

28. GOAL SETTING
Setting goals is undoubtedly beneficial for
individuals, teams, and organizations.
Numerous studies show that goal setting
positively impacts productivity and
performance. However, not everyone, and not
every organization, can stick to goals or drive
positive results.

30. Goals serve as a directive function: they direct attention
and effort toward goal-relevant activities and away from
goal-irrelevant activities. This effect occurs both cognitively
and behaviorally.
• Goals have an energizing function: High goals lead to
greater effort than low goals. This applies to all kinds of
tasks, including those that entail physical effort,
repeated performance, subjective effort, and
physiological effort.

31. • Goals have an energizing function: High goals lead
to greater effort than low goals. This applies to all
kinds of tasks, including those that entail physical
effort, repeated performance, subjective effort, and
physiological effort.
• Goals affect action: They indirectly lead to arousal,
discovery, and/or promote the use of task-relevant
knowledge and strategies. Research indicates that
when people face task goals, they instinctively utilize
their existing relevant knowledge and skills.

32. MAJOR ELEMENTS
1.Goal Acceptance
2. Specify
3. Challenge
4.Performance monitoring
5.Performance feedback

33. GOAL ACCEPTANCE
This refers to how willingly and genuinely an
individual accepts or commits to a goal.
• When people accept a goal, they are more likely
to put effort into achieving it.
• Acceptance increases when individuals
participate in setting the goal or when they
understand and agree with its importance

34. SPECIFY
Specific goals are clear, precise, and well-
defined rather than vague or general.
• Specific goals tell exactly what needs to be
done and by when.
• They reduce confusion and make
performance measurable.

35. CHALLENGE
This refers to how difficult or challenging a goal is.
• Challenging (but realistic) goals motivate
individuals to exert more effort and use their
abilities effectively.
• However, if goals are too difficult or unrealistic,
motivation and performance can decrease.

36. PERFORMANCE
MONITORING
This involves tracking progress toward the goal.
• Regularly checking performance helps
individuals know how well they are doing and
whether they need to adjust their strategies.
• It ensures accountability and keeps focus on
the goal.

37. PERFORMANCE
FEEDBACK
Feedback provides information on how well one is
performing relative to the goal.
• Feedback helps individuals understand what’s
working and what needs improvement.
• Constructive feedback boosts motivation,
learning, and future performance.

38. THANK YOU