Motivation
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The document discusses motivation and its importance for achieving goals. It defines motivation as the reasons for someone's actions or behaviors. Intrinsic motivation comes from within and involves developing skills, feeling pride in accomplishments, and maintaining motivation through goal setting. Extrinsic motivation comes from external rewards like medals, money, recognition or praise. The document outlines strategies for coaches to motivate players, including using autonomy supportive coaching versus controlling styles. It also provides tips for teachers to create a positive environment that fosters motivation in students through choices, a sense of belonging, encouragement and listening.
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Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Improving Student Learning Motivation Through Interaction_2017
This document discusses student motivation and provides tips for improving it. It defines intrinsic and extrinsic motivation. Intrinsic motivation involves curiosity and enjoyment, while extrinsic motivation involves rewards and punishments. It also outlines three theories of motivation: drive theory, incentive theory, and Maslow's hierarchy of needs. The document recommends using icebreakers, encouraging interaction, allowing cooperation, and providing constructive feedback to build trust and stimulate creativity to improve student motivation. Specific techniques are also listed, such as praise sandwiches and memory games. The conclusion emphasizes that inspiring students and fostering success are important for effective teaching.
Unit 07 motivation in educational psychology
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Motivation
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
Motivate to learn
The document discusses motivation and strategies to motivate students. It defines motivation and discusses intrinsic and extrinsic motivation. Both are useful for teaching and learning, especially language learning. Teachers can use positive feedback (extrinsic) while also making learning enjoyable (intrinsic). Effective strategies to motivate students include using engaging teaching techniques, making learning interesting and entertaining, conveying caring, helping students feel special and achieve their maximum potential, going beyond academics, discussing real-world topics, and providing tools for students' careers.
Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation lm
The document discusses motivation and goal setting theories. It summarizes Abraham Maslow's hierarchy of needs, which posits that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs. Once a lower level need is met, the next higher level need emerges. It also discusses other motivation theories like expectancy theory and goal setting theory. The document provides strategies for setting goals and achieving motivation, including making goals specific, measurable, attainable, relevant, and time-bound.
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Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
Teachers motivation leads to student motivation
There are three types of motivation according to psychology: amotivation, intrinsic motivation, and extrinsic motivation. A teacher's motivation can impact a student's motivation by bringing positive energy to the classroom, knowing each student's strengths and interests, and setting accurate performance goals to encourage students. Effective teaching strategies include becoming an engaged role model, using various teaching methods, and giving students more control over their learning.
Improving Student Learning Motivation Through Interaction_2017
This document discusses student motivation and provides tips for improving it. It defines intrinsic and extrinsic motivation. Intrinsic motivation involves curiosity and enjoyment, while extrinsic motivation involves rewards and punishments. It also outlines three theories of motivation: drive theory, incentive theory, and Maslow's hierarchy of needs. The document recommends using icebreakers, encouraging interaction, allowing cooperation, and providing constructive feedback to build trust and stimulate creativity to improve student motivation. Specific techniques are also listed, such as praise sandwiches and memory games. The conclusion emphasizes that inspiring students and fostering success are important for effective teaching.
Unit 07 motivation in educational psychology
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Motivation
This document discusses motivation from several perspectives:
1) It outlines five areas of motivation: choices, persistence, getting started, feelings, and intensity of involvement.
2) It discusses intrinsic and extrinsic motivation, noting that intrinsic motivation comes from within and extrinsic comes from external factors like rewards.
3) It examines locus of causality, whether the perceived cause of behavior is internal or external, using examples.
Motivate to learn
The document discusses motivation and strategies to motivate students. It defines motivation and discusses intrinsic and extrinsic motivation. Both are useful for teaching and learning, especially language learning. Teachers can use positive feedback (extrinsic) while also making learning enjoyable (intrinsic). Effective strategies to motivate students include using engaging teaching techniques, making learning interesting and entertaining, conveying caring, helping students feel special and achieve their maximum potential, going beyond academics, discussing real-world topics, and providing tools for students' careers.
Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation lm
The document discusses motivation and goal setting theories. It summarizes Abraham Maslow's hierarchy of needs, which posits that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs. Once a lower level need is met, the next higher level need emerges. It also discusses other motivation theories like expectancy theory and goal setting theory. The document provides strategies for setting goals and achieving motivation, including making goals specific, measurable, attainable, relevant, and time-bound.
Motivation and Learning
- There is a close relationship between a person's needs, goals, and their motivational process. A need is something desired or required for well-being, while a goal is anything that contributes to satisfying a need.
- Human needs can be classified in various ways, such as physical/emotional security, mastery, and status, or in a hierarchy from physiological to self-actualization.
- Much of human behavior is multimotivated, determined by multiple needs operating simultaneously. Classroom motivation helps students perceive, accept, and desire educational goals.
- There are two types of motivation - intrinsic from within a person, and extrinsic using incentives like grades or privileges. Teachers should help develop appropriate aspirations and
Intrinsic and extrinsic motivation of teachers
Teachers are primarily motivated intrinsically rather than extrinsically. Several studies found that teachers are most motivated by seeing their students learn and succeed, and derive satisfaction from helping students grow. While factors like salary, benefits, and job security provide some extrinsic motivation, intrinsic rewards like positive relationships with students and the joy of teaching were much stronger motivators. Some extrinsic factors like supportive administration and recognition can boost motivation as well, but intrinsic motivation from student success is the dominant factor that keeps teachers engaged in their work.
Motivation as a school framework
The document outlines strategies for improving teacher and student motivation in schools based on self-determination theory and motivation research. It discusses creating an autonomy-supportive classroom environment where teachers meet students' psychological needs for autonomy, competence, and relatedness. Specific strategies include providing meaningful choices, informational feedback, and an emphasis on learning goals rather than performance goals. The document also recommends designing curriculum and assessments to convey messages of autonomy, efficacy, and relatedness, ensuring tasks are clearly structured to support improvement and learning.
Motivation presentation
This document discusses different perspectives on motivation: behavioral, humanistic, and cognitive. It also covers topics such as extrinsic vs intrinsic motivation, self-determination and personal change, optimal experiences and flow, effects of rewards, developmental changes, attribution, achievement motivation, self-efficacy, self-regulation, and design principles for motivating students.
Intrinsic motivation
Intrinsic motivation refers to behaviors driven by internal rewards rather than external rewards like money or prizes. When people are intrinsically motivated, they engage in an activity purely for their own enjoyment rather than for external rewards. Intrinsic motivation is important for education as teachers should create learning environments that are intrinsically rewarding for students rather than relying on external motivators. Factors that increase intrinsic motivation include pursuing personally meaningful goals, having a sense of challenge, curiosity, control over one's environment, helping others, and having accomplishments recognized.
What affects student motivation
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
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The document discusses the concept of locus of control and how it affects motivation and learning. There are two types of locus of control: internal and external. People with an internal locus of control (mastery orientation) believe their efforts determine outcomes, while those with an external locus of control (learned helplessness) believe outside factors are more influential. Teachers can help foster an internal locus of control by creating a supportive environment, emphasizing effort over ability, and ensuring tasks are appropriately challenging.
The Self fufilling Prophecy - Implications for the Boss and You
The Pygmalion Effect and the Galatea Effects are important management concepts that cannot be under-emphasized. Understanding this and the manifestations of this is essential for talent identification and retention as well as staff motivation strategies to succeed.
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This document summarizes Rudolf Dreikurs' theory of social goals and misbehavior in children. It explains that children misbehave to fulfill one of four social goals: attention-getting, power, revenge, or display of inadequacy. The document also discusses cooperative behavior, encouragement, and using logical consequences in the classroom. It provides characteristics of cooperative people and differences between praise and encouragement. Overall, the document outlines Dreikurs' view that misbehavior stems from social motivation and his strategies for classroom management.
Encouraging A Growth Mindset
Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
Die Empty
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
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Rudolf Dreikurs was a founder of child guidance centers who developed a theory of misbehavior based on Alfred Adler's ideas. He believed all behavior stems from a need to belong and gain social acceptance. When students are unsuccessful, misbehavior begins as an attempt to fulfill one of four goals: attention, power, revenge, or helplessness. Teachers should understand the goal and respond with encouragement rather than punishment to help students improve their behavior and skills.
Why Self-Awareness is the New Leadership Skill
Self-awareness is the new critical leadership skill according to the article. As entrepreneurs, leaders are constantly observed by employees and their every expression can influence others. However, most people are not aware of their own emotions due to being socialized from a young age to suppress feelings. The article recommends three skills to develop self-awareness: 1) Listen to body signals, 2) Get in touch with feelings by asking how you feel, 3) Check thoughts and question if they are true. With self-awareness, leaders can better understand themselves and manage how their emotions influence others.
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This document summarizes Habit 1 from Stephen Covey's 7 Habits of Highly Effective People. It discusses being proactive rather than reactive by focusing on the circle of influence - the things you can control - rather than the circle of concern, which includes things you cannot control. It emphasizes taking responsibility for your choices and actions, having a personal vision, and making and keeping commitments. The key is that by being proactive in your thinking, you can shape your character, habits and ultimately your destiny.
Personality development
This document outlines aspects of personality development including definitions, importance, determinants, types, and tips for improvement. It discusses inner and outer personality, communication skills, and performing a SWOT analysis. The key benefits of personality development are mentioned as personal benefits, social benefits, and group-based benefits. Overall, the document provides an overview of what personality development entails and its significance.
Intrinsic vs extrinsic motivation
This document discusses intrinsic and extrinsic motivation and how intrinsic motivation comes from within an individual for fun or the greater good, while extrinsic motivation involves external factors like rewards. It also covers how autonomy, mastery, and purpose are related to intrinsic motivation and drive individuals. Finally, it states that intrinsic motivation is generally stronger than extrinsic and new teaching methods can improve performance in classrooms as motivation is an interesting topic.
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This document discusses the growth mindset versus a fixed mindset. It outlines three key mindset traits: how one wants to appear to others, responding to setbacks, and views on talent versus effort. Those with a growth mindset focus on learning at all costs, see setbacks as opportunities to learn, and believe effort is key to success rather than innate talent. The document provides strategies for cultivating a growth mindset in students and teachers, such as praising effort over ability, using the language of "yet" when students struggle, and building in time for improvements with feedback. The overall goal is to develop independence, resilience, and continual improvement in learning.
Evolving consciousness
As we grow and have deeper understanding of ourselves we are able to contribute more and achieve our desired results more quickly
How Motivation Affects Learning and Behavior
Motivation affects learning and behavior in several ways: it directs goals and choices, increases effort and persistence, and enhances performance. Motivation comes in two forms - intrinsic motivation stems from internal enjoyment of an activity itself, while extrinsic motivation involves external goals like rewards or grades. Students tend to learn and achieve most when intrinsically motivated by finding tasks meaningful and engaging. However, extrinsic motivators can still support learning when used judiciously alongside intrinsic reasons for learning. Overall, motivation determines the level of engagement and success students find with academic activities.
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General Mills started as two flour mills in the 1860s and has since expanded into a global food company headquartered in Minneapolis, Minnesota. It produces a wide range of popular brands like Cheerios, Yoplait, Haagen-Dazs, and Betty Crocker. Though it has faced some lawsuits around health claims, General Mills employs strategies like geographic and product departmentalization to manage its large-scale, international operations and maintain a competitive advantage against companies like Kellogg's and Kraft.
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Motivation and Learning
- There is a close relationship between a person's needs, goals, and their motivational process. A need is something desired or required for well-being, while a goal is anything that contributes to satisfying a need.
- Human needs can be classified in various ways, such as physical/emotional security, mastery, and status, or in a hierarchy from physiological to self-actualization.
- Much of human behavior is multimotivated, determined by multiple needs operating simultaneously. Classroom motivation helps students perceive, accept, and desire educational goals.
- There are two types of motivation - intrinsic from within a person, and extrinsic using incentives like grades or privileges. Teachers should help develop appropriate aspirations and
Intrinsic and extrinsic motivation of teachers
Teachers are primarily motivated intrinsically rather than extrinsically. Several studies found that teachers are most motivated by seeing their students learn and succeed, and derive satisfaction from helping students grow. While factors like salary, benefits, and job security provide some extrinsic motivation, intrinsic rewards like positive relationships with students and the joy of teaching were much stronger motivators. Some extrinsic factors like supportive administration and recognition can boost motivation as well, but intrinsic motivation from student success is the dominant factor that keeps teachers engaged in their work.
Motivation as a school framework
The document outlines strategies for improving teacher and student motivation in schools based on self-determination theory and motivation research. It discusses creating an autonomy-supportive classroom environment where teachers meet students' psychological needs for autonomy, competence, and relatedness. Specific strategies include providing meaningful choices, informational feedback, and an emphasis on learning goals rather than performance goals. The document also recommends designing curriculum and assessments to convey messages of autonomy, efficacy, and relatedness, ensuring tasks are clearly structured to support improvement and learning.
Motivation presentation
This document discusses different perspectives on motivation: behavioral, humanistic, and cognitive. It also covers topics such as extrinsic vs intrinsic motivation, self-determination and personal change, optimal experiences and flow, effects of rewards, developmental changes, attribution, achievement motivation, self-efficacy, self-regulation, and design principles for motivating students.
Intrinsic motivation
Intrinsic motivation refers to behaviors driven by internal rewards rather than external rewards like money or prizes. When people are intrinsically motivated, they engage in an activity purely for their own enjoyment rather than for external rewards. Intrinsic motivation is important for education as teachers should create learning environments that are intrinsically rewarding for students rather than relying on external motivators. Factors that increase intrinsic motivation include pursuing personally meaningful goals, having a sense of challenge, curiosity, control over one's environment, helping others, and having accomplishments recognized.
What affects student motivation
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Child development powerpoint 97 03
The document discusses the concept of locus of control and how it affects motivation and learning. There are two types of locus of control: internal and external. People with an internal locus of control (mastery orientation) believe their efforts determine outcomes, while those with an external locus of control (learned helplessness) believe outside factors are more influential. Teachers can help foster an internal locus of control by creating a supportive environment, emphasizing effort over ability, and ensuring tasks are appropriately challenging.
The Self fufilling Prophecy - Implications for the Boss and You
The Pygmalion Effect and the Galatea Effects are important management concepts that cannot be under-emphasized. Understanding this and the manifestations of this is essential for talent identification and retention as well as staff motivation strategies to succeed.
Effort Does Lead To Success (2)
Mindsets is the popular version of Self Theories and here the presentation is brought up-to-date using the term FIXED MINDSET instead of Entitiy Theorist and GROWTH MINDSET instead of Incremental Theorist
Dr. Dreikurs presentation - AW
This document summarizes Rudolf Dreikurs' theory of social goals and misbehavior in children. It explains that children misbehave to fulfill one of four social goals: attention-getting, power, revenge, or display of inadequacy. The document also discusses cooperative behavior, encouragement, and using logical consequences in the classroom. It provides characteristics of cooperative people and differences between praise and encouragement. Overall, the document outlines Dreikurs' view that misbehavior stems from social motivation and his strategies for classroom management.
Encouraging A Growth Mindset
Teachers need practical and quick-to-implement strategies to encourage their students to develop a growth mindset. Students with a growth mindset believe that ability can change as a result of effort, perseverance, and practice (“Math is hard, but if I keep trying, I can get better at it.”). Students with a growth mindset see mistakes as ways to learn, embrace challenges, and persist in the face of setbacks.
Students with a fixed mindset believe that their own intelligence and talent are innate traits that don’t change (“I just can’t learn math.”). These students typically worry about not looking smart, get upset by mistakes, and give up sooner on tough tasks.
High-performing students and low-performing students may have either mindset. Whether or not students are aware of their mindset, a broad body of research has shown that what they believe about their own intelligence can affect their effort, engagement, motivation, and achievement as measured by test scores, school grades, passing rate in post-secondary education, and other metrics.
This presentation is one small piece of a growth mindset toolkit for educators (and parents) developed by Transforming Education. For more information, please visit: http://transformingeducation.org/growth-mindset-toolkit/
Die Empty
"Embrace the importance of now, and refuse to allow the lull of comfort, fear, familiarity, and ego to prevent you from taking action on your ambitions...The cost of inaction is vast. Don't go to your grave with your best work inside of you. Choose to die empty."
Most of us live with the stubborn idea that we'll always have tomorrow to do our most important and valuable work. We fill our days with frantic activity, bouncing from task to task, scrambling to make deadlines and chase the next promotion. But by the end of each day we're often left asking ourselves "did the work I do today really matter?" We feel the ticking of the clock, but we're stuck in first gear, unsure of the path forward and without a road map to guide us.
Here's the hard truth: sooner or later all of our tomorrows will run out, so how we choose to spend today is significant. Each day that we postpone difficult tasks and succumb to the clutter that chokes creativity, discipline, and innovation results in a net deficit to the world, our organizations, and ourselves.
Die Empty is a tool for people who aren't willing to put off their most important work for another day. Todd Henry explains the forces that keep us in stagnation, and introduces a process for instilling consistent practices into your life that will keep you on a true and steady course.
It's not about slaving over a project or living on a whim--it's about embracing the idea that time is finite and making the unique contribution to the world that only you can make. Henry shows how to cultivate the mind-set and the methods you need to sustain your enthusiasm, push through mental barriers, and unleash your best work each day. His guiding principles and checkpoints include:
• Define Your Battles: Counter aimlessness by defining your goals wisely and build your life around achieving them.
• Be Fiercely Curious: Prevent boredom from dulling your senses by approaching your work with a curious mind-set.
• Step Out of Your Comfort Zone: Make a valuable contribution to the world by getting uncomfortable and embracing lifelong growth and skill development.
• ...and many more.
Sure to bring a newfound clarity and a sense of urgency to how you approach your work every day, Die Empty will help you reach for and achieve your goals.
Rudolf dreikurs21
Rudolf Dreikurs was a founder of child guidance centers who developed a theory of misbehavior based on Alfred Adler's ideas. He believed all behavior stems from a need to belong and gain social acceptance. When students are unsuccessful, misbehavior begins as an attempt to fulfill one of four goals: attention, power, revenge, or helplessness. Teachers should understand the goal and respond with encouragement rather than punishment to help students improve their behavior and skills.
Why Self-Awareness is the New Leadership Skill
Self-awareness is the new critical leadership skill according to the article. As entrepreneurs, leaders are constantly observed by employees and their every expression can influence others. However, most people are not aware of their own emotions due to being socialized from a young age to suppress feelings. The article recommends three skills to develop self-awareness: 1) Listen to body signals, 2) Get in touch with feelings by asking how you feel, 3) Check thoughts and question if they are true. With self-awareness, leaders can better understand themselves and manage how their emotions influence others.
Habit 1 of Seven habits by Stephen R covey
This document summarizes Habit 1 from Stephen Covey's 7 Habits of Highly Effective People. It discusses being proactive rather than reactive by focusing on the circle of influence - the things you can control - rather than the circle of concern, which includes things you cannot control. It emphasizes taking responsibility for your choices and actions, having a personal vision, and making and keeping commitments. The key is that by being proactive in your thinking, you can shape your character, habits and ultimately your destiny.
Personality development
This document outlines aspects of personality development including definitions, importance, determinants, types, and tips for improvement. It discusses inner and outer personality, communication skills, and performing a SWOT analysis. The key benefits of personality development are mentioned as personal benefits, social benefits, and group-based benefits. Overall, the document provides an overview of what personality development entails and its significance.
Intrinsic vs extrinsic motivation
This document discusses intrinsic and extrinsic motivation and how intrinsic motivation comes from within an individual for fun or the greater good, while extrinsic motivation involves external factors like rewards. It also covers how autonomy, mastery, and purpose are related to intrinsic motivation and drive individuals. Finally, it states that intrinsic motivation is generally stronger than extrinsic and new teaching methods can improve performance in classrooms as motivation is an interesting topic.
A growth mindset september staff launch
This document discusses the growth mindset versus a fixed mindset. It outlines three key mindset traits: how one wants to appear to others, responding to setbacks, and views on talent versus effort. Those with a growth mindset focus on learning at all costs, see setbacks as opportunities to learn, and believe effort is key to success rather than innate talent. The document provides strategies for cultivating a growth mindset in students and teachers, such as praising effort over ability, using the language of "yet" when students struggle, and building in time for improvements with feedback. The overall goal is to develop independence, resilience, and continual improvement in learning.
Evolving consciousness
As we grow and have deeper understanding of ourselves we are able to contribute more and achieve our desired results more quickly
How Motivation Affects Learning and Behavior
Motivation affects learning and behavior in several ways: it directs goals and choices, increases effort and persistence, and enhances performance. Motivation comes in two forms - intrinsic motivation stems from internal enjoyment of an activity itself, while extrinsic motivation involves external goals like rewards or grades. Students tend to learn and achieve most when intrinsically motivated by finding tasks meaningful and engaging. However, extrinsic motivators can still support learning when used judiciously alongside intrinsic reasons for learning. Overall, motivation determines the level of engagement and success students find with academic activities.
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Group 5 PBL - scenario 1
The document outlines a problem-based learning scenario involving a student named Andy. It includes an introduction to the characters and scenario, questions generated, key problems identified, and theories used. Theories discussed include Bronfenbrenner's bioecological theory, Bandura's social cognitive theory, Erikson's psychosocial development theory, and motivation theories. Recommended solutions focus on scaffolding, collaborative learning, increasing intrinsic and extrinsic motivation, and stress management. Group members provide reflections on how the problem-based learning approach has helped them learn and solve problems both individually and collaboratively.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Group 3 Synchronous Mini Lesson
This document discusses motivation for adult online learners. It begins with defining motivation as an internal state that pushes people to action and engagement. It then discusses factors that influence student motivation, such as the nature of instructional materials and how students are evaluated. Shockingly, the average completion rate for massive open online courses (MOOCs) is less than 7%. The document goes on to discuss some obstacles adult online learners face, such as issues separate from just completing the course. It also discusses theories of extrinsic and intrinsic motivation as well as strategies to foster intrinsic motivation in learners.
Facilitating Human Learning, Motivations and Drives
This document is a report submitted by Marvin B. Gonzaga to Prof. Jocelyn Bacasmot for GED 222 class. The report discusses the objectives and key aspects of motivation in learning. It defines motivation and explains that it refers to an internal state that precedes behavior. It then discusses the causes, aspects, and effects of motivation as well as the factors that influence it. Finally, it differentiates between motives and drives and identifies the different types of motivation.
Engage motivationmea
This document summarizes a presentation about motivation and engagement in the classroom. It outlines five guiding principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. The document focuses on the first principle, explaining that extrinsic rewards like candy may temporarily motivate students but do not inspire deep learning or thinking. Instead, the presenter advocates for mastery goals that emphasize understanding over performance and help students find meaning and relevance. Examples of practices to promote mastery motivation include hands-on activities, making tasks relevant, and rewarding effort.
motivational
The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
School of Psychology - Motivation
The document discusses motivation from a psychological perspective. It defines motivation as a feature that arouses individuals to act towards goals and sustain goal-directed behaviors. Motivation has roots in physiological, behavioral, cognitive, and social areas, and can originate from basic needs or inner drives. Theories of motivation discussed include drive reduction, drive induction, hedonism, incentive theory, and humanism. Motivation is important in education as it can direct behavior towards goals, increase effort and persistence, and improve performance. Motivation is key to success as it helps people get started, keep moving forward despite obstacles, do more than necessary, and make the journey towards success an enjoyable one.
Q 10 & 40
As an administrator, there are several ways to motivate those being supervised:
1. Show examples of what needs to be done rather than just telling people what to do, allowing them to think about tasks and control their own efforts.
2. Divide large assignments into smaller parts that can be worked on by groups, giving people challenging but manageable tasks.
3. Share assignments by breaking down topics into sub-topics that different groups research and then combine, increasing involvement and ownership over the work.
Providing guidance, autonomy over tasks, and a sense of contribution can increase intrinsic motivation among those being supervised.
Types of Motivation.
The document discusses motivation in teaching and learning. It defines intrinsic motivation as motivation coming from within an individual, such as enjoying an activity. Extrinsic motivation comes from outside rewards like money or grades. While extrinsic motivation can be effective, over-reliance on it may undermine intrinsic motivation. The document advocates using a combination of intrinsic and extrinsic factors to encourage student autonomy and enhance performance.
Motivation
1. Use both intrinsic and extrinsic motivators to engage students. Intrinsic motivators like interesting topics and relevance can inspire internal drive, while extrinsic motivators like grades provide external incentives.
2. Help students set achievable goals to stay motivated and avoid frustration. Encourage continued improvement over unrealistic expectations.
3. Build relationships with students to show you value them. Recognizing individual struggles and ambitions can help motivate less engaged students.
STUDENT MOTIVATION
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Promoting self efficacy
In this slideshow I talk about how promoting self-efficacy is important to student success. I conducted research to back up my claim that students need to have high self-efficacy to reach their academic goals.
ch_14.pptx
The document outlines several key models of motivation from a cultural psychology perspective. It discusses humanistic models like Maslow's hierarchy of needs and its emphasis on self-actualization. Learning theories focusing on reinforcement are presented, as well as achievement models separating mastery, performance, and social goals. Expectancy-value models examining ability and task value are introduced. Attribution theory is explained, noting how cultures attribute success and failure differently based on independent or interdependent views of the self. Throughout, the impact of cultural norms, values, and practices on motivation is emphasized.
Engage motivation MAASFEP
This document summarizes research on student motivation and engagement in the classroom. It outlines five key principles: 1) Meaning and mastery are motivating, 2) Learning is social, 3) Self-efficacy, 4) Interest/relevance, and 5) Control and choice. For principle 1, it discusses how extrinsic rewards can sometimes undermine intrinsic motivation and recommends focusing on helping students find meaning and mastery in their learning through relevance, scaffolding, and emphasizing effort over performance.
EDUCATIONAL PSYCHOLOGY :- MOTIVATION
IN THIS PRESENTATION YOU KNOW ABOUT THE IMPORTANCE AND NEED OF MOTIVATION IN EVERY FIELD OF SUCCESS.
Motivation
The document discusses various theories and techniques for motivating language learners. It describes intrinsic motivation as coming from within the learner, such as a desire to learn, versus extrinsic motivation which comes from external rewards or punishments. Several theories are examined, including behaviorism, social learning theory, humanism, attribution theory, and constructivism. Specific motivation techniques are suggested such as giving learners control over their learning, incorporating fantasy and imagination, providing recognition and feedback, and ensuring tasks are appropriately challenging. The document emphasizes building rapport with students and a relaxed learning environment to maximize learner motivation.
Motivation .pptx
This document discusses motivation in learners and strategies for motivating students. It defines motivation as interest generated in students through interesting topics or activities. Motivation can also mean progressing or moving forward to do something. Psychology influences motivation, such as being autonomous, inquisitive, or seeking affiliation, status, recognition, or power. Motivation can be intrinsic or extrinsic. Factors that affect motivation include modeling, clear expectations, socialization procedures, classroom climate, self-worth, concentration, and relating lessons to real life. The document provides strategies for motivating all students, such as utilizing various approaches, determining individual motivational types, and incorporating the six Ps: projects, people, praise, prizes, prestige, and power
Psycho-Social Motivation and Personality.pdf
The document provides an overview of motivation and personality. It discusses several key topics:
- Types of motivation including intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires while extrinsic motivation is driven by external rewards.
- Theories of motivation including drive theory, self-efficacy theory, self-determination theory, and expectancy-value theory. These theories examine what drives human motivation.
- Factors that promote intrinsic motivation such as curiosity, challenge, and cooperation. Tips are also provided on cultivating intrinsic motivation.
- Personality theories including psychoanalytic theory, behaviorist theory, humanistic theory, and trait theory including the five factor model. Personality theories seek to explain
Motivating the Demotivated - Audrey McPherson
This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
1. Cognitive theory assumes learning is an internal mental process where students actively organize new information. This implies teachers should consider students' cognitive development and help connect new ideas to prior knowledge.
2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
Health Education: Motivation and Learning
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Similar to Motivation (20)
Facilitating Human Learning, Motivations and Drives
Facilitating Human Learning, Motivations and Drives
Motivation
- 1. MOTIVATION
- 2. Mo-ti-va-tion Noun 1. The reason or reasons one has for acting or behaving in a particular way 2. The general desire or willingness of someone to do something Synonyms: motive – incentive – stimulus – impulse
- 4. Greatest Motivators Teachers Coaches
- 6. Intrinsic Motivation Motivation from within Starts with desire to overcome a problem or task Development of Skills Rehearsal of successful habits Feeling of pride after performing the skill Repetition of goal setting to maintain motivation
- 8. Specific and Measurable Me focused
- 9. Specific and Measurable Me focused Achievable
- 10. Specific and Measurable Me focused Achievable Reviewed Regularly
- 11. Specific and Measurable Me focused Achievable Reviewed Regularly Timed
- 12. Specific and Measurable Me focused Achievable Reviewed Regularly Timed Ecological
- 13. Specific and Measurable Me focused Achievable Reviewed Regularly Timed Ecological Reasons and Reward
- 14. Specific and Measurable Me focused Achievable Reviewed Regularly Timed Ecological Reasons and Reward
- 15. Image: Mother Pie. (January 16th, 2009). Intrinsic Motivation. Available: http://motherpie.typepad.com/motherpie/2009/01/intrinsic-motivation.html. Last accessed 10th April 2013.
- 16. Extrinsic Motivation Comes from a source outside the performer MEDALS MONEY Two Groups: 1. Tangible Awards (Physical) 2. Intangible Awards (Praise) RECOGNITION PRAISE
- 17. Hull’s Drive Theory Image: Unknown Author. (2013). Motivation. Available: http://www.teachpe.com/sports_psychology/motivation.php. Last accessed 7th April 2013. © Copyright TeachPE.Com 2013. All rights reserved.
- 18. Inverted U Law Image: Unknown Author. (2013). Motivation. Available: http://www.teachpe.com/sports_psychology/motivation.php. Last accessed 7th April 2013. © Copyright TeachPE.Com 2013. All rights reserved.
- 19. Motivation when Coaching Two major coaching approaches Controlling Style Autonomy Supportive Coaching Style
- 20. Imitation and Bullying Understanding feelings and needs Positive feedback
- 21. Judith Wojcik Primary School Teacher
- 22. Positive and Create a sense Open of belonging Environment How do you Motivate children? Learn how Role Models Find meaning in the material
- 23. Positive and Open Environment Provide Choices Sense of Belonging Be Responsive Listen Encouragement = MOTIVATION
- 24. Motivated to learn more? Here are some fantastic interviews and journal articles Education World interview with Carol Dweck, Professor of Psychology at Columbia University. “How can teachers develop students motivation.. And success?” http://www.educationworld.com/a_issues/chat/chat010.shtml Improving Self-Efficacy and Motivation: What to Do, What to Say Howard Margolis, Patrick McCabe March 2006 Intervention in School and Clinic v 41 issue 4, p 218-227 Connecting with students who are disinterested and inexperienced William G. Brozo July 2005 Thinking Clasroom Vol. 6, Issue. 3, p. 42 The ABCs of Motivation Lynley H. Anderman, Valerie S. Leake May/June 2005 The Clearing House v. 78 n. 5 p. 192
- 25. References Mother Pie. (January 16th, 2009). Intrinsic Motivation. Available: http://motherpie.typepad.com/motherpie/2009/01/intrinsic-motivation.html. Last accessed 10th April 2013. HUNTER, D. (2006) Motivation and Feedback in Coaching [WWW] Available from: http://www.brianmac.co.uk/articles/scni34a1.htm [Accessed 11/4/2013] Jeffrey Hodges. (2013). Smarter Goals. Available: http://www.sportsmind.com.au/index.php/articles/goal-setting-and-goal- achievement/smarter-goals. Last accessed 10th April 2013. Kirk, K. (2013). Motivation. Available: http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html. Last accessed 9th April 2013. Barbara Gross Davis (1993). Tools for Teaching. San Francisco: Jossey-Bass Publishers. 1- 34. Gender matters, Darrel J Wiens, Dayna J Depping, Stacey R Wallerich, Emily S Van Larr, Angela L Juhl Sep/Oct 2003 Journal of College Science Teaching v 33, no. 1, p. 32-36
Editor's Notes
- Reference: