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This document provides an overview of motivation from multiple perspectives. It discusses what motivation is, four general approaches to motivation including behavioral, humanistic, cognitive and sociocultural perspectives. It also addresses goal orientation and motivation, interests and motivation, and self-schemas as they relate to motivation. The chapter aims to define key concepts in motivation and discuss their implications for teaching.
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- 1. Overview What Is Motivation? FourGeneral Approaches to Motivation Goal Orientation and Motivation Interests and Motivation Self-Schemas Copyright 2001 by Allyn and Bacon
- 2. Concept Map for Chapter 10 What Is Self-Schemas Motivation Teachers, Teaching, & Educational Psychology Four Interests and Approaches to Motivation Goal Motivation Orientation and Motivation Copyright 2001 by Allyn and Bacon
- 3. Motivation Motivation defined: Internal state Arouses, directs, maintains behavior Intrinsic / Extrinsic Locus of causality Copyright 2001 by Allyn and Bacon
- 4. Four General Approachesto Motivation Copyright 2001 by Allyn and Bacon
- 5. Behavioral Approach Rewards areconsequences of behaviors Incentives encourage or discourage behaviors Copyright 2001 by Allyn and Bacon
- 6. Humanistic Approaches Third forcepsychology Emphasis on personal choice Needs Self-actualization / Self-determination Maslow’s hierarchy See Figure 10.1, Woolfolk, p. 371 and Point▼Counterpoint p. 372 Copyright 2001 by Allyn and Bacon
- 7. Maslow’s Hierarchy Deficiencyneeds Being needs Survival Endlessly renewed Pre-requisite Whole person Survival Intellect / Safety achievement Belonging Aesthetics Self-esteem Self-actualization Copyright 2001 by Allyn and Bacon
- 8. Maslow’s Hierarchy Self- Actualization Being (growth) Motivation increases Need Needs as needs are met Aesthetic Needs Need to know & Understand Esteem Needs Deficiency Motivation Belongingness & Love Needs Needs decreases as needs Safety Needs are met Physiological Needs Copyright 2001 by AllynAllyn and Bacon Copyright 2001 by and Bacon
- 9. Cognitive Perspective Focus onthinking Emphasizes intrinsic motivation People are active and curious Plans, goals, schemas, and expectations Copyright 2001 by Allyn and Bacon
- 10. Cognitive Perspective Attribution theory Perceivedcause of successes or failures Locus Stability Responsibility Attributions in the classroom Teacher actions influence student attributions Expectancy X Value Theory Copyright 2001 by Allyn and Bacon Copyright 2001 by Allyn and Bacon
- 11. Attribution Theory Copyright 2001by Allyn and Bacon
- 12. Weiner’s Terms Locus Internal / Stability external Stable / unstable Responsibility Controllable / uncontrollable Copyright 2001 by Allyn and Bacon
- 13. Examples of AttributionTheory Internal locus, stable, controllable: I am good at studying for multiple choice tests, so I will do well on the next Educational Psychology Exam. Internal, stable, uncontrollable: Essay tests are always hard for me, so I won’t do well in American Literature. Copyright 2001 by Allyn and Bacon
- 14. Sociocultural Conceptions of Motivation Emphasizes participation in communities of practice Legitimate peripheral participation Relate to authentic tasks See table 10.2, Woolfolk, p. 376 for a comparison of all four approaches Copyright 2001 by Allyn and Bacon
- 15. Goal Orientation and Motivation Copyright 2001 by Allyn and Bacon
- 16. Why Goals Improve Performance Direct attention to the task at hand Mobilize effort Increase persistence Promote development of new strategies Copyright 2001 by Allyn and Bacon
- 17. Four Kinds ofGoals Learning goals / task-involved Performance goals / ego-involved Work-avoidance goals Social goals The need for relatedness They won’t care how much you know until they know how much you care. Copyright 2001 by Allyn and Bacon
- 18. Feedback & GoalAcceptance: Effective Goals Are Specific Challenging Attainable Focused on the task Supported by social relationships Reinforced with feedback Accepted by the student See Family and Community Copyright 2001 by Allyn and Bacon Partnerships, Woolfolk, p. 380
- 19. Reflection Questions What goalhave you set for yourself recently? Did you follow good goal setting principles? How can you improve your personal goal setting practices? How does goal setting affect your motivation? Copyright 2001 by Allyn and Bacon
- 20. Interest and Emotions Copyright2001 by Allyn and Bacon
- 21. Interest and Emotions Studentinterests linked with success in school Fantasy to stimulate challenge & interest Ensure that ‘interesting details’ are legitimately tied to learning See Guidelines, Woolfolk, p. 382 Copyright 2001 by Allyn and Bacon
- 22. Arousal: Excitement &Anxiety in Learning Arousal: excitement, alertness, attention Curiosity: novelty & complexity Anxiety: uneasiness, tension, stress Anxiety and effects on achievement Coping with anxiety Problem solving Emotional management Avoidance Copyright 2001 by Allyn and Bacon
- 23. Implications for Teachers Keeplevel of arousal right for learners Sleepy students? Introduce variety Arouse curiosity Surprise them Wiggle break See Guidelines, Woolfolk, p. 386 Copyright 2001 by Allyn and Bacon
- 24. Self-Schemas Copyright 2001 byAllyn and Bacon
- 25. Beliefs about Ability Entityview Incremental view Developmental differences Effects on types of goals Copyright 2001 by Allyn and Bacon
- 26. Beliefs about Self-Efficacy Self-efficacy,self-concept, & self-esteem Sources of self-efficacy Mastery experiences Vicarious experiences Social persuasion Efficacy and motivation Teacher efficacy Copyright 2001 by Allyn and Bacon
- 27. Beliefs about Self Self-determinationor other-determination Classroom environment & self- determination Cognitive evaluation theory Learned helplessness Self-worth Mastery-oriented Failure-avoiding Failure-accepting Copyright 2001 by Allyn and Bacon
- 28. Reflection Questions How willyou deal with a student who is exhibiting learned helplessness? One of your students is avoiding failure by not doing assignments. How will you approach this challenge? Copyright 2001 by Allyn and Bacon
- 29. Lessons for Teachers Emphasizestudents’ progress Make specific suggestions for improvement Stress connection between effort & accomplishment Set learning goals for your students Model mastery orientation Copyright 2001 by Allyn and Bacon
- 30. Summary What Is Motivation? FourGeneral Approaches to Motivation Goal Orientation and Motivation Interests and Motivation Self-Schemas Copyright 2001 by Allyn and Bacon
- 31. Review Questions Define motivation. Whatis the difference between intrinsic and extrinsic motivation? How does locus of causality apply to motivation? What are the key factors in motivation according to a behavioral viewpoint? Humanistic? Cognitive? Sociocultural? Copyright 2001 by Allyn and Bacon
- 32. Review Questions Distinguish betweendeficiency needs and being needs in Maslow’s theory. What are the three dimensions of attribution in Weiner’s theory? What are expectancy X value theories? What is legitimate peripheral participation? What kinds of goals are most motivating? Copyright 2001 by Allyn and Bacon
- 33. Review Questions Describe learning,performance, work- avoidance, and social goals. What makes goal setting effective in the classroom? Do interests and emotions affect learning? How? What is the role of arousal in learning? How does anxiety interfere with learning? Copyright 2001 by Allyn and Bacon
- 34. Review Questions How dobeliefs about ability affect motivation? What is self-efficacy and how is it different from other self-schemas? What are the sources of self-efficacy and how does efficacy affect motivation? How does self-determination affect motivation? How does self-worth affect motivation? Copyright 2001 by Allyn and Bacon
- 35. End Chapter 10 Copyright2001 by Allyn and Bacon