This document discusses strategies for motivating students. It begins with objectives of mutual learning about best practices and gaining knowledge to motivate students and promote well-being. It then outlines an introduction and recent research on increasing self-efficacy and fostering a "mastery mindset." Specific strategies discussed include enhancing self-efficacy through positive feedback, focusing on effort over ability to develop a growth mindset, and contextualizing feedback to focus on behaviors rather than people. The document emphasizes appreciating students' diverse strengths and talents.

1. Motivating Our StudentsMotivating Our Students
Wei-Chien Lee, Ph.D.Wei-Chien Lee, Ph.D.
Counseling ServicesCounseling Services
924-5910;924-5910; Wei-Chien.Lee@sjsu.edu

2. ObjectivesObjectives
1. Mutual learning: Best practices in
motivating students.
2. Gain knowledge and skills you can adopt
for
 Motivating our students and ourselves.
 Promoting the well-being and self-efficacy of our
students, family, children, etc.

3. OutlineOutline
1. Warm-up discussion.
2. Introduction: Why “Motivating”?
3. Recent research findings and skills:
A. Increasing self-efficacy.
 Discussion and mutual learning.
A. Fostering the “mastery mind set” and “efforts.”
 Discussion and mutual learning.
4. Conclusion and Additional Tools.
 “Contextualizing.”
 Developing Strengths.

4. Informed ConsentInformed Consent
 We will focus on harvesting the pearls of wisdom
from each other:
 Take off our “editor,” “reviewer,” and/or “teacher” hat
(just for an hour).
 The effectiveness of any intervention is context-
dependent.
 Questions, contribution, sharing, and comments
help us learn in different ways at different levels.
No question or comment is “stupid.”
 We will be curious, support each other, and have
some fun, because teaching is …

5. Warm-up QuestionWarm-up Question

6. 1. Think about a Highly “Motivated” Student1. Think about a Highly “Motivated” Student
 What are some signs of a “motivated” student?
 Now, how these signs would change if this
student is:
 First generation college student?
 Latina/o, Black, Asian, or Native American?
 Trying to support the family financially and emotionally?
 Coping with a mental disorder?
 Side note: “Being motivated” differ from “engaging?”

7. Choose “Motivation”Choose “Motivation”

8. Why Choose “Motivating”?Why Choose “Motivating”?
 Correlates of academic achievement:Correlates of academic achievement:
– SES of parents.SES of parents.
– Students and parental IQ.Students and parental IQ.
– Parental and peer influences.Parental and peer influences.
– Motivational factors.
 We can do something about it, for promoting
– Learning.
– Social Justice and equal educational outcomes.
– Performance.

9. Motivational FactorsMotivational Factors
 Self-EfficacySelf-Efficacy
 Attribution theory:Attribution theory:
 Success comes from ability or effort?Success comes from ability or effort?
 Ability is fixed or learned?Ability is fixed or learned?
 Achievement Goal orientation.Achievement Goal orientation.
 Learning goals vs. performance goals?Learning goals vs. performance goals?
 Interest theories.Interest theories.
 Feelings of connectedness to classmates and teachers.Feelings of connectedness to classmates and teachers.
 Have your cake and eat it – Take a break by asking a counselor to
come to your class and conduct activities to foster mutual respect,
connectedness, and teamwork.
 Perceptions of competence, autonomy, and relatedness.Perceptions of competence, autonomy, and relatedness.
 Feeling of helplessness associated with learning.Feeling of helplessness associated with learning.
 Hit two birds with one stone: Show students you care by actively
referring them to campus resources (see the “SJSU Student
Success Resources” and “Spartan Success Workshop.”).

10. 1. Enhancing Self-Efficacy1. Enhancing Self-Efficacy
Self-efficacy:Self-efficacy:
One’s belief in one’s capability to get things done successfully.One’s belief in one’s capability to get things done successfully.

11. Jackson (2002)Jackson (2002)
 Research Question: Can one e-mail enhance
students’ self-efficacy?
 N = 132; 1st
year college students from
introductory psychology course.
 Get extra credits by sending an e-mail to the
professor.
 76 sent e-mail, and they were randomly
assigned to (1) control group and (2) self-
efficacy enhancing group.

12.  Control Group:Control Group:
– ““Thank you for your e-mail. You have been awardedThank you for your e-mail. You have been awarded
the bonus point.”the bonus point.”
 Self-Efficacy Group:Self-Efficacy Group:
– Dear _____, I received your e-mail message and haveDear _____, I received your e-mail message and have
awarded you the extra-credit point. Also let me take aawarded you the extra-credit point. Also let me take a
moment and say thanks for doing such a great job onmoment and say thanks for doing such a great job on
critical thinking assignment and for your thoughtfulcritical thinking assignment and for your thoughtful
participation in class! You have exhibited goodparticipation in class! You have exhibited good
analytic skills, and you have shown that youanalytic skills, and you have shown that you
understand and can apply the material. …Again, Iunderstand and can apply the material. …Again, I
would like to encourage you to study hard and work towould like to encourage you to study hard and work to
improve your test score. I am sure you can do it!improve your test score. I am sure you can do it!
Good luck. Remember, don’t hesitate to contact me ifGood luck. Remember, don’t hesitate to contact me if
you have any questionsyou have any questions

13. ResultsResults
 The e-mail improved the Self-Efficacy
group’s self-efficacy and grade.

14. Strong Empirical SupportStrong Empirical Support
 Robbins et al. (2004).Robbins et al. (2004).
 Meta-Analysis.Meta-Analysis.
 Best predictors for GPA = Academic Self-
efficacy X Achievement motivation.
 (Study skills contribute to college outcome more(Study skills contribute to college outcome more
than SES, high school GPA).than SES, high school GPA).
 Brown et al. (2008).Brown et al. (2008).
 Meta-Analysis.Meta-Analysis.
 f (Self-efficacy) = Academic performance andf (Self-efficacy) = Academic performance and
persistence.persistence.

15. Performance
accomplishments
Emotional arousal
Vicarious learning
Verbal persuasion
Perceived
Self-efficacy
Persistence
Performance
Choice
Bandura’s Model of Perceived Self-Efficacy (Betz, 1992, p. 23)

16. Pause, Breathe, Reflect,Pause, Breathe, Reflect,
and Mutual Learningand Mutual Learning

17. 2. Focusing on “Effort”2. Focusing on “Effort”
The “Mastery-oriented” mindset.The “Mastery-oriented” mindset.

18. To What Extent Do You Agree:To What Extent Do You Agree:
 “Intelligence is something you can’t really
change.”
1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

19. Cultural InfluencesCultural Influences
 Smart = ?Smart = ?
 Movie: “Good Will Hunting”; “A Beautiful Mind.”Movie: “Good Will Hunting”; “A Beautiful Mind.”
 Fairy tales and stories:Fairy tales and stories:
– Smart = fast, handsome, little effortsSmart = fast, handsome, little efforts
 Most tests are performance based, with a timeMost tests are performance based, with a time
limit.limit.
 Limited outlets and appreciations to differentLimited outlets and appreciations to different
talents and abilities.talents and abilities.
 The symptoms of our students are the
symptoms of our culture.

20. Performance Focused/Fixed Mind-
Set
 Fixed mind-set:Fixed mind-set:
 Intelligence = Fixed trait.Intelligence = Fixed trait.
 Performance Goals:Performance Goals:
 Outcome = f (Ability).Outcome = f (Ability).
 Convey/Transmit through:Convey/Transmit through:
 Culture – stories, sayings, media, role models..Culture – stories, sayings, media, role models..
 Praise for intelligence: “You must be very smart.”Praise for intelligence: “You must be very smart.”
 Heighten social comparison. Normal reference, valuingHeighten social comparison. Normal reference, valuing
achievement…achievement…
 Establish competitive academic standards.Establish competitive academic standards.
 Focus on performance instead of mastery.Focus on performance instead of mastery.

21. Performance Focused/Fixed Mind-
Set
 Consequences:Consequences:
– Instill beliefs such asInstill beliefs such as
 ““Work hard = Dumb.”Work hard = Dumb.”
 ““Mistake/Error = Lack of ability/Dumb.”Mistake/Error = Lack of ability/Dumb.”
 ““Smart = Success.”Smart = Success.”
– Avoid or refuse to take on new challenges.Avoid or refuse to take on new challenges.
– Setbacks or negative feedbacks =Setbacks or negative feedbacks =
 Decrease in self-efficacy, aspiration, self-evaluation, and/orDecrease in self-efficacy, aspiration, self-evaluation, and/or
future performance.future performance.
 Evidence of lack of abilityEvidence of lack of ability  Not going to success.Not going to success.
– Relationship, leadership, and communicationRelationship, leadership, and communication
problems.problems.

22. Learning Goals/Mastery Mind-SetLearning Goals/Mastery Mind-Set
 Emphasis on understanding and growth.Emphasis on understanding and growth.
 Intelligence is malleable and can be developedIntelligence is malleable and can be developed
through education and hard work.through education and hard work.
 Transmit/Convey through:Transmit/Convey through:
– Stories about effort and struggles.Stories about effort and struggles.
– Praise and acknowledge efforts. “You have workedPraise and acknowledge efforts. “You have worked
hard on it!” “You must have put in a lot of efforts.”hard on it!” “You must have put in a lot of efforts.”
– Encouragement (not empty cheering). “It takesEncouragement (not empty cheering). “It takes
practices/several trials to….”practices/several trials to….”

23. Learning Goals/Mastery Mind-SetLearning Goals/Mastery Mind-Set
 Consequences:Consequences:
– Instill beliefs:Instill beliefs:
 Error = Need more effort.Error = Need more effort.
 Challenge = Opportunity to grow and learn.Challenge = Opportunity to grow and learn.
– Increase in performance, self-efficacy, self-Increase in performance, self-efficacy, self-
esteem, and persistence.esteem, and persistence.
– Enjoy school work more and value schoolEnjoy school work more and value school
work more.work more.

24. Pause, Process, Share,Pause, Process, Share,
Experiment, and Inquire.Experiment, and Inquire.

25. Additional Tool: 1. ContextualizingAdditional Tool: 1. Contextualizing
 Instruction: (Instead of this  Say this)
– Keys:
 Focus on the correct subject – Not the student, but the
behaviors.
 Take the “U” (you) out and put the “BS” (Behavior and Skills)
in.
 Focus on helping students to achieve their goals.
 Teach students what we all know really well – read the
context.
 Example:Example:
– ““You are irresponsive!”You are irresponsive!”  “This behavior was not“This behavior was not
effective in helping you achieve your goal of gettingeffective in helping you achieve your goal of getting
the grade you want in this class.”the grade you want in this class.”

26. Additional Tool: 1. ContextualizingAdditional Tool: 1. Contextualizing
 More Examples: Instead of thisMore Examples: Instead of this  Say thisSay this
– ““Bad writing.”Bad writing.”  This writing style is different from theThis writing style is different from the
writing style required for this assignment. Here are thewriting style required for this assignment. Here are the
differences…differences…
 Practice:Practice:
– ““You need to be less shy!”You need to be less shy!”
  ““Speaking up in this class shows your interests andSpeaking up in this class shows your interests and
understanding in the subjects.”understanding in the subjects.”
– “Why don’t you talk more in my class?”
  “It takes courage to talk in a class, and I would encourage
you to try once.”

27. Additional Tools 2: StrengthsAdditional Tools 2: Strengths
 How many different strengths in studentsHow many different strengths in students
can you appreciate?can you appreciate?
 Based on positive psychology.Based on positive psychology.
– Help students to develop, appreciate,Help students to develop, appreciate,
understand, and use their strengths.understand, and use their strengths.
 See the “Strength Quest” handout.See the “Strength Quest” handout.

28. Thank You for your patience,Thank You for your patience,
participation, and motivation.participation, and motivation.