11. Goal-oriented theory of
Cognitivism
O Goal orientations are cognitive representations of the
general type of goal an individual will tend to pursue.
O Goal orientations are dynamic and subject to change
as information pertaining to one’s performance on
the task is processed. While an individual can hold a
number of goal orientations that govern their reasons
for engaging in an activity, research has primarily
focused on two types of goals namely, task oriented
goals and ego oriented goals.
12. Cognitive approaches to
motivation
O Cognitive approaches to motivation focus on how a
person’s cognitions —and especially cognitive
dissonance —influence their motivation.
O The theory of cognitive dissonance proposes that
people have a motivational drive to reduce
contradictory cognitions by either changing or
justifying their attitudes, beliefs, and behaviors.
15. The role of motivational
components in classroom
learning
Expectancy components
o Control beliefs
o Self-efficacy beliefs
Value components
o Goal orientation
o Task value
Affective components
o Anxiety
o Other affective reactions
o Emotional needs
16. Classroom implications of
theory of motivation
O To know the basic needs of students
O Praising or reinforcing the students
O A well organized and adorned classroom
O Dignity of the students
O Outcomes of the lecture
O Feedback is necessary
O giving plan for extracurricular activities
