Essential Principles of Motivation

1. Essential Principles of Motivation MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN EDUCATION, ROSANNE YOST, CURRICULUM AND INSTRUCTION UNIVERSITY OF SOUTH DAKOTA PLEASE PICK UP EACH OF THE MULTICOLORED SURVEYS AND COMPLETE THEM BEFORE WE BEGIN FOR THE ACADEMIC MOTIVATION SCALE, SUBSTITUTE “ATTEND STAFF DEVELOPMENT” FOR “ATTEND COLLEGE”

2. What motivates you to learn in an academic setting? • To what extent is lack of motivation an issue in your classroom? • How do you address the problem? • How would you assess the success of your interventions?

3. A Social Cognitive View of Motivation [Contrast to Behavior Modification] • A Different way to think about Motivation: Learner Centered • Social—Learners “read” the social and academic expectations of the setting • Cognitive—Mind Mediated Motivation is a STATE not a trait

4. The Ultimate goal of Education: Self-Regulated Learners who. . . • Accept responsibility for their own learning • Are flexible in their thinking and problem solving • Develop and use self-monitoring skills • Are collaborative in task-focused skills • Are willing to seek help and support from others • Focus on personal progress • Focus on learning rather than grades or test scores • Welcome challenge • How does this compare to the learners we cultivate now?

5. 3 Basic Principles • Motivation can be defined as our willingness to • Engage • Commit • Persist in an academic task [challenge] • Motivation beliefs are stored in connections in our long term memory, [schema] based on our experiences and interpretations of them. • Our motivation is influenced by our • Expectations for Success and • Value for the Task • E multiplied by V

6. Schemata • Mental organizing structures—existing idea networks-- that guide perception and categorize experiences • Whether we are aware of them or not, these networks determine how we interpret our experiences and extract meaning from them • Motivation schemas can be • Adaptive, or • Mal-adaptive • What happens when a motivation schema is Mal-adaptive?

7. Expectancy x Value Judgments • Our willingness to expend the effort on an academic task depends on • Our Expectations for success with reasonable effort • Our assessment of the Value and meaningfulness of the task.

8. Value for the Task • What kinds of tasks do your students VALUE? • Why? • What do you see when they don’t value a task?

9. Value is Enhanced When the Task is • Meaningful • Connected • Relevant • Useful How do we do that?

10. Reasonable Expectations for Success • Where do they come from? • How do learners with expectations for success approach tasks? • How do learners with lower expectations for success approach tasks?

11. Student Responses Based on E x V

12. Expectations for Success are Enhanced when learners. . . • Believe in incremental rather than innate intelligence • Learn for internalized, self-regulated purposes • Pursue mastery goals • Have high self-efficacy • Attribute success and/or failure to an internal locus of control • Have necessary learning strategies and tools

13. “Motivation Constructs” Each of the previous statements represents a set of ideas that individuals hold—ideas that influence their willingness to “engagecommit, and particularly PERSIST” in an academic tasks Each addresses learners’ expectations for success in a given task setting

14. Intrinsic/ Extrinsic Goal Orientation Beliefs about Knowledge Self Efficacy Hope Motivation Attributions

15. #1: Beliefs About Intelligence & Knowledge • What is Knowledge? • Who has it? • How do we get it? • Where does it come from?

16. Beliefs about Knowledge Assumptions individuals hold about • The nature of knowledge • Certainty • Complexity • How knowledge is attained • Role of innate ability • Role of effort

17. Beliefs about Learning Survey [blue] • Factor 1: Fixed Ability. Is ability fixed.. . . . . or is it. . . . . . Incremental? [high points] [low points] • Factor 2: Simple Knowledge Is knowledge simple. . . Or is it. . . Complex? [high points] [low points] • Factor 3: Certain Knowledge Is knowledge certain. . . Or is it. . . . Relative? [high points] [low points] • Factor 4: Quick Learning Accomplished quickly. . . . Or. . . with sustained effort? [high points] [low points]

18. How are these beliefs relevant to educators and their practices?

19. Implications: Recognize That. . . • Everyone holds beliefs about intelligence and knowledge that influence their learning AND behaviors. • These beliefs affect the way we reason • Beliefs about knowledge are NOT strongly related to ability, but they are strongly related to engagement and motivation issues

20. #2: Intrinsic and Extrinsic Motivation • Extrinsic motivation: for external motives, such as incentives and rewards • Intrinsic motivation: for internal motives, please in the task for it’s own sake Which do schools most actively promote? Why? How do you know? What is the message to learners? Which is the most powerful approach for learning?

21. The continuum approach: Self Determination • Assumption: the element that defines the difference between Extrinsic and Intrinsic motivation is the degree to which the individual determines task value and importance-- “BUY IN”—aka “Engagement”

22. Levels of task buy in Based on “Who initiates the involvement and why?” Extrinsic Motivation has 4 levels • External Regulation • Introjected Regulation • Identified Regulation • Integrated Regulation

23. Buy-In Extrinsic Completely initiated outside… Reward or punishment… External Regulation Introjected Regulation Accepts standards other have specified Identified Regulation Values standards… Willing engagement… Integrated Regulation Fits own ultimate goals Intrinsic

24. Think of a learning experience in which YOU “moved along the continuum.” • What happened to your learning? • How was your experience related to Expectation for Success and Value for the Task? • So HOW do we move learners “along the continuum”?

25. Basic Learner Needs • Competence • Belief that one can accomplish the task • Autonomy • Self initiation, self direction, and self regulation • Relatedness • To others in the learning setting • Connections to overall learning goals

26. Implications: Support for Basic Needs • Competence: Attention to task definition • Clear • Manageable • Challenging • Criterion referenced success standards • Autonomy: Choices • Time flexibility • Alternative ways to reach goals • Participation in decision making • Relatedness: De-emphasize competition • Emphasis on effort • Collaboration • Social construction How could YOU support each of these?

27. Academic Motivation Scale [white] • What did this instrument tell you about your intrinsic/extrinsic balance? • Did it seem accurate? Why/why not? • Comments?

28. #3. Goal Orientations • Beliefs individuals hold about the purposes of learning • Why we learn • For whom • How success is achieved IMPACT: How we approach challenging tasks • Two basic types of goals • Mastery Goals • Performance Goals

29. Underlying Theories of Intelligence • Entity Theories • Incremental Theories

30. Performance: Goal is to gain positive judgments & avoid negative judgments of ability [Prove] Mastery Goal is to increase ability and personal competence [Improve] Goal Orientation

31. Theory of Intelligence EntityPerformance: Intelligence Goal is to gain is a fixed positive judgments trait & avoid negative judgments of ability [Prove] IncrementalMastery Intelligence Goal is to increase is ability and personal malleable competence [Improve]

32. Typical Behavior EntityPerformance: Helplessness Intelligence Goal is to gain Avoid risk is a fixed positive judgments Give up easily trait & avoid negative Make excuses judgments of ability [Prove] IncrementalMasteryEffort Intelligence Goal is to increase Seek challenge is ability and personal Persist malleable competence Take responsibility [Improve] Problem Solve

33. Competence develops through effort & practice Enjoyment of challenging tasks Easy tasks viewed as boring Effort competence More intrinsic motivation to learn Use of learning strategies for deep comprehension Self-evaluative Errors are viewed as useful Failure can be informational Teacher seen as resource/guide Which learner do you prefer? Why? Competence—you have it or you don’t! Avoidance of challenging tasks Easy tasks are desirable Effort = low competence More extrinsic motivation Reliance on rote learning Comparison of self to others Errors seen as failures Failure = low ability Teacher viewed as judge, rewarder, and punisher Goal Orientations Beliefs: Compare/Contrast Performance Orientation Mastery Orientation

34. Quadrants Mastery Orientation HIGH LOW HIGH Performance Orientation LOW

35. Goals Inventory [yellow] • Eliminate #s 7, 9, & 13 • Mark the following with “P”: • 2, 10, 11, 12, 15, 17, 18 • Mark the following with “M” • 1, 3, 4, 5, 6, 8, 14, 16 • Add P scores and divide by 7 • Add M scores and divide by 8

36. PERFORMANCE 5 LM/HP HM/HP 4 3 2 1 5 4 MASTERY HM/LP LM/LP 2 1

37. Students with a strong mastery orientation are more successful learners , REGARDLESS of whether performance orientation is high or low. Implications?

38. #4: Self-Efficacy Beliefs about the degree of “effect” we can have on a learning situation. Think about a situation in which you perceive you can have an impact. Now think of one where you don’t believe you can have much. Compare your motivation to engage in each of these settings Context and topic specific Perception!

40. Factors Influencing Self-Efficacy

41. Implications: Improving Self-Efficacy • Increase students’ awareness of the self-efficacy concept • Use expert and inexpert modeling…scaffold • so that students can understand developing expertise • Provide feedback… • that functions to help students develop expertise through analysis of own performance • specific • Build self-efficacy rather than reduce expectations • reductions undermine efficacy • Encourage self-regulation • students take control of their learning process

42. #5. Causal Attributions • Who or what is responsible for our successes and failures? Are these. . . • Internal or External ? • Stable or Unstable? • Controllable or Uncontrollable? Locus of control Learned helplessness

43. 3 Issues in Attribution Theory Locus of control: ▪ Where does control lie? ▪ Internal vs. external ▪ “I” vs. “They” thinking Attribution Theory Stability: ▪ Stable vs. unstable ▪ Does outcome change or fluctuate? Controllability: ▪ Controllable vs. un- controllable ▪ Are any variables with- in my control?

44. Possible Attributions • Effort • Ability • Task difficulty • Luck Which is most “adaptive” and why?

45. Controllability · is any of this within my control? Locus of Control Task Difficulty Ability Stable Stability This isn’t up to me. I can’t really control this. Effort Luck Unstable This is something I have control over! This is completely out of my control.

46. Attribution Dimensions Locus: Stability: Controllability:

47. Implications: Improving Student Attributions • Discuss effects of attributions with students • leading to emphasis on the role of effort • Help students focus on controllable causes • in order to increase task engagement, persistence, and performance • Consider alternative causes of success and failure • identify and help students modify • Be mindful of inadvertent “low-ability cues” • which undermine both self-efficacy and attributions to controllable factors How do we do these things?

48. Attribution Inventory [green] • Specific to Locus of Control Dimension Only • Scoring-- • Eliminate item 8 • Reverse score #s 1, 3, 4, 9, 12 • [1=5; 2=4; 3=3] • Add your points, divide by 11 • Higher the score, the more EXTERNAL the perceived locus of control Did this instrument describe you accurately? Why/why not? contrast to Behavior Modification] contrast to Behavior Modification]

49. 5. The “Hope” Construct • Agency [“the Will”] • Pathways [“the Ways”] • aka study strategies] • Connect this construct with • Self Regulation • Self Efficacy • Self Determination

50. The Hope Scale • Eliminate 3, 5, 7, 11, • Add for Pathways Score • 1, 4, 6, 8 • Divide by 4 • Add for Agency Score • 2, 9, 10, 12 • Divide by 4