Learning and Motivation

1. Learning and Motivation Dr. K. A. Korb University of Jos

2. Outline • Motivation and Learning • Self Efficacy • Goals • Self Regulation • Rote vs. Meaningful Learning • Searching on Databases Dr. K. A. Korb University of Jos

3. Self Efficacy • Self Efficacy: Belief about personal competence in a particular situation • Influenced by: • Estimation of personal ability • Outcome expectations • Influences: • Effort • Length of time persisting when faced with challenges • Level of performance Dr. K. A. Korb University of Jos

4. Self Efficacy • Academic Self Efficacy (Bandura, 2006) • I am certain I can figure out the most difficult concepts in EAPY 556. • I can do even the hardest work in EAPY 556 if I try. • I am certain that I can master the concepts taught in EAPY 556. • I can do almost all the work in EAPY 556 if I do not give up. • Even if the work in EAPY 556 is hard, I can learn it. Dr. K. A. Korb University of Jos

5. Self Efficacy • Self Efficacy for Meeting Others Expectations (Bandura, 2006) • I can live up to what my teachers expect of me. • I can live up to what my family expects of me. • I can live up to what I expect of myself. • I can live up to what my peers expect of me. Dr. K. A. Korb University of Jos

6. Self Efficacy • Developed by: • Mastery experiences • Mastery modeling • Verbal persuasion • Physiological states Dr. K. A. Korb University of Jos

7. Goals • Goal: Outcome one is striving to accomplish • Three properties of goals influence the effectiveness of the goal • Time to achieve the goal • Short-term goals • Long-term goals • Generality of the goal • Difficulty of the goal • Orientation of the goal Dr. K. A. Korb University of Jos

8. Goal Generality • Best goals are: • Specific: Define exactly how to achieve • Opposed to: Do your best • Difficult Success Easy Hard Goal Difficulty Dr. K. A. Korb University of Jos

9. Mastery: Develop or improve competence Seek challenges Persist with difficulty Higher intrinsic motivation Performance: Demonstrate or prove competence Choose tasks that can win at Avoid challenges Affects performance Goal orientation Dr. K. A. Korb University of Jos

10. Goals • One of my goals is to master a lot of new teaching skills in EAPY 556. • It is important to me that I thoroughly understand the content in EAPY 556. • One of my goals is to show others that I am good at my class work. • It is important to me that I learn a lot of new concepts in EAPY 556 this year. • It is important to me that other students in EAPY 556 think I am good at my class work. • One of my goals is to show others that class work is easy for me. • It is important to me that I improve my teaching skills in EAPY 556. • One of my goals is to look smart in comparison to other students in my class. • One of my goals in EAPY 556 is to learn as much as I can. • It is important to me that I look smart when compared to other students. Dr. K. A. Korb University of Jos

11. Goals • Important to success of goals: • Goal acceptance: Provide a rationale for the goal • Implementation Intentions: Outline for how to meet the goal • Two parts • Plan to meet goal • Plan many short-term goals • Plan to overcome obstacles • Feedback: Know how close to reaching goal Dr. K. A. Korb University of Jos

12. Self Regulation • Self Regulated Learners: • Set goals for their learning • Monitor their progression toward their goals Dr. K. A. Korb University of Jos

13. Self-Regulation Dr. K. A. Korb University of Jos

14. Self Regulation • Forethought • Declarative knowledge of study strategies • Procedural knowledge of study strategies • Conditional knowledge of study strategies • Performance • Monitoring progress is critical component of self regulation (Schunk & Zimmerman, 1994) • Observe performance • Compare performance to standard • Respond to perceived difference Dr. K. A. Korb University of Jos

15. Self Regulation • Self Regulation is developed by: • Direct instruction of study strategies • Model positive learning • Coaching of when to apply particular study strategies Dr. K. A. Korb University of Jos

16. Meaningful Learning Concept is fully understood by student Student can relate new information to what is already known Rote Learning Verbatim memorization of new information No connection between previous and new knowledge Meaningful vs. Rote Learning Dr. K. A. Korb University of Jos

17. Meaningful Understanding ofnew information Understanding of relationships between new information and prior knowledge Ability to apply the new information to real-life situations Rote Memorizing the new information Isolated understanding of concept Ability only to repeat the new information in the exact same context Outcomes of Meaningful vs. Rote Learning Dr. K. A. Korb University of Jos

18. Meaningful Relate information to common experiences Organized incorporation of new knowledge with existing knowledge Deliberate effort to link new knowledge with prior knowledge Rote Present definitions, formulas, information without explaining relationship with students’ experiences Random presentation of new knowledge into memory No effort to integrate new knowledge with existing prior knowledge Teaching for Meaningful vs. Rote Learning Dr. K. A. Korb University of Jos

19. Meaningful Learning • Three conditions: • Students: Approach the learning task with the purpose of engaging in meaningful learning • If learner only wants to memorize then meaningful learning cannot occur • Application: Teach students how to engage in meaningful learning • Students: Must already have background knowledge that relates to the new material • Application: Ensure that students have foundational knowledge for a new topic Dr. K. A. Korb University of Jos

20. Meaningful Learning • Three conditions: • Teachers: Material to be learnt must be potentially meaningful • Application: Learning materials have to be organized, readable, and relevant Dr. K. A. Korb University of Jos

21. Summary: Meaningful vs. Rote • Very few things need to be learned by rote (Woolfolk, 2007) • Point of Meaningful Learning: Make materials meaningful to the learner • Toachieve Meaningful Learning: Organize instruction to make meaningful connections to what learners already know Dr. K. A. Korb University of Jos

22. Meaningful Learning • Use analogies • Tell stories to demonstrate concepts • Ask students for their relevant experiences • Ask students questions beyond what you have directly taught to test their understanding Dr. K. A. Korb University of Jos