Motivation

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

2. Overview • Maslow’s Hierarchy of Needs • Overview of Intrinsic and Extrinsic Motivation • Behavioral Approach • Self-Determination Theory • Goals • Mastery/Performance • Difficult/Specific Dr. K. A. Korb University of Jos

3. You are stranded in the bush. Put the following needs in order based on the sequence in which you would be motivated to satisfy them. • Intellectual achievement (the need to know and understand) • Safety needs (freedom from physical/emotional threat) • Self-actualization needs (self-fulfillment) • Physiological needs (hunger, thirst, shelter) • Esteem needs (recognized and approved by others) • Aesthetic appreciation (need for symmetry, order, beauty) • Belonging (love and acceptance from family/peers) Dr. K. A. Korb University of Jos

4. Maslow’s Hierarchy of Needs • Deficiency Needs: Strive to meet something that you lack • Physiological • Safety • Belonging • Self-Esteem • Being Needs: Psychological growth; developing potential • Intellectual Achievement • Aesthetic Appreciation • Self-Actualization Dr. K. A. Korb University of Jos

5. Maslow’s Hierarchy of Needs in Education • Students must be well fed and safe for effective learning to occur • Physiological and safety needs • A positive student-teacher relationship is an important condition for effective learning • Teachers should encourage their students in their learning process to foster self-esteem Dr. K. A. Korb University of Jos

6. Motivation Introduction • Motivation: Selection,energization and direction of behavior • Selection: WHAT you choose to do • Energization: EFFORT put into the behavior • Direction: HOW you engage in behavior • Intrinsic Motivation: Do an activity for inherent satisfaction in the activity • Extrinsic Motivation: Do for a reason external to the activity Dr. K. A. Korb University of Jos

7. Motivation Introduction Reward/ Punishment Avoid Shame or Guilt Fit Personal Values Satisfaction in Activity Extrinsic Motivation Intrinsic Motivation Dr. K. A. Korb University of Jos

8. Behavioral Approach to Motivation • Behaviors are influenced by rewards and punishments from the environment • Give rewards and extra incentives for positive behaviors • Punish negative behaviors • Extrinsic Motivation Dr. K. A. Korb University of Jos

9. Motivation Introduction Intrinsically Motivated Learners Extrinsically Motivated Learners Conform their behavior to teachers desires in the short-term Positive behaviors stop when rewards stop Have low intrinsic motivation • Learn more • Perform better in school • Persist in the face of challenges • Are more curious Dr. K. A. Korb University of Jos

10. Self Determination Theory • Three psychological needs must be met for students to be intrinsically motivated: • Competence: Students need to feel that they are successful in school • Autonomy: Students feel that they have a choice in behavior; Do not feel forced to do something • Relatedness: Students feel close and connected to the teacher and other students Dr. K. A. Korb University of Jos

11. Competence • Self Efficacy: Belief about competence in a particular situation • Results in greater effort and persistence on the task • Developed by: • Past successful experiences • Observing others succeed • Verbal reinforcement by teachers, parents, and peers • Feedback to describe what the student is doing well and how they can improve Dr. K. A. Korb University of Jos

12. Competence • Flow: State of concentration with a holistic absorption in an activity • Results when both challenge and skill are high High Flow Anxiety Challenge Apathy Boredom Low Dr. K. A. Korb University of Jos Low High Skill (Csikszentmihalyi, 1990)

13. Competence • Optimal challenge: Level of challenge equal to a student’s ability • An activity will be enjoyed most when a person faces the optimal challenge for their abilities • With optimal challenge, both failure and success are equally likely • Since failure is likely with optimal challenges, the classroom must tolerate failure and mistakes • When the school environment values the contribution that failure makes to learning and development, then students seek and attempt optimal challenges instead of easy tasks Dr. K. A. Korb University of Jos

14. Competence • Feedback: The best feedback tells students why they are wrong so they can learn more effective strategies • Without feedback, students have no way to learn from their mistakes • Four questions to ask when providing feedback: • What is the major error? • What is the probable reason that the mistake was made? • How can I guide the student to avoid the mistake in the future? • What can I point out that the student did well? Dr. K. A. Korb University of Jos

15. Autonomy • Motivating styles: Differences in the style teachers rely on to motivate their students • Controlling: Target a way of thinking or behaving and then offer extrinsic incentives for students’ progress. • Goal: Control students' behavior so desirable states occur more frequently and undesirable ones occur less frequently. • Autonomy Supportive: Motivate by identifying and supporting students' interests and supporting their internalization of the school's values. • Goal: Support students' interest in and valuing of education Dr. K. A. Korb University of Jos

16. Autonomy • Characteristics of Autonomy Supportive teachers: • Understand students’ perspective • What are the students’ interests, goals, needs, and challenges? • Create a classroom environment that supports students interests, goals, etc. • Provide a rationale for all lessons and rules • Why is it important for students to behave this way? • Why is this lesson important for students to learn? • Communicate non-controlling, positive feedback • Take students’ perspective when: • Students perform poorly • Students misbehave • Encourage the students to persevere instead of being critical • Encourage students’ choice and initiative Dr. K. A. Korb University of Jos

17. Relatedness • Students who feel valued by their teachers: • Accept the values and goals that the teachers hold • Work harder to learn • Teachers show they value students when they: • Talk to the students • Listen to students’ concerns • Assist the students with their class work • Communicate fairness in grading and class policies • Provide positive feedback to students Dr. K. A. Korb University of Jos

18. Dr. K. A. Korb University of Jos

19. Goals • Goals: Outcome one is striving to accomplish • Goals provide motivation by focusing attention on the discrepancy between the present level of accomplishment and ideal level of accomplishment • People perform better when they set goals • Teachers need to teach their students how to set effective goals • Two types of goals: • 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 Dr. K. A. Korb University of Jos

20. Personally-Set Goals • Best goals are: • Specific: Define exactly how the goal will be accomplished • Goals to Do your best are ineffective • Difficult Success Easy Hard Goal Difficulty Dr. K. A. Korb University of Jos

21. Teacher-Set Goals • Factors that affect goal acceptance • Perceived difficulty • Students will reject goals they think are too difficult • Participation in the goal-setting process • Provide a rationale for making the goal • Credibility of the person assigning the goal Dr. K. A. Korb University of Jos

22. Important to Goal Success • Implementation Intentions: Plan for achieving the goal • Plan to meet goal • Long-Term goals should be broken down into multiple short-term goals necessary to meet the long-term goal • Short-term goals provide opportunities for feedback • Plan to overcome obstacles • Feedback: Information about progress toward meeting the goal Dr. K. A. Korb University of Jos

23. Motivation in the Classroom • Maslow’s Hierarchy of Needs • Independent Variable: Needs • Dependent Variable: Psychological Growth • Behaviorist Approach • Independent Variable: Rewards and Punishment • Dependent Variable: Controlling students’ behavior • Self Determination Theory • Independent Variable: Psychological Needs (Autonomy, Competence, Relatedness) • Dependent Variable: Intrinsic Motivation Dr. K. A. Korb University of Jos

24. Motivation • Goals, Part 1 • Independent Variable: Goal type (Mastery vs. performance) • Dependent Variable: Intrinsic Motivation and Performance • Goals, Part 2 • Independent Variable: Difficulty and Specificity of Goals • Dependent Variable: Performance Dr. K. A. Korb University of Jos

25. Revision • Describe Maslow’s Hierarchy of Needs • Differentiate between intrinsic and extrinsic motivation • According to Self Determination Theory, what are the three psychological needs? How can you as a teacher foster those needs for your students? • What are the best types of goals? • What is the difference between performance and mastery goals? Dr. K. A. Korb University of Jos