Motivation

1. 2/21/2012 EDP 5300 1 Motivation Theories

2. 2/21/2012 EDP 5300 2 Four Theories of Motivation Humanistic Behavioral Cognitive Social

3. 2/21/2012 EDP 5300 3 The Humanistic Perspective Motivation is based on internal drives and needs: Rogers, Maslow A deficit in any one need category will affect student performance People need to feel that they are worthy of respect from self and others, a respect based on actual achievement Unless students believe they are living up to potential, they will feel restless and discontented.

4. 2/21/2012 EDP 5300 4 Humanistic Perspective

5. 2/21/2012 EDP 5300 5 The Behavioral Perspective Motivated behavior results from the consequences of similar previous behavior Teachers can improve control over classroom through appropriate use of reinforcement schedules. Telling students that they do not know something is not motivating, so teachers should cover small amounts of material that can be immediately and positively reinforced

6. 2/21/2012 EDP 5300 6 Criticisms of Behavioral Approaches to Motivation Reinforcement is bribery. Reinforcement develops dependence on concrete, external rewards for appropriate behavior. Using extrinsic reinforcers to change a behavior already intrinsically motivated can undermine the intrinsically reinforcing value of the behavior.

7. 2/21/2012 EDP 5300 7 The Cognitive Perspective Motivation is based on the relationship between our perceptions about ourselves and the events in our lives and our resulting behaviors Motivation is a process involves instigating and sustaining goal-directed actions cognitive in nature individuals are active seekers and processors of information, not passive recipients

8. 2/21/2012 EDP 5300 8 Major Cognitive Theories of Motivation Expectancy-value theory Attribution theory Achievement goal theory Self-worth theory Intrinsic motivation theory

9. 2/21/2012 EDP 5300 9 Expectancy x Value Theory Jacqulyn Eccles, Carol Midgeley Motivation involves interaction between a person’s expectations for success in a particular endeavor and the value of that endeavor for a person. If either expectation for success or valuing of a task is low, motivation will be low.

10. 2/21/2012 EDP 5300 10 Attribution Theory Bernard Weiner Two major assumptions: Individuals always look for explanations for their own and others’ behavior Individuals are motivated to master their environments and themselves. Characteristics: Internal vs. external Stable vs. unstable Controllable vs. uncontrollable

11. 2/21/2012 EDP 5300 11 Implications for Motivation Attributions for success or failure If attribution is to internal, stable, uncontrollable cause such as ability, over time, motivation is likely to decrease, even to the point of learned helplessness If attribution is to internal, unstable, controllable cause, such as effort, motivation is likely to be unaffected or to increase

12. 2/21/2012 EDP 5300 12 Achievement Goal Theory All behavior is goal oriented Carole Ames—mastery vs. performance goals John Nicholls—task-involved vs. ego-involved goals Carol Dweck—learning vs. ability goals

13. 2/21/2012 EDP 5300 13 Achievement Goal Theory Mastery goals Focus on increasing ability by mastering new tasks Adaptive for motivation because focus is on doing what is necessary to achieve mastery Performance goals Focus on demonstrating ability or avoid demonstrating lack of ability Damaging to motivation because focus is on protecting self-worth by avoiding looking stupid Social goals Please the teacher Look good in front of peers

14. 2/21/2012 EDP 5300 14 Entity vs. Incremental “Theories” Entity theorists: intelligence=capacity; Each person has a fixed amount or capacity for learning Incremental theorists: intelligence=hard work Capacity increases as we study and learn.

15. 2/21/2012 EDP 5300 15 Intrinsic Motivation Theory Richard deCharms Under what conditions are students most likely to be intrinsically motivated? Perceived control: locus of control Origins Pawns

16. 2/21/2012 EDP 5300 16 Self-Worth Theory Martin Covington Students are motivated to protect their self-worth Those who perceive themselves as poor students will do everything, even stop learning, to avoid the conclusion that they are “stupid”.