Motivation in Teaching and Learning: Perspectives, Processes, and Support

1. CHAPTER 13 Motivation, Teaching, and Learning

2. Learning Goals • Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. • Discuss the important processes in motivation to achieve. • Explain how relationships and sociocultural contexts can support or undercut motivation. • Recommend how to help students with achievement problems.

3. Motivation, Teaching, and Learning Exploring Motivation What Is Motivation? Perspectives on Motivation

4. Motivation … involves the processes that energize, direct, and sustain behavior.

5. Perspectives on Motivation The behavioral perspective emphasizes external rewards and punishments as keys in determining student motivation.

6. The humanistic perspective stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities. Perspectives on Motivation

7. Perspectives on Motivation The cognitive perspective focuses on students’ competence motivation, their internal motivation to achieve, their attributions, and their beliefs that they can effectively control their environment.

8. Perspectives on Motivation The social perspective stresses the need for affiliationor relatedness that involves establishing, maintaining, and restoring warm, close, personal relationships.

9. Motivation, Teaching, and Learning Achievement Processes Values and Purpose Extrinsic and Intrinsic Motivation Expectations Attribution Goal-Setting, Planning, and Self-Monitoring Mastery Motivation and Mindset Self-Efficacy

10. Extrinsic vs. Intrinsic Motivation • Extrinsically motivated students … • Do something to obtain something else. • Are influenced by rewards and punishments. • Intrinsically motivated students … • Are internally motivatedto doing something for its own sake. • Increase motivation when they are given some personal choice.

11. Optimal Experiences & Flow • Flow occurs: • When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity. • When students are challenged and perceive that they have a high degree of skill.

12. Attribution TheoryBernard Weiner Attribution theory:In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem. Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success. Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.

13. Attribution Theory

14. Weiner’s Attribution TheoryTheory into Practice James believes he did well on a test because he was lucky. Q.1:Describe James’ attribution along Weiner’s dimensions. Steve believes he did poorly on a test because he is stupid. Q.2:Describe Steve's attribution along Weiner’s dimensions.

15. Weiner’s Attribution TheoryTheory into Practice Sally believes she did poorly on a test because she didn’t study enough for this test. Q.3:Describe Sally’s attribution along Weiner’s dimensions. Sandra believes she did poorly in a class because the teacher doesn’t like her. Q.4:Describe Sandra's attribution along Weiner’s dimensions.

16. Achievement Goal Orientation • MasteryOrientation • Students focus on the task rather than their ability • Generate solution-oriented strategies • HelplessOrientation • Students focus on their personal inadequacies • PerformanceOrientation • Students are concerned with the outcome rather than the process

17. Goal Theory (Mastery Motivation) Theory into Practice Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well. Q:What goal orientation is Susan demonstrating?

18. Goal Theory (Mastery Motivation) Theory into Practice Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy. Q:What goal orientation is Shana demonstrating?

19. Goal Theory (Mastery Motivation) Theory into Practice Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class. Q:What goal orientation is Sally demonstrating?

20. Goal Theory (Mastery Motivation) Theory into Practice Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine. Q:What goal orientation is Steve demonstrating?

21. Self-Efficacy Teach specific strategies Make sure students are not overly aroused or anxious Help students develop short- and long-term goals Provide students with support from positive adult and peer models

22. Self-Regulation Encourage and help students … • Set both short- and long-term challenging goals. • Manage time effectively, set priorities, and be organized. • Monitor progress toward goals.

23. Enter the Debate Should teachers help students who struggle by giving them assignments they can easily accomplish? YES NO

24. Motivation, Teaching, and Learning Motivation, Relationships, and Sociocultural Contexts Social Motives Sociocultural Contexts Social Relationships

25. Social Relationships Parents should provide the right amount of challenge in a positive environment and model achievement behavior. Teachers optimize achievement when they provide challenging tasks in a supportive environment. Motivation to Achieve Peers with high achievement standards will support student achievement in others.

26. Sociocultural Contexts

27. Sociocultural Contexts

28. Motivation and Gender Males Females • Have higher competence beliefs in math and sports • Are more rambunctious • Receive more teacher attention, yet receive lower grades • List more career options • Have higher competence beliefs for English, reading, and social activities • Often experience conflicts between gender roles and achievement • Are more compliant, get less teacher attention, by middle school have lower self-esteem

29. Motivation, Teaching, and Learning Students with Achievement Problems Students Who Are Uninterested or Alienated Students Who Are Low-Achieving and Have Low Expectations for Success Students with High Anxiety Students Who Protect Their Self-Worth by Avoiding Failure Students Who Procrastinate Students Who Are Perfectionists

30. Working With Students with Achievement Problems Protection of Self-Worth by Avoiding Failure Guide setting of realistic goals, strengthen link between effort and self-worth, and encourage positive self-perceptions Low Achievers with Low Expectations Provide reassurance and cognitive retraining, and reward effort and progress toward realistic goals High Anxiety Modify negative thoughts by engaging students in more positive, task-focused thoughts

31. Working with Students with Achievement Problems Procrastinators Encourage acknowledgement of problem, assist in time management and task analysis, and teach behavioral and cognitive strategies for dealing with problem Perfectionists Identify cost/benefits, decrease self-criticism, set realistic goals and time limits, and encourage acceptance of criticism

32. Hard-to-Reach, Low-Achieving Students Develop positive teacher-student relationships. Make school more interesting. Teach strategies to make learning enjoyable. Consider including a mentor.

33. Crack the CaseThe Reading Incentive Program • What are the issues in this case? • Analyze the case from the perspective of extrinsic and intrinsic motivation. • Analyze the case from a goal orientation perspective.

34. Crack the CaseThe Reading Incentive Program • Why do you think Sami went from receiving 1 star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school? • What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?

35. Reflection & Observation Reflection: • How have teachers used games to help you learn? • How have they affected your motivation to learn?