Chapter 10Chapter 10Motivation in Learning Motivation in Learning

and Teachingand Teaching

Ryan BrumbelowRyan Brumbelow

Ginny McAnearGinny McAnear

Jennifer DixonJennifer Dixon

What is motivation?What is motivation? Motivation Motivation is an internal state that is an internal state that

arouses, directs, and maintains behavior. arouses, directs, and maintains behavior. Intrinsic MotivationIntrinsic Motivation is motivation is motivation

associated with activities that are their associated with activities that are their own reward.own reward.

Extrinsic MotivationExtrinsic Motivation is motivation is motivation created by external factors such as created by external factors such as rewards and punishments.rewards and punishments.

Locus of CausalityLocus of Causality is the location – is the location – internal or external – of the cause of internal or external – of the cause of behavior behavior

Four General Approaches to Four General Approaches to MotivationMotivation

1. 1. Behavioral ApproachBehavioral Approach A A RewardReward is an attractive object or event supplied as a consequence is an attractive object or event supplied as a consequence of behavior.of behavior.

An An IncentiveIncentive is an object or event that encourages or discourages is an object or event that encourages or discourages behavior. behavior.

2. 2. Cognitive and Social Cognitive ApproachCognitive and Social Cognitive Approach

expectancy x value theoriesexpectancy x value theories: explanations of motivation that : explanations of motivation that emphasize individuals’ expectations for success combing with their emphasize individuals’ expectations for success combing with their valuing of the goalvaluing of the goal

3. Socio-cultural Conceptions 3. Socio-cultural Conceptions Legitimate peripheral participation Legitimate peripheral participation is genuine involvement in the is genuine involvement in the work of the group, even if your abilities are undeveloped and work of the group, even if your abilities are undeveloped and contributions are smallcontributions are small

Approaches continued …Approaches continued …

4. Humanistic Approaches 4. Humanistic Approaches

Maslow’s Hierarchy of needs:Maslow’s Hierarchy of needs:Four lower level needs – Four lower level needs – deficiency needsdeficiency needs – – survival, safety, belonging, and self-esteemsurvival, safety, belonging, and self-esteem

Three higher level needs – Three higher level needs – being needsbeing needs – – intellectual achievement, aesthetic intellectual achievement, aesthetic appreciation, and self-actualizationappreciation, and self-actualization

Self-actualization:Self-actualization: self-fulfillment, or the self-fulfillment, or the realization of one’s personal potentialrealization of one’s personal potential

Needs: Competence, Needs: Competence, Autonomy, and RelatednessAutonomy, and RelatednessSelf determination theorySelf determination theory: suggests that we : suggests that we

all need to feel competent and capable in our all need to feel competent and capable in our interactions in the world, to have some sense interactions in the world, to have some sense of control over our lives, and to be connected of control over our lives, and to be connected to others to others

Need for autonomyNeed for autonomy: is the desire to have our : is the desire to have our own wishes, rather than external rewards or own wishes, rather than external rewards or pressures, determine our actionspressures, determine our actions

Cognitive evaluation theoryCognitive evaluation theory: suggests that : suggests that evens affect motivation through the evens affect motivation through the individual’s perception of the events as individual’s perception of the events as controlling behavior or providing informationcontrolling behavior or providing information

Needs…Needs…

The The Need for relatednessNeed for relatedness is the desire is the desire to establish close emotional bonds and to establish close emotional bonds and attachments with others. attachments with others.

Needs: Lessons for TeachersNeeds: Lessons for Teachers*teachers should limit controlling messages*teachers should limit controlling messages

*allow and encourage students to make choices*allow and encourage students to make choices*help students plan actions to accomplish self selected goals*help students plan actions to accomplish self selected goals*hold students accountable*hold students accountable*provide rationales for limits, rules, and constraints*provide rationales for limits, rules, and constraints*acknowledge that negative emotions are valid reactions to *acknowledge that negative emotions are valid reactions to teacher controlteacher control*use non-controlling, positive feedback*use non-controlling, positive feedback

Goal Orientations and Goal Orientations and MotivationsMotivations

Many theories include goals as key elements in Many theories include goals as key elements in motivation. motivation.

A A Goal Goal is an outcome or attainment an individual is is an outcome or attainment an individual is striving to accomplish.striving to accomplish.

A A Goal OrientationGoal Orientation is a pattern of beliefs about goals is a pattern of beliefs about goals related to achievement in school.related to achievement in school.

Mastery GoalMastery Goal is a goal to improve and to learn is a goal to improve and to learnTask Involved LearnersTask Involved Learners focus on task. focus on task.Performance GoalsPerformance Goals are when the goal is to are when the goal is to

demonstrate abilities to others. demonstrate abilities to others. Ego Involved LearnersEgo Involved Learners are concerned with the are concerned with the

evaluation of their work by others. evaluation of their work by others. Work Avoidant LearnersWork Avoidant Learners want to complete work was want to complete work was

quickly as possible with as little effort as possible. quickly as possible with as little effort as possible.

Interests and EmotionsInterests and Emotions Two kinds of interests: personalTwo kinds of interests: personal

(individual) and (individual) and situational situational (trait and state) (trait and state) Personal interestsPersonal interests: enduring tendency to be : enduring tendency to be

attracted to or to enjoy specific subjects – attracted to or to enjoy specific subjects – seek information and have more positive seek information and have more positive attitudes toward schoolattitudes toward school

Situational interestsSituational interests: short lived aspects of : short lived aspects of the activity, texts, or materials that catch the activity, texts, or materials that catch and keep attention – if students are not and keep attention – if students are not initially interested in a subject or activity, initially interested in a subject or activity, they may develop interests as they they may develop interests as they experience successexperience success

Arousal: Excitement and Arousal: Excitement and Anxiety in LearningAnxiety in Learning

Arousal Arousal is physical and psychological is physical and psychological reactions causing a person to be reactions causing a person to be alert, attentive, and wide awake. alert, attentive, and wide awake.

Individuals are naturally motivated to seek Individuals are naturally motivated to seek novelty, surprise, and complexity.novelty, surprise, and complexity.

Curiosity arises when attention is focused Curiosity arises when attention is focused on a gap in knowledge. (Piaget’s concept on a gap in knowledge. (Piaget’s concept of disequilibrium)of disequilibrium)

AnxietyAnxiety

Anxiety Anxiety is general uneasiness, a feeling of is general uneasiness, a feeling of tension, feeling of self-doubt tension, feeling of self-doubt

Trait anxietyTrait anxiety is the tendency to be is the tendency to be anxious.anxious.

State anxietyState anxiety is anxiety provoking is anxiety provoking situations. situations.

Anxiety interferes with learning and test performance: Anxiety interferes with learning and test performance: focusing attention, learning, testing.focusing attention, learning, testing.

Coping with AnxietyCoping with Anxiety(for Teachers)(for Teachers)

Use competition carefullyUse competition carefully Avoid situations in which highly anxious Avoid situations in which highly anxious

students will have to perform in front of students will have to perform in front of large groupslarge groups

Make instructions clearMake instructions clear Avoid unnecessary time pressuresAvoid unnecessary time pressures Remove some pressure from major Remove some pressure from major

tests/examstests/exams Alternatives to written testsAlternatives to written tests Teach self-regulation strategiesTeach self-regulation strategies

Beliefs and Self-SchemasBeliefs and Self-Schemas

Entity view of abilityEntity view of ability assumes that ability is a assumes that ability is a stable, uncontrollable trait – a characteristic of stable, uncontrollable trait – a characteristic of the individual that cannot be changedthe individual that cannot be changed

Incremental view of abilityIncremental view of ability suggests that suggests that ability is unstable and controllable – an ever-ability is unstable and controllable – an ever-expanding repertoire of skills and knowledgeexpanding repertoire of skills and knowledge

Attribution theoriesAttribution theories of motivation describe of motivation describe how the individual’s explanations, how the individual’s explanations, justifications, and excuses, can be justifications, and excuses, can be characterized in terms of three dimensions (1. characterized in terms of three dimensions (1. locus, 2. stability, 3. controllability)locus, 2. stability, 3. controllability)

Beliefs and Self- Schemas Beliefs and Self- Schemas continued…continued…

Self efficacySelf efficacy is a belief about personal is a belief about personal competence in a particular situation competence in a particular situation such as learning or teaching a specific such as learning or teaching a specific subject. subject.

A sense of efficacy, control, or self-A sense of efficacy, control, or self-determination is critical if people are to determination is critical if people are to feel feel intrinsically motivatedintrinsically motivated..

Learned HelplessnessLearned Helplessness is the is the expectation, based on previous expectation, based on previous experiences with a lack of control, that experiences with a lack of control, that all one’s efforts will lead to failure. all one’s efforts will lead to failure.

****************************************************** Mastery-oriented studentsMastery-oriented students are students are students

who focus on learning goals because they who focus on learning goals because they value achievement and see ability as value achievement and see ability as improvable. improvable.

Failure-avoiding studentsFailure-avoiding students are students are students who avoid failure by sticking to what they who avoid failure by sticking to what they know, by not taking risks, or by claiming know, by not taking risks, or by claiming not to care about their performance.not to care about their performance.

Failure-accepting studentsFailure-accepting students are are students who believe their failures are students who believe their failures are due to low ability and there is little they due to low ability and there is little they can do about it. can do about it.

Motivation to LearnMotivation to Learn ““the tendency to find academic activities the tendency to find academic activities

meaningful and worthwhile and try to meaningful and worthwhile and try to benefit from them”benefit from them”

1. source of motivation:1. source of motivation: intrinsic (optimum) vs. extrinsic (diminishes intrinsic (optimum) vs. extrinsic (diminishes

motivation)motivation) 2. Type of goal set: 2. Type of goal set:

learning goal vs. performance goallearning goal vs. performance goal 3. Type of involvement: 3. Type of involvement:

task-involved vs. ego-involvedtask-involved vs. ego-involved 4. achievement motivation: 4. achievement motivation:

motivated to achieve vs. failure-avoidingmotivated to achieve vs. failure-avoiding 5. likely attributions: 5. likely attributions:

controllable vs. uncontrollablecontrollable vs. uncontrollable 6. beliefs about abilities: 6. beliefs about abilities:

Incremental view vs. entity viewIncremental view vs. entity view

Hopeless GeraldoHopeless Geraldo

He won’t even start the assignment as He won’t even start the assignment as usual. He keeps saying “I don’t usual. He keeps saying “I don’t understand.” “This is too hard.” When he understand.” “This is too hard.” When he answers your questions correctly, he answers your questions correctly, he guessed or he doesn’t really know. Geraldo guessed or he doesn’t really know. Geraldo spends most of his time staring into space; spends most of his time staring into space; he is falling farther and father behind. he is falling farther and father behind.

Use extrinsic motivation to develop sense of Use extrinsic motivation to develop sense of intrinsic motivation. He is a work-avoidant intrinsic motivation. He is a work-avoidant learner. A Failure-accepting student. He learner. A Failure-accepting student. He exhibits learned helplessness.exhibits learned helplessness.

Safe SumeySafe Sumey

She checks with you about every step – she She checks with you about every step – she wants to be perfect. You once gave her bonus wants to be perfect. You once gave her bonus points for doing an excellent color drawing of points for doing an excellent color drawing of the apparatus, and now she produces a work the apparatus, and now she produces a work of art for lab every time. But Sumey won’t of art for lab every time. But Sumey won’t risk getting a B. If it isn’t required or on the risk getting a B. If it isn’t required or on the test, Sumey isn’t interested. test, Sumey isn’t interested.

Performance goals. Failure-avoiding student. Performance goals. Failure-avoiding student. Views ability as fixed (entity view of ability). Views ability as fixed (entity view of ability). She prefers extrinsic motivation factors. She prefers extrinsic motivation factors.

Ego-involved learner. Performance goals. Ego-involved learner. Performance goals.

Satisfied SpenserSatisfied Spenser

He is interested in the project. He knows He is interested in the project. He knows more about it than you do. Evidently he more about it than you do. Evidently he spends hours reading about chemistry and spends hours reading about chemistry and performing experiments. But his overall performing experiments. But his overall grade in your class is between B- and C+ grade in your class is between B- and C+ because when you were studying biology, because when you were studying biology, Spencer was satisfied with the C he could Spencer was satisfied with the C he could get on tests without even trying. get on tests without even trying.

Sets learning goals. Intrinsically motivated. Sets learning goals. Intrinsically motivated. Need for autonomy. Work-avoiding. Failure-Need for autonomy. Work-avoiding. Failure-avoiding. Strong sense of self-efficacy.avoiding. Strong sense of self-efficacy.

Defensive DaleeshaDefensive Daleesha She doesn’t have her lab manual – again, so she She doesn’t have her lab manual – again, so she

has to share with another student. Then she has to share with another student. Then she pretends to be working , but spends most of her pretends to be working , but spends most of her time making fun of the assignment or trying to time making fun of the assignment or trying to get answers from other students when your back get answers from other students when your back is turned. She is afraid to try because if she is turned. She is afraid to try because if she makes an effort and fails, she fears that everyone makes an effort and fails, she fears that everyone will know she is “dumb”.will know she is “dumb”.

Work-avoidant student. Failure-avoiding student on Work-avoidant student. Failure-avoiding student on her way to becoming failure-accepting student. her way to becoming failure-accepting student. Views ability as fixed. Sets performance goals. Views ability as fixed. Sets performance goals. Lacks legitimate peripheral participation.Lacks legitimate peripheral participation.

Anxious AmeeAnxious Amee She is a good student in most subjects, She is a good student in most subjects,

but she freezes on science tests and but she freezes on science tests and “forgets” everything she knows when she “forgets” everything she knows when she has to answer questions in class. Her has to answer questions in class. Her parents are scientists and expect her to parents are scientists and expect her to become one too, but her prospects for become one too, but her prospects for this future look dim. this future look dim.

Anxiety! (state anxiety) Lacks self-efficacy Anxiety! (state anxiety) Lacks self-efficacy in this particular subject. She experiences in this particular subject. She experiences a lack of deficiency needs- belonging and a lack of deficiency needs- belonging and self-esteem ( with her family ). self-esteem ( with her family ).