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

Learning and Motivation

Dr. K. A. Korb

University of Jos

Outline

Motivation and Learning Self Efficacy Goals Self Regulation

Rote vs. Meaningful Learning Searching on Databases

Dr. K. A. KorbUniversity of Jos

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


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.


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.


Self Efficacy

Developed by: Mastery experiences Mastery modeling Verbal persuasion Physiological states


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


Goal Generality

Best goals are: Specific: Define exactly how to achieve

Opposed to: Do your best Difficult

Goal DifficultyEasy Hard

Su

cces

s


Goal orientation

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


Goals

1. One of my goals is to master a lot of new teaching skills in EAPY 556.2. It is important to me that I thoroughly understand the content in EAPY

556.3. One of my goals is to show others that I am good at my class work.4. It is important to me that I learn a lot of new concepts in EAPY 556

this year.5. It is important to me that other students in EAPY 556 think I am good

at my class work.6. One of my goals is to show others that class work is easy for me.7. It is important to me that I improve my teaching skills in EAPY 556.8. One of my goals is to look smart in comparison to other students in

my class.9. One of my goals in EAPY 556 is to learn as much as I can.10. It is important to me that I look smart when compared to other

students.


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

1. Plan to meet goal Plan many short-term goals

2. Plan to overcome obstacles Feedback: Know how close to reaching goal


Self Regulation

Self Regulated Learners:1. Set goals for their learning

2. Monitor their progression toward their goals


Self-Regulation

Performance1. Implement

strategies2. Record progress

toward goal

Self-Reflection

Compare performance to goal

Forethought1. Set Goals2. Strategy to meet goals


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


Self Regulation

Self Regulation is developed by: Direct instruction of study strategies Model positive learning Coaching of when to apply particular study

strategies


Meaningful vs. Rote Learning

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


Outcomes of Meaningful vs. Rote Learning

Meaningful Understanding of new

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


Teaching for Meaningful vs. Rote Learning

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


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


Meaningful Learning

Three conditions: Teachers: Material to be learnt must be

potentially meaningful Application: Learning materials have to be

organized, readable, and relevant


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

To achieve Meaningful Learning: Organize instruction to make meaningful connections to what learners already know


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


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

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