Motivation and Its Influence on Cognition

EDF 6215

Joyce Heath

Research

The more common elements of motivation in the classroom are self-confidence, self-efficacy, self-esteem, task mastery, goal orientation, pride, empowerment, cooperative learning, and personal goals. A direct correlation has been found between motivation and the use of learning strategies. Learning strategies include self-regulation, self-confidence, persistence, and self-monitoring. Motivated students employ learning strategies. Learning strategies are directly connected to successful learning. Successful learning reinforces the elements of motivation. Knowing this it becomes obvious that one way to increase learning in the classroom is to increase motivation. Once motivated, the student must learn to access learning strategies automatically. The two factors combined should lead to successful learning or cognition.

Motivation

A constantly spinning Mobius strip of motivation, learning strategies, and successful learning.

Motivation Relations

E fficacy S e lf-E s teem G oa l O rien ta tionTask m as te ry

S e lf-M on ito rin g S e lf R eg u la tion P ers is ten ce

E fficacy S e lf-E s teem G oa l O rien ta tionTask M as te ry

S u ccess fu l L earn in g

M otiva tion

MotivationPositive self efficacy

Learning Strategies

EncouragementPraise

Successful Learning

Task MasteryPersistence

Motivation

Self-Monitoring

Self-Regulation

A Motivation-Cognition Mobius Strip

Achievement

LearnerLarge oaks from little acorns grow

Nurture with rain, sun, air, and soil

Motivate with meaningful tasks, encouragement, praise, and success.

Self-EfficacyThe little train that could

• I think I can• I think I can• I think I can• I know I can• I know I can• I can• I can

Self-Confidence

• I know how to add.

• I know how to subtract.

• I know how to multiply.

• Now I will learn to divide.

• It is simply multiplying and subtracting.

• And I can do both of those.

Task Mastery/Goal Orientation• A baby naturally

wants to crawl.• A crawler naturally

wants to toddle.• A toddler naturally

wants to walk.• A learner naturally

wants to learn.

Pride

• I did it!

• I did it!

• I did it all by myself!

• By myself!

• I did it!

Strategy• Cognitive strategy - If

I practice every day I will improve

• Metacognitive Strategy - I have practiced every day and I have improved.

• Motivation - I will continue to practice and improve.

Motivation and Cognition

• Take a ready mind• Add the fuel, self-

efficacy, persistence, learning strategies, motivation

• Mix• Fire up continuous

learning and success

Ego-Oriented Learning

• Take a ready mind• Hose it down with rote

learning, anxiety over grades, low order thinking

• Wash away self-efficacy, pride, and motivation

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