Motivation and Self-regulation 2012a

8/3/2019 Motivation and Self-regulation 2012a

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Myron H. Dembo, Ph.D

Professor Emeritus of Educational PsychologyUniversity of Southern [email protected]

January 18, 2012

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1. identify the role of self-regulation inlearning and motivation.

2. identify key motivational constructs thatinfluence student learning and performance.

3. analyze students motivational issues andrecommend specific interventions.

4. formulate goals for future interventions toimprove students personal and academicperformance.

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What are students thinking about when theyfirst enter your class?

What information are they looking for?What are your purposes and goals for the

first day? What do you do to attain these purposes and

goals?What do you think students say to each other

when they leave your class the first day.

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Alearning-centered syllabus

requires that you shift from whatyou, the instructor are going tocover in your course to a concern for

what information, tools,

assignments, and activities you canprovide to promote your studentslearning and intellectual

development (p. xiv)

From OBrien, J. et al. (2008). The course syllabus: A

learning-centered approach. San Francisco: Wiley.


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y Instructor informationy Student information formy Statement of teaching

philosophyy

Purpose of the coursey Course descriptiony Course objectivesy Readingsy Resourcesy

Course calendary Course requirements

y Policy and expectations:Attendance, late papers,missed tests, and classbehaviors

y Policies and expectations:

Academic honestly, disabilityaccess, and safety

y Evaluationy Grading procedurey How to succeed in this

course: Tools for study andlearning

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From OBrien, J. et al. (2008). The course syllabus: A learning-centered approach. San Francisco: Wiley.

Checklist for Developing a Syllabus


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` Class attendance appears to be a better predictorof college grades than any other known predictorof college gradesincluding SAT scores, HSGPA,study skills, and the amount of time studying. In

deed the relationship is so strong as to suggest thatdramatic improvement in average grades (and failurerates) could be achieved by efforts to increase classattendance rates among college students .(p. 288-

289)

` From Crede, Roch, & Kieszynka (2010) in the Review of Educational

Research.

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` What aspects of your syllabus need to beimproved? Why?

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The ability of learners to control the factors orconditions affecting their learning.

Learning is not something that happens tostudents, it is something that happens bystudents. - Zimmerman

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It is not that students dont have theability to succeed. The problem is that they

have not acquired all the tools necessary tolearn.

Learning strategies

Not learning styles


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` Motivation (Why?)` Methods of learning (How?)` Use of time (When?)

` Management of ones physical environment(Where?)` Management of ones social environment

(With whom?)`

Management of ones performance (W

hat?)From Dembo, M., & Seli, H. (2008). Motivation and Learning

Strategies for College Success (3rded.). Mahway, NJ: Erlbaum

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Processes Underachievers Achievers

Time use Are more impulsive Manage study time

well

Goals Set lower academic

goals

Set higher specific

and proximal goalsSelf-monitor Monitor less

accurately

Monitor more

frequently and

accurately

Self-reactions Are more self-

critical

Set a higher

standard for

satisfaction

Self-efficacy Are less self-

efficacious

Are more self-

efficacious

Motivation Give up more

readily

Persist despite

obstacles

From Zimmerman and Risemberg (1997)

Self-Regulatory Processes ofUnderachievers and Achievers


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Select a partner, read the vignette, and

determine the differences between the twostudents in terms of their self-regulatory skills.Partner A explains to Partner B three examplesfollowed by Partner B explaining any additionalexamples. Together the partners analyze thedifferences between the two students in thevignette.

Maria and Jan


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` Types of strategies--rehearsal

copying, taking verbatim notes, reciting

words and definitions--elaborationsummarization, annotation,elaborative interrogation

--organizationalvisual representations

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Determine importance Summarize information Draw inferences

Generate questions Monitor comprehension

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` Knowing when you know` K

nowing when you dont know` Knowing what to do about it when you dont

know

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The procedure is actually quite simple. First you arrange

things into different groups depending on their makeup. Of

course, one pile may be sufficient depending on how much

there is to do. If you have to go somewhere else due to lack of

facilities that is the next step, otherwise you are pretty well set.

It is important not to overdo any particular endeavor. That is, itis better to do too few things at once than too many. In the

short run this may not seem important, but complications from

doing too many can easily arise. A mistake can be expensive as

well. The manipulation of the appropriate mechanisms should

be self-explanatory, and we need not dwell on it here. At firstthe whole procedure will seem complicated. Soon, however, it

will become just another facet of life. It is difficult to foresee

any end to the necessity for this task in the immediate future,

but then one never can tell.

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Federation vs. ConfederationIn a federation, the national government is fully sovereign; the statesmay not withdraw without the consent of the national authorities; andthe people create both the national government and the stategovernments, delegate powers to both, and may restrict both throughthe written constitution. The national government may act directly on

the people; it can tax and draft them. In contrast, in a confederation,the states are sovereign; they may join the nation or withdraw from itat will. They delegate specified powers to national institutions andreserve all others to themselves. The national "government" is acreature of the states and can deal only with the states, not directlywith their citizens.

Confederation is an ancient form of government; it has bound peopletogether throughout history, from the time of the alliances of theIsraelite tribes to the Renaissance and the confederacies whichflourished in what is today Germany, Italy...Federalism is more modern;it was developed first in the United States and later was adopted byone-third of the countries of the world, including the Soviet Union,Brazil, India, Nigeria Mexico...

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What is the difference between a Federation vs.Confederation?

In a federation, the national government is fully sovereign; the states maynot withdraw without the consent of the national authorities; and the peoplecreate both the national government and the state governments, delegatepowers to both, and may restrict both through the written constitution. Thenational government may act directly on the people; it can tax and draft them.

In contrast, in a confederation, the states are sovereign; they may join thenation or withdraw from it at will. They delegate specified powers to nationalinstitutions and reserve all others to themselves. The national "government" is acreature of the states and can deal only with the states, not directly with theircitizens.

Confederation is an ancient form of government; it has bound people

together throughout history, from the time of the alliances of the Israelitetribes to the Renaissance and the confederacies which flourished in what istoday Germany, Italy...Federalism is more modern; it was developed first in theUnited States and later was adopted by one-third of the countries of the world,including the Soviet Union, Brazil, India, Nigeria Mexico...

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What is the difference Federalism

between a federal and authority is divided bet. Nat. and regional level

Unitary govt? Did not exist before 1787

US has been gov. as confederacyauthoritygiven to states

Unitary

authority solely in nat. govt.

ex. Japan and Sweden

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` What is? (that is, define)` What is the relationship between?` Compare and contrast` Why?` How does work?` What was the effect of ?` What is the structure and function of?

Combine several small questions into onemajor question turn a lower level questioninto a higher level question.

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y Show students what good notes looks likey Teach students how to read textbooksy Ask students for their summary question from the last

lecturey

Use cooperative learningtwo students go over theirnotes, the first students would paraphrase and explain thefirst page of notes. Then they would switch and the secondmember of the pair would go over the next section

y Stop the lecture and allocate 10 minutes of time forstudents to work in learning groups to review the materialand generate a question that would focus on some materialthey may not understand.

y Use study buddies

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Three stages of student action:

1. Think. The instructor engages students thinking with a

question, prompt, reading, visual or observation.

2. Pair. Students pair up to discuss their respective

responses.

3. Share.After students talk in pairs for a few moments,

the teacher asks pairs to share their thinking with the

rest of the class.

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` Ask students to turn in a question about the readings in abox in from of the lecture room.

` Plan your lecture around a series of questions that thelecture answers

` Turn-to-your partner discussions. Divide the lecture into 10

to 15 minute segments. Use different discussion tasks:Summarize the answer to the question beingdiscussedSolve a problemGive a reaction to the theory, concepts, or

information being presented.Elaborate the material being presented.Predict or explainAttempt to resolve the conceptual conflict the

presentation has aroused.Hypothesize answers to the question being posed.

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` Use a personal response system1. Instructor shows a PowerPoint slide which poses a question

to students. Students select an answer using their clickers,a small, portable device that uses infrared or radio

frequency technology to transmit and record studentresponses to questions.2. The answers are collected by a USB receiver (RF receiver)

and tabulated directly within Powerpoint via TurningTechnologies TurningPoint system applications.

3. Within seconds, the class can view a histogram of responses

and instructors can save this data for further analysisand/or grading.

4. Currently, several software companies are launchingsoftware where you use your cell phone to register youranswer choice so the trend is moving away from hardware(i.e., the real clicker) completely.

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When it comes to academics, I am mostlya.. .

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Myron H. Dembo, Ph.DEmeritus Professor of Educational Psychology

University of Southern [email protected]

January 19, 2011

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Learning =Skill (content knowledgeand learning strategies)+ Will(motivation influenced by students

beliefs and perceptions)


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` influence students motivation and learning` influence instructors interaction with

students and classroom instruction

Interventions to improve learning andinstruction must deal with both students and

instructors belief systems.

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Do you agree or disagree with the following statements?

y A student needs to feel some pressure to be motivated tolearn.

y Competition is a great motivator.y College students have a natural desire to learn.

y Human intelligence is fixed by the time a student beginsschool.

y Failure is helpful in motivating students.

y It is the responsibility of students to know how to learn; it isthe responsibility of instructors to deliver qualityinstruction.

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Students lack motivation:It is not that we as an

institution are failing

them.W

e have so manysupport systems aroundhere. I just wonder howmany dont payattentionbecause at

orientation they hear allabout the resources weoffer.

Students are lazy:We have fantastic

programsBut I thinkthat if you tell the

average student, Hereis something else youneed to do, they dontwant to have to dosomething else that

sounds like more work.That is the mindset alot of student have.

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From Bensimon (2007)


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Socialcontextual factors

Personal factors

SelfProcesses Achievement behaviors

A social cognitive model of achievement motivation (Dai et al.,1998)

Effort, choice, level

of activity and

persistence

Educational experiences, social

contexts, gender role socialization,

institutional policy and procedures,

etc.

Aptitudes, temperaments, personality, etc.

Self-efficacy, values, goal orientation,

attributions, self-worth, attitudes,

interests, etc.

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` The role of theinstructor is to presentthe content of thecourse in the mostconcise and clearmanner.

` In addition to teachingcontent knowledge, theinstructor has aresponsibility to teachstudents how to learnthe content and ,whenever possible,assist students in

overcoming obstacles inlearning.

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Instructor A Instructor B


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` It is important from thefirst day of class tocommunicate tostudents what theyneed to do and theconsequences of notfollowing directions andcompleting assignments.

Students need tounderstand that successin my course involveshard work.

` It is important from thefirst day of class tocommunicate myexpectations. However,I also want tocommunicate that my

job is helping studentsbecome successful in my

course. This is a beliefthat I try to reinforcethroughout the course.

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Instructor A

Instructor B


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Some students bring to classfaulty beliefs andinappropriate academic

behavior that limit theirsuccess in college ,

Some instructorsmisperceptions about studentslead to inappropriateinstructional practices.

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Have any of the following been a problem for you in

reaching your academic goals? The following

percentages of responses were given forNot a

problem and Minor problem combined:

` Quality of high school preparation 70%

` Study Skills -73%

` Language difficulties 83%` Motivation to study 84%


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Only 2%of students qualify to take a transferable

English course, 12% a readingcourse, and 4% a

transferable math course. In addition, the

completion rate for Basic Skills, ESL, and

Enhanced Noncredit courses for 2008-2009

(ARCC) is only 49.5%.


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The percentage of responses for never attended or

never used the service

` Group orientation 63%

` On-line orientation 62%

` Tutoring 63%

` Transfer center 68%` Career center -69%


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` Defensive Dimitri more motivated to avoidfailure than to succeed.

` Safe Susan underachiever, plays it safe

` Hopeless Henry learned helplessness` Satisfied Sheila does not seek high

grades` Anxious Alberto high anxiety, low self-

confidence

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Why is it important to determine the factorsthat influence students motivation?

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` Personal goals

` Goal orientation

` Value orientation` Self-efficacy

` Causal attributions

` Self-worth

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GOAL THEORY

Students are motivated when they:

have a goal they believe is achievable

have the desire (reasonable effort) toattain the goal

have a plan in place to attain the goal


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` Discovering What are my strengths andweaknesses?

` Thinking Who am I? What are my hopesand fears?

` Sketching - What am I like?` Reflecting What can I be?` Growing How can I reach my goals?` Performing How am I doing?

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MasteryOrientation

Performance

Orientation

Success definedas

Improvement, progress,mastery, innovation

High grades, highperformance compared withothers

Error viewed as

Ability viewedas

Part of the learningprocess, informational

Developing through effort

Failure, evidence of lack ofability

Fixed

Goal Orientation


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Mastery

` Our instructor thinks mistakes are okay as long

as we are learning.

` Our instructor wants us to understand our work,not just memorize it.

Performance

` Our instructor tells us how we compare to other

students.` Only a few students do really well.

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` Intrinsic value ( = enjoyment one gets fromthe activity)

` Extrinsic value (=utility or usefulness in terms

of future goal)` Attainment value (= importance of doing well

on the task)

A student can have different value orientations fordifferent tasks.

He or she can also have them all for the same task.

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` Key aspect of self-regulatory strategies--Students with higher self-efficacy set highergoals and expend more effort

--Students with higher self-efficacy use morecognitive and metacognitive strategies andpersist longer

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y Reviewing lesson accomplishments from the previousday, posting the current lessons objectives prior toinstruction

y Asking students to record each day on a calendarsomething new they learned that day

y Prompting students who perform poorly to attributetheir failures to a lack of effort rather than ability

y Drawing students attention to their growth and

complimenting them on their specific skillsy Using student models early to demonstrate some

aspects of a lesson to remind students that otherstudents like themselves are mastering the materialand therefore they can master it also.

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` Perceptions of causes for success or failure` Attribution theory explains why individuals

respond differently to the same event

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SelfSelf--worth = ability = performanceworth = ability = performance

Self-worth is based on ability, BUT if one candemonstrate that his or her performance does notreflect on ability, then self-worth is maintained.This is why students often use failure-avoidancestrategies.

Covingtons Self-Worth Theory

(1992)

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y Help seeking can imply inadequacy and threaten self-worth

y Help seeking can expose learners to public scrutinyy Students often fail to adequately judge their skills

level so they believe that they can succeed withoutassistancey Students incorrectly contribute their poor

performance to a lack of ability rather than effort

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Possible Causes Based onResearch

` Students feel embarrassedand/or dont want to feel

incompetent. Thus, helpseeking can threaten self-worth.

` Students fail to adequatelyjudge their skill level so they

believe that they succeedwithout assistance.

Possible Solutionsy Take class to visit appropriate

tutoring centery Train tutors to understand and

deal with students beliefsabout tutoring

y Allow students to talk aboutstrengths during first sessionwith tutors

y Consider having students visittutoring center in pairs or smallgroups

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Have instructors discuss howerrors help us learn andconduct error analysis lecturesin class

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` What not to do:I dont get it!

` What to do:1.Determine what you do not understand about the

material2.Make an appointment with your TA, instructor, tutor,

learning assistant3.Review content and make a list of specific questions4.Make summary notes soon after you leave the

meeting.

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` Did I hear any ideas this morning that helpedme to better understand my studentsmotivation and behavior?

` What are these ideas?

` How will these ideas influence my instruction?` How can our community college better respond

to the needs of our students?

Motivation and Self-regulation 2012a

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