Week 2: Motivation – The Big Theories
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Week 2: Motivation – The Big Theories
9/12/13
Question of the day: What do you think motivates our new dean (or anyone else for that matter) to run marathons?
• Intrinsic motivation • Expectancy value theory• Identity and In-group membership• Personal Agency • Delayed gratification• Goal and reward
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ReviewDevelop a frame for the course that is useful for
you We are all intuitive scientists trying make sense
out of the social world around us (tasks & tools)◦Sometimes we do a pretty bad job of things◦Should improve by borrowing from research
scientists Actual tools (e.g., field experiments) Habits of mind
Inductive approach to a theory of motivation
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Where we are & where we are going
Motivation◦Overarching theories/Key components◦Paradoxes & special issues
Person perceptionInterpersonal relationships
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Game-plan & goals for todayRecipe assignmentsMotivational mappingMotivational theoriesReading tips (Harackiewicz et al.)
Take away (at least) 2 new ideas about how to motivate:◦Yourself◦A population of learners you care about
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Recipes Goals:
◦ Review concept of interest in the unit◦ Apply it to an educational setting of interest for you
Write-up = accessible to others◦ Explain the concept◦ Explain the activity◦ Explain why it should work◦ Limitations?
Final publication◦ Revise one ◦ Post on http://isites.harvard.edu/k12519
Lesson plan options◦ Substitute for 2 recipes◦ Add in video tape = substitute for 3 recipes◦ Due 11:59 pm on 9/26
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Motivational mappingPairsCompare our class-wide theory of motivation (or
components anyway) to the theories just coveredList from last week is on the board (feel free to
use your own notes if they are better)3 questions after each theory◦Litmus test: Can you come up with an example (e.g.,
a motivated activity) that doesn’t fit the theory?◦What does our list cover that the theory misses?◦What does our list miss that the theory covers?
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Our ingredients of motivationHaving a goal(s)(ceasing behaviors)�Unconditional acceptance (safety net) contributing to a �
belief in self and self-perceived capability (doable/healthy challenge)
Accountability�Relevance, perceived purpose/reason or meaning�Value (social, survival, personal, monetary etc.)�Personal investment (ownership, agency/control/�autonomy)Desirable payoff/attainment/gain (intrinsic or�extrinsic)
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Highly motivating goals of the dayUnderstand major motivation theories:◦Attribution theory Expectancy-value theory◦Goal theory◦Self-determination theory (Self-efficacy
theory)◦Ford’s theory
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Attribution Theory Dimensions of attributions
◦ Internal – external◦ Stable – unstable◦ Global – local◦ Controllable – uncontrollable
Specific attributions◦ luck◦ task difficulty◦ ability◦ effort
Apply to student work: are students making these attributions in reference to their own work and in what ways?
Relationship between ability and effort: varies by the type of attributions people make.
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Expectancy-value theoryEcclesMotivation as…◦Expectancies for success on a task◦Valuing of that task
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Eccles: Expectancies & ValueCan I do this task?What attributions have I made about similar
previous tasks in the past?Internal/external; stable/unstable; global/local
Effort – a key outcome of these attributions◦mastery vs. helpless patterns
◦Precis of Dweck’s theory: Incremental view of intelligence (can be developed and built with practice) vs. Entity view of intelligence (you have what you have) See:
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Eccles: Expectancies & ValueDo I want to do this task (& why)? ◦Intrinsic value: I just like doing it◦Attainment value: summiting Everest feels
like an accomplishment◦Utility value: means to helping me get to some
other end.◦Cost: is the pain that I experience sufficiently
detracting that these other factors are canceled out?
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Motivational mapping3 questions after each theory◦Litmus test: Can you come up with an
example (e.g., a motivated activity) that doesn’t fit the theory?
◦What does our list cover that the theory misses?
◦What does our list miss that the theory covers?
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Types of goals i.e., “orientations”
Mastery goals – trying to develop ability, improve over time, effort
Performance goals – trying to demonstrate ability, show others you are smart, avoid looking stupid
Type of goal
Mastery Performance
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C. AmesMotivational
climate◦ Personal
goals◦Classroom
goal structures
Type of goal
Mastery Performance
Goal locus Personal PM PP
Classroom CM CP
Is it possible to be high on both mastery and performance goals**?
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The universe of possibilities
Type of goal
Mastery Performance
Hi Lo Hi Lo
Goal locus Personal HiPM LoPM HiPP LoPP
Classroom HiCM LoCM HiCP LoCP
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While we’re talking explicitly about goals… other types of goals of note…
Approach/avoidanceImplicit/explicitCooperative(I do better, you do
better)/competitive(I do better, you do worse)/individualistic(I do better, but it is not related to how you do)**
Social goals
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Motivational mapping3 questions after each theory◦Litmus test: Can you come up with an
example (e.g., a motivated activity) that doesn’t fit the theory?
◦What does our list cover that the theory misses?
◦What does our list miss that the theory covers?
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Self-determination theoryRyan & Deci: Self-determination theory◦Autonomy◦Belonging/Relatedness◦Competence
Key themes: intrinsic extrinsic
◦Choice
internalization
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Intrinsic vs. internalized motivation
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Undermining Intrinsic Motivation
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Self-efficacy: domain specificBeliefs about ability to produce effectsConfidence/expectancies for success/personal
agency beliefs/exercise of controlBasis: personal ability & environmental
affordancesAlbert Bandura: where does efficacy come from?◦ Past performances (esp. on related tasks)◦ Social modeling (if people like me can succeed, I can
too)◦ Persuasion (possible, but slightly weaker mechanism)◦ Physiological cues (positive butterflies vs. pit in the
stomach feeling)
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Motivational mapping3 questions after each theory◦Litmus test: Can you come up with an
example (e.g., a motivated activity) that doesn’t fit the theory?
◦What does our list cover that the theory misses?
◦What does our list miss that the theory covers?
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Ford’s theoryMartin Ford (1992)Motivation = goals x emotions x personal
agency beliefsAch. = (mot. x skill) x responsive env.
biology
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Ford: goals x emotion x PABGoal hierarchy (dynamic, shifts over
time)**Goal alignment (or conflict)
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Ford: goals x emotion x PABEmotions: 1. provide extra information beyond
cognitions (and to aid cognition)2. provide an energizing function
◦ Interest◦ Anger◦ Pleasure
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Ford: goals x emotion x PABPersonal capability beliefs: Can I do this
task?Context beliefs: Will the environment
allow me to do this task?
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Motivational mapping3 questions after each theory◦Litmus test: Can you come up with an
example (e.g., a motivated activity) that doesn’t fit the theory?
◦What does our list cover that the theory misses?
◦What does our list miss that the theory covers?
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Develop a motivational tweak… on yourselves!
Groups of 3 – each person gets 10 minutes to get as far as they can Each person proffers up a domain in which they would like to be
more motivated & describes the situation All group members think of a motivational recommendation Each person describes intervention (the person who presents the
original dilemma goes last). In describing the intervention, you must note:◦ Which theory of motivation your intervention leverages◦ Which component of motivation you leverage◦ Why you think it will work◦ Where is the weakest link i.e., if it doesn’t work it is probably because of
______ At the end 5 minutes to think about how certain interventions
could be generalized/adapted to educational settings of interestReporting out: 1 illustration of the motivational conundrum & the resolution AND the generalization to and educational context of interest
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Themes from the dayFamiliarity with major theories of
motivation 2 new ideas about how to motivate selves2 new ideas about how to motivate
learners
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For next time – readingsReadings: 2 intervention studies – why do
they work? Why don’t they work for all students?◦Delay of gratification – is this motivation? In what
way? How would we think about it in terms of big theories?
◦3 recepies◦Iyengar video (reading = only for overachievers!)
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Autonomy
Go back *
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Extrinsic motivation
Go back *
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Goal Hierarchies
Go back *
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Mastery or Performance?
Go Back
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Go Back