C H A P T E R 13 Motivation, Teaching, and Learning C H A P T E R 13 Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights

C H A P T E RC H A P T E R 1313

Motivation, Teaching, and LearningMotivation, Teaching, and Learning

C H A P T E RC H A P T E R 1313

Motivation, Teaching, and LearningMotivation, Teaching, and Learning

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update.

© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Learning Goals

1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.

2. Discuss the important processes in motivation to achieve.

3. Explain how relationships and sociocultural contexts can support or undercut motivation.

4. Recommend how to help hard-to-reach, low-achieving students.

13.2

Motivation, Teaching and Learning

ExploringMotivation

What Is Motivation?

Perspectives onMotivation

13.3


Motivation…

involves the processes that energize, direct, and

sustain behavior.

13.4


The Behavioral Perspective emphasizes external rewards and

punishments as keys in determining student motivation.

13.5


Perspectives on Motivation


• The Humanistic Perspective

• stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities.

Maslow’s Hierarchy

Self-Actualization

Need

Aesthetic Needs

Need to know and Understand

Esteem Needs

Belongingness and Love Needs

Safety Needs

Physiological Needs

Being (growth)Being (growth)NeedsNeeds

DeficiencyDeficiencyNeedsNeeds

Motivation increasesMotivation increasesas needs are metas needs are met

MotivationMotivationdecreasesdecreasesas needsas needsare metare met


• Humanistic psychology– Some of the characteristics of the self-

actualized individual are:• An ability to perceive reality accurately• Independence, spontaneity, and creativity• Treating others with unconditional positive regard• An outlook that emphasizes problem-solving• Enjoyment of life• A good sense of humor

– Not a scientific list

The Cognitive Perspective focuses on students’ competence motivation, their internal motivation

to achieve, their attributions, and their beliefs that they can effectively control

their environment.

13.9




The Social Perspective stresses the need for affiliation

or relatedness that involves establishing, maintaining, and restoring warm, close,

personal relationships.

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Motivation, Teaching, and Learning

Motivation to Achieve

Extrinsic and Intrinsic Motivation

OtherCognitiveProcesses

Anxiety andAchievement

Teacher Expectations

13.11


Extrinsic vs. Intrinsic Motivation

13.12

IntrinsicallyMotivated Students

• Demonstrate self- determination by doing something for its own sake.

• Increase motivation when they are given some personal choice.

Extrinsically Motivated Students

• Do something to obtain something else.

• Are influenced by rewards and punishments.


http://www.webtools.familyeducation.com/article/0,1120,3-281-0-1,00.html

http://www.psychologymatters.org/selfdetermin.html

Optimal Experiences & Flow

13.13

Flow occurs:

• When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity.

• When students are challenged and perceive that they have a high degree of skill.


http://www.brainchannels.com/thinker/mihaly.html

Attribution Theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.

Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.

Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success.

Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.

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Attribution TheoryBernard Weiner

http://tip.psychology.org/weiner.html

Attribution Theory

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James believes he did well on a test because he was lucky.

Weiner’s Attribution Theory Theory into Practice

Q.1: Describe James’ attribution along Weiner’s dimensions.

Steve believes he did poorly on a test because he is stupid.

Q.2: Describe Steve's attribution along Weiner’s dimensions.

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Sally believes she did poorly on a test because she didn’t study enough for this test.

Weiner’s Attribution Theory Theory into Practice

Q.3: Describe Sally’s attribution along Weiner’s dimensions.

Sandra believes she did poorly in a class because the teacher doesn’t like her.

Q.4: Describe Sandra's attribution along Weiner’s dimensions.

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Helpless Orientation • Students focus on their personal inadequacies

Performance Orientation • Students are concerned with the outcome rather

than the process

Mastery Orientation • Students focus on the task rather than their

ability • Generate solution-oriented strategies

Achievement Goal Orientation

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Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well.

Goal Theory (Mastery Motivation) Theory into Practice

Q: What goal orientation is Susan demonstrating?

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Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy.


Q: What goal orientation is Shana demonstrating?

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Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class.


Q: What goal orientation is Sally demonstrating?

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Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine.


Q: What goal orientation is Steve demonstrating?

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Self-Efficacy

Make sure students are not overly aroused or anxious

Provide students with support from positive adult and peer models

Help students develop short and long-term goals

Teach specific strategies

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http://www.emory.edu/EDUCATION/mfp/self-efficacy.html


Enter the DebateShould teachers help students who struggle by

giving them assignments they can easily accomplish?

YES NO

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Motivation, Relationships,

and Sociocultural Contexts

Social Motives

Social Relationships

SocioculturalContexts

13.25


Social Relationships

Motivation to Achieve

Parentsshould provide

the right amount of

challenge in a positive

environment and model

achievement behavior.

Peers with high

achievement standards will

support student achievement in

others.

Teachers optimize

achievement when they provide

challengingtasks in a

supportive environment.

13.26


http://www.psychologymatters.org/selfdetermin.html

Sociocultural Contexts

13.27



Sociocultural Contexts

Ethnicity There is DIVERSITY in achievement motivation within ethnic minority groups.

Socioeconomic Status (SES)

When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.

13.28

Motivation & Gender

• Have higher competence beliefs in math and sports

• Are more rambunctious• Receive more teacher

attention, yet receive lower grades

• List more career options

• Have higher competence beliefs for English, reading, and social activities

• Often experience conflicts between gender roles and achievement

• Are more compliant, get less teacher attention, by middle school have lower self-esteem

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FemalesMales



Hard-to-Reachand Low-Achieving

Students

Discouraged Students

Uninterestedor Alienated

Students

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Discouraged Students

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Failure Syndrome

Increase self-efficacy

retraining and attribution training.

Protectionof Self-Worth

by AvoidingFailure

Includes non-performance,

procrastination, and

inappropriate goal-setting.


Low Achieverswith Low

ExpectationsProvide constant reassurance as long as student demonstrates

effort.

Hard-to-Reach, Low-Achieving Students

1. Develop positive teacher-student relationships.

2. Make school more interesting.

3. Teach strategies to make learning enjoyable.

4. Consider including a mentor.

13.32



Crack the CaseThe Reading Incentive Program

1. What are the issues in this case?

2. Analyze the case from the perspective of extrinsic and intrinsic motivation.

3. Analyze the case from a goal orientation perspective.

13.33


Crack the CaseThe Reading Incentive Program

4. Why do you think Sami went from receiving one star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school?

5. What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?

13.34


Reflection & ObservationReflection:

How have teachers used games to help you learn?

How have they affected your motivation to learn?

Observation:

How is the competition differentially affecting students? Explain from a motivational perspective.

What are some ways to make learning fun with the problems you observed in this game?

Documents

C H A P T E R 13 Motivation, Teaching, and Learning C H A P T E R 13 Motivation, Teaching, and Learning © 2006 The McGraw-Hill Companies, Inc. All rights