5. Motivation Motivation: Big Questions Where does motivation come - - PowerPoint PPT Presentation

• 5. Motivation

Motivation: Big Questions


• Where does motivation

come from?


• Can motivation be created
• r increased?

• What motivates school-

age children?


5.1 Behavioral Theory 5.2 Human Needs Theory 5.3 Attribution Theory
 5.4 Social Learning and Expectancy Theory 5.5 Achievement Motivation

5.6 Intrinsic and Extrinsic Motivation
 5.7 Reinforcement Contingencies
 5.8 Learned Helplessness
 5.9 The Effects of Anxiety

• n School Performance


5.10 Summary

5.1 Behavioral Theory

Behaviorism: Motivation through reward


• Emphasis on rewarder to

shape motivation


• What/when/how often to

reward?


• Receiver must expect and

value reward 


• Does this explain all

motivation?

5.2 Human Needs Theory

Maslow’s hierarchy of inner needs 1


• To fill deficiencies

• Survival
• Safety
• Belonging
• Self-esteem

• For personal growth
• Achievement
• Aesthetics
• Self-actualization

Hierarchy of needs 2


• Teacher obligated to

provide for deficiency needs 


• Positive relation with

students


• Guarantee safety

• Build community

• Build self-esteem

Hierarchy of needs 3


• When school/classroom

meets deficiency needs, students motivated to learn for personal growth needs


• Achievement (doing

personal best)

• Aesthetics (appreciation and

artistry)

• Growing/showing integrity


(citizenship, responsibility)

5.3 Attribution Theory

Attribution: Motivation by weight of success factors


• Internal locus of control

• Ability

• Effort and persistence

• External locus of control
• Difficulty of task
• Luck

• Motivation related to which

locus person emphasizes

Internal vs external


• Motivation related to which

locus person emphasizes


• Internal locus of control

• Confidence about trying

and achieving


• Self-efficacy about future

challenges 


• External locus of control
• Low confidence, low self-

efficacy

Building the internal


Teachers obligated to boost internal locus of control


• Individualized work and

expectations 


• Activities planned with high

probability of success


• Quick and realistic feedback 

• Teacher and/or peer support

• Celebrate success

5.4 Social Learning and Expectancy Theory

Motivation by viewing and reviewing success 1


• Learn from vicarious

experiences: viewing effectiveness and success


• Students view examples of

effective thought, action


• Students review what was

involved in success

Motivation by viewing and reviewing success 2


Teachers obligated to model and encourage modeling


• Teach good academic skills

• Build community for social

persuasion/support


• Emotional support/feedback

by teacher and peers ➔ Builds self-efficacy

5.5 Achievement Motivation

McClelland: Striving to achieve


• 1 of 3 motivations: power,

affiliation, achievement


• From genetics and/or early

experiences?


• From values and beliefs

based on experience?


• Influenced by culture and

gender?

Boosting achievement motivation


• Teachers usually highest in

power (influence) – not best models for achievement!


• Fostering achievement

motivation


• Encouragement

• Feedback

• Celebration

• Reward?

5.6 Intrinsic and Extrinsic Motivation

Intrinsic vs extrinsic motivation


• Intrinsic (internal) = self-

reward, effort, persistence


• Extrinsic (external) =

dependent on reward

• Can’t give intrinsic

motivators, but you can encourage/discourage
 ➔ Can extrinsic kill intrinsic motivation? (Answer: yes)

5.7 Reinforcement Contingencies

Extrinsic to intrinsic


• Move toward self-regulation


(manage own behavior, use effective work habits)


• Lessening rewards while

maintaining expectations


• Encouragement/appreciation

instead of rewards

• Trust-based privileges rather

than incentives, rewards

Extrinsic to intrinsic


• Emphasize relevance of each

learning experience


• Multi-modal teaching

• Teach/encourage goal-setting

• Clear expectations

• Clear, quick feedback

• Rewards with learning value

(centers, library, research)

5.8 Learned Helplessness

Helpless = unmotivated


• Assume events and
• utcomes not controllable

• External locus of control

and
 low self-efficacy


• From failure and negativity


(conditioned response?)


• Reduces motivation/

morale

Countering helplessness


• Don’t accept or enable

• Positive, encouraging

• Realistic assessment of

abilities 


• Realistic feedback on

progress


• Counseling? Assess for

learning disabilities?

5.9 The Effects of Anxiety on School Performance

Dealing with anxiety


• Preschoolers to teens!

• Feeling tense, unease,

worry, or overwhelmed


• With or without knowing

cause


• Undermines motivation,

morale, achievement, social interaction, even physiology


• Check around testing time!

Countering anxiety


• Take it seriously

• Adjust environment:
• Consistency
• Low stress
• Take breaks

• Set realistic goals 

• Inject humor (even at test

time?)

5.10 Summary

Motivate: Push or pull?


• Motivation can be either

inner or outer

• Inner ➔ lasting results and

self-regulation


• Enhanced by reward,

encouragement, feedback, skills training, goal-setting


• Factors: locus of control,

past successes, level of self-efficacy, guidance