Motivation & Self-regulation Group: Emily Pearce, Colin Van de - - PowerPoint PPT Presentation
Motivation & Self-regulation Group: Emily Pearce, Colin Van de Reep, Kyle Dibbley, and Zarah Martz Outline Extrinsic & Intrinsic Motivation Development of Goals and Attribution Bioecology of Motivation & Strategies
Group: Emily Pearce, Colin Van de Reep, Kyle Dibbley, and Zarah Martz
★ Extrinsic & Intrinsic Motivation ★ Development of Goals and Attribution ★ Bioecology of Motivation & Strategies ★ Self-regulation
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Extrinsic
Motivation provoked by external consequences
Intrinsic
Motivation resulting from personal characteristics
“A state that energizes, directs, and sustains behaviour”
(McDevitt & Ormond, 2013, p. 496)
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External Regulation (Extrinsic Motivation) Introjection (behaving to gain approval, enhance and protect sense of self) Identification (Importance and Value) Integration (integrated into self, system of motive and values, central part of self)
Mastery Goals Aspire to gain new skills and knowledge for self- evaluation Performance Goals Aspire to appear competent as how others may evaluate them
Image from Brave (2012) by Walt Disney Pictures
Performance Mastery Approach Avoidance
Focus on achieving positive outcomes. i.e. approval & respect Desire to gain new knowledge and skills. Perfectionism Test anxiety Failure Focus on avoiding undesirable outcomes i.e. ridicule & punishment
Social
Attribution: Beliefs about the causes of success or failure Internal vs External Stable vs Unstable Controllable vs Uncontrollable Self-constructed interpretations
Mastery & Social Goals
encourage learning new skills
for taking risk and making mistakes Performance Goals
competition in order to get good grades
can have dire consequences for final grades
Belief: Hard work pays
“I can do it” attitude Mastery Orientation
Belief: Either you have the ability or you do not Learned Helplessness
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for the topic
and motivates the student to search for equilibrium
choice
maintain a sense of self-determination
children will be more able to think abstractly about the future and plan long term goals
to feel valued and appreciated by peers.
difference in their ability to succeed
success and a lack of such leads to failure, they will be more likely to work hard and be determined because they trust that their efforts will be rewarded.
*Always be especially attentive to the needs of students who are academically behind their peers (ex. due to a learning disability or ESL/ELL).
Situation
You have a student who continually hands in assignments late, and has not responded positively to your offer to provide extra help and work through
rarely puts their hand up to answer questions, however when called on directly and guided through the question, the student responds correctly. This student has not been identified as having a learning disability, and is a native english speaker. Discuss which strategies you would use to help motivate this student to improve their performance, and why.
blog.lib.umn.edu
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management decisions
possible