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Motivation in Learning and Teaching

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12 views

Motivation in Learning and Teaching

Uploaded by

fathimafarhaedu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Motivation in Learning and

Teaching
What is Motivation?
• Motivation is defined as a state that arouses, directs, and
maintains behavior.
Intrinsic and Extrinsic Motivation
• Intrinsic Motivation is associated with activities that are their
own motivation.
• Extrinsic Motivation is created by external factors such as
rewards and punishment.
• The main difference between intrinsic and extrinsic
motivation is the Locus of causality.
Locus of causality

• The location of the cause of behavior; internal or external.

Internal Locus Intrinsic


of causality motivation

External Locus Extrinsic


of causality motivation
Intrinsic and Extrinsic Motivation (cont.)
• The divide between intrinsic and extrinsic motivation does lean
towards either/or.
• Two explanations that avoid this thinking:
i. Our activities fall along a continuum from fully self-determined
(intrinsic motivation) to fully determined by others (extrinsic
motivation)
ii. Intrinsic and extrinsic tendencies are two independent possibilities
and we can be motivated by some aspects of each, at any given
time
The Five Approaches to Motivation
i. Behavioral Approach
ii. Humanistic Approach
iii. Cognitive Approach
iv. Sociocultural Conceptions of Motivation
1) Behavioral Approach
• States that understanding of student motivation begins with
the analysis of the incentives and rewards present in the
classroom.
• A reward is an attractive object or event supplied as a
consequence of a particular behavior.
• An incentive is an object or event that encourages or
discourages behavior.
2) Humanistic Approach
• Emphasizes the personal freedom, choice, self-
determination, and striving for personal growth.
• From the humanistic perspective, to motivate means to
encourage people’s inner resources.
3) Cognitive Approach

• States that behavior :


• Is determined by our thinking
• Doesn’t necessary have to stem from the result of it
previously (whether it was rewarded or punished before)
• Is initiated and regulated by plans, goals, schemas,
expectations, and attributions
4) Sociocultural Conception of Motivation

• Emphasizes the participation, identities, and interpersonal


relations within communities of practice.
• People engage in activities to maintain their identities and
their interpersonal relations with a community. Therefore,
students are motivated if they are members of a classroom or
school community.
Behavioral Humanistic Cognitive Sociocultural

Source of
Extrinsic Intrinsic Intrinsic Intrinsic
Motivation

• Reinforcers Need for • Beliefs, • Engaged


• Rewards • Self-esteem, • Attributions for participation in
• Incentives • Self fulfillment success and learning
• Punishers • Self- failure communities
determination • Expectations • Maintaining
Important identity
Influences through
participation in
activities of
group

Key Theorists Skinner Maslow Deci Weiner Graham Lave Wenger


MASLOW’S HIERARCHY OF NEEDS
Realizing personal
potential, self-
fulfillment, seeking Self-actualization Appreciation and
personal growth and search for beauty,
peak experiences. balance, form
Aesthetic appreciation

Knowledge, meaning Intellectual Achievement


Independence, status,
prestige, dominance
Friendship, Self- esteem
intimacy, affection
and love Belonging
Security, law and
Biological and Safety order, stability
psychological needs:
air, food, shelter, sex
Survival
Self-actualization

Being Needs Aesthetic appreciation

Intellectual Achievement

Self- esteem

Belonging Deficiency Needs

Safety

Survival
LOWER LEVEL NEEDS
• Deficiency Needs (survival, safety, belonging, self-esteem)
When these needs are met, a person’s motivation to fulfill them
decreases.

HIGHER LEVEL NEEDS


• Being Needs (intellectual achievement, aesthetic appreciation,
self-actualization)
These needs cannot be completely fulfilled. When these needs are
met, a person’s motivation seeks further fulfillment.
Criticism
• People do not always behave the way the theory
predicts
• Most of us move back and forth among needs
• We may be motivated by many needs at the same
time
• Some people deny themselves safety or friendship in
order to achieve knowledge, understanding, and self-
esteem.
SELF-DETERMINATION THEORY
• We need to feel competent and capable in our interactions in
the world, to have some choices and a sense of control over our
lives, and to be connected to others.
Competence – achievement
Autonomy and Control – power
Relatedness – affiliation

• Need for autonomy is central to self-determination


• The desire to have our own wishes determine our actions rather
than external rewards or pressures
Self-determination in the classroom
Interest and curiosity
Creativity Engagement

Sense of competence
Psychological wellbeing Environment
supports self-
determination and
autonomy Preference for challenges
Self-regulated learning
strategies

Conceptual learning
Good attendance Grades
Self-determination in the classroom
Parent expectations for Students seek
class discipline easiest/quickest solution

Defiant Controlling Passive


environment

Teachers are under


pressure to be in Improves performance
charge only on rote recall tasks

Unengaged
Information and Control
• Cognitive evaluative theory:
Being praised, criticized, reminded of deadlines, assigned grades,
given choices, and lectured about rules can influence student
intrinsic motivation.
• All events are controlling and informational
Highly controlled Plenty of information
o Students experience less control o Students experience more control
o Intrinsic motivation will diminish o Intrinsic motivation will increase
Need for Relatedness
• Desire to establish close emotional bonds and
attachments with others.
• Students who feel a sense of relatedness to teachers,
parents, and peers are more emotionally engaged in
school.
GOAL
ORIENTATIONS
• A goal is an outcome an individual strives to accomplish.
• Students are aware of some current condition, some ideal
condition, and the discrepancy between the two.

Current Condition Ideal Condition


I haven’t opened my book I have understood every page
(where they are) (where they want to be)

• Goals motivate people to reduce the discrepancy between


“where they are” and “where they want to be”.
TYPES OF GOAL AND GOAL ORIENTATIONS
• Goals that enhance motivation and persistence:

Specific • Provide clear standards to judge


performance.
• If performance falls short, we keep
Elaborated
going.

• Provides challenge, but


Moderately difficult
not unreasonable.

• Not likely to be
Likely to be reached pushed aside by
immediate concerns.
FEEDBACK, GOAL FRAMING, GOAL
ACCEPTANCE
• Three additional factors that make goal setting effective in the
classroom
1. Feedback: you must have an accurate sense of your current
status and how far you have to go.
2. Goal framing: activities/assignments can be linked to students’
intrinsic goals. This helps with growing competence, self-
determination, positive relationships
3. Goal acceptance: relationship between higher goals and better
performance is strongest when people are committed to the
goals.
Curiosity
→ “Tendency toward interest in a variety of things.”
Ideas

YOU

Concepts Theologies
Arousal in Learning
• Students must have an arousal in learning to a certain
degree.
Anxiety in Learning
Poor
Performance

Retrieving Anxiety Attention

Learning
TARGET
1. Tasks
2. Autonomy
3. Recognized
4. Grouping
5. Evaluation
6. Time

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