Transcript Motivational-Theories-MASTER

Elizabeth C. Rodriguez
Jessica Pettyjohn
Chapter 11
Week 10
What is Motivation?
Motivation is the process of instigating and sustaining
goal-directed behavior.
Model of Motivated Learning
The Model of Motivated Learning reflects a cognitive model because it
views motivation arising largely from thoughts and beliefs. This model
portrays three phases:
Phase I:
Pre-task
Phase II: During Task
Phase III: Post-task
This is a convenient way to think about the changing role of motivation
during learning.
Model of Motivated Learning Example
Historical Perspectives of Motivation
1. Drive Theory: was the motivational force that energized and
prompted people into action
2. Conditioning Theory: explains motivation in terms of responses
elicited by stimuli or emitted in the presence of stimuli
3. Cognitive Consistency Theory: assumes that motivation results
from interactions of cognitions and behaviors
4. Humanistic Theory: as applied to learning is largely constructivist
and emphasizes cognitive and affective processes. It addresses
people’s capabilities and potentials as they make choices and seek
control over their lives.
Maslow’s Hierarchy of Needs
This hierarchy helps teachers
understand and create an
environment to enhance learning.
Achievement Motivation
Achievement Motivation refers to striving to be competent in
effortful activities (Elliot & Church, 1997)
Examples of historical foundations of achievement
motivation theory include:
* Expectancy-Value Theory
* Familiar Influences
* Fear of Success
Example of Model of Achievement
Motivation
Achievement Motivation
Various factors in the social world affect the types of
cognitive processes and motivational beliefs that
students have.
Social influences include factors associated with culture,
the behaviors of important socialization influences in the
person’s environment and past performance outcomes.
Students’ initial motivational beliefs center on goals,
task-specific self-concepts, and perceptions of task
difficulty.
Attribution Theory
Weiner’s Model of Casual Attribution
In his model, Weiner outlined the
processes through which learners
form causal beliefs (Weiner 1985,
2005). A basic assumption of
Weiner's model of attributions is
that learners are affected by both
environmental factors (e.g.,
characteristics of the students'
home or school) and by personal
factors (e.g., prior experiences and
prior knowledge). These
background variables affect the
types of attributions that individuals
are likely to make.
Social Cognitive Theory
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Important to pay attention to the link between motivation and
learning
Goals and expectations are learning mechanisms
Goals and Expectations
Goal setting and self-evaluation of goal progress
Outcome expectations & self-efficacy
Bandura (1986) reinforcement informs people about the likely
outcomes of behaviors and motivates them to behave in ways
they believe will result in positive consequences
Social Comparison
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The process of comparing
ourselves with others
Positive effect on learning,
increases self efficacy of others
Developmental level is important –
ability to use comparative
information depends on cognitive
level
Social comparison changes with
levels of development, especially in
school environments
Goal Theory
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Goal theory states that important relations exist
among goals, expectations, attributions, conceptions
of ability, motivational orientations, social and self
comparisons, and achievement behaviors (Ames,
1992)
Different from goal setting theory – goal theory
explains and predicts students’ achievement
behaviors
Goal orientation – refers to the purpose and focus of
an individual’s engagement in achievement activities
Goal Orientations
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Student’s reasons for engaging in academic tasks – a
variety
Learning goal is what knowledge, behavior, skill or
strategy students are to acquire
Learning goals focus students’ attention on processes and
strategies that help them acquire capabilities and
improve their skills
Performance goal is what task students are to complete
Performance goals focus attention on completing tasks
There are emotional consequences of motivation in a
school setting
Conceptions of Ability
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Two theories of intelligence: entity and
incremental
Entity theory is the belief that intelligence is
relatively fixed, stable, and unchanging over time
and with conditions (Difficulties = obstacles)
Incremental theory roughly equates intelligence
with learning, that intelligence can change and
increase with experience, effort and learning
(Difficulties = challenges)
Implications for Teaching
Perceptions of Control
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Perceived control
over task
engagement and
outcomes is critical
Control Beliefs –
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Strategy Beliefs
Capacity Beliefs
Control Beliefs
Learned Helplessness
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A psychological state
involving a disturbance
in motivation, cognitive
processes, and
emotions because of
previously experienced
uncontrollability
Students with Learning
Problems
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Learned helplessness is experienced by many
students with learning problems
Lower expectations, judge themselves lower
in ability & emphasize lack of ability
Females may be more helpless orientated
Reading deficiencies make problems worse
Teachers can help these students!
Self Concept
Refers to one’s collective self- perceptions:
• Formed through experiences with and
interpretations of the environment and
• Heavily influenced by reinforcements and
evaluations by significant other person
Important multidimensional parts:
Self-Esteem, Self-Confidence, Self-Concept
Stability, Self-Crystallization
Four Sources of Intrinsic
Motivation
1. Challenge
2. Curiosity
3. Control
4. Fantasy
Intrinsic Motivation vs. Extrinsic Motivation
Motivation & Self-Regulation
Volition – the act of using the will for one’s
wants
Values – students opinion of learning
Self-Schemas – cognitive manifestations of
goals, aspirations, fears and threats
Help Seeking – self-regulation fosters asking
for help
Summary & Questions