Transcript Motivation_-_SPR_06

Johnathan, Josh,
Annastasia, and Amber
Motivation is…
• Internal state or condition that activates
behavior and gives it direction
• Desire or want that energizes and directs
goal-oriented behavior
• Influence of needs and desires on the
intensity and direction of behavior.
Amber
Sources of Motivational Needs
• Behavioral/external
– Stimuli
– Pleasant/unpleasant
• Social
– Imitating models
– Valued part of group
• Biological
– Activate senses
– balance
• Cognitive
– Maintain attention
– Meaning/understanding
• Affective
– Increase secuirty
– Decrease threats
– Optimism/enthusiasm
• Conative
– Meet individual goal
– Self-efficacy
– Taking control
• Spiritual
– Purpose of life
– Connect to unknowns
Amber
Behavioral
– Classical conditioning
– Operant learning
Amber
Cognitive
• Cognitive
– Information processing
• Piaget
– Cognitive dissonance
– Attribution
– Expectancy
Amber
Psychoanalytic
• Freud
– Two categories : life and death
• Erickson and Sullivan
– Interpersonal relationships
Amber
Humanistic
– Maslow
– Hierarchy of human
Needs
Amber
Types of Motivation
• Motivation can be categorized as
• Extrinsic (outside the person)
- Rewards
- Power
- Superficial Happiness
• Intrinsic (internal to the person).
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body/physical,
mind/mental
Transpersonal
Spiritual
.
Johnathan
Johnathan
External, Behavioral Factors
Internal, Attitudinal Factors
1. Decision : to choose, pay attention, to, and
engage in one activity but not others.
1. Interest in the subject or process, based on
existing attitudes, experience, and background
knowledge on the part of the learner.
2. Persistence : over an extended time, returning to
the activity after any interruptions.
2. Relevance, which involves the perception that
personal needs such as an achievement, affiliation
with other people, and power are being met.
3. Activity Level : maintains a high activity level.
3. Expectancy of success or failure.
4. Outcomes, i.e., the extrinsic or intrinsic rewards
felt by the learner.
Johnathan
Classroom Factors that Affect
Learning In The Classroom
• Rewards can be used to maintain or enhance student intrinsic
interest.
• Verbal praise and performance feedback increase the value of an
activity.
• Tangible rewards (contingent) on level of performance or are given
unexpectedly - students will remain motivated
• The slight negative effect can be expected when a teacher offers a
tangible reward without regard to the student's level of performance.
This negative effect can be prevented by giving:
* Rewards for successful solution of problems
* Completion of work
* Attaining specified levels of performance on particular
tasks
• The way the rewards "administered" may have a positive or a
negative effect on intrinsic motivation.
Johnathan
Can classroom factors
effect motivation?
• The environment can be used to focus the
student's attention on what needs to be learned.
• Teachers who create warm and accepting yet
business-like atmospheres will promote persistent
effort and favorable attitudes toward learning.
• This strategy will be successful in children and in
adults. Interesting visual aids, such as booklets,
posters, or practice equipment, motivate learners
by capturing their attention and curiosity
http://ss.uno.edu/ss/teachdevel/Motivat/Motivate.html
Annestasia
What is the Teachers role in
Motivation
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The teacher is the one that sets the motivational tone for the
classroom.
There are a variety of specific actions that teachers can take to
increase motivation on classroom tasks. In general, these fall
into the two categories: intrinsic motivation and extrinsic
motivation.
As a general rule, teachers need to use as much of the intrinsic
suggestions as possible while recognising that not all students
will be appropriately motivated by them. The extrinsic suggestions
will work, but it must be remembered that they do so only as long
as the student is under the control of the teacher. When outside
of that control, unless the desired goals and behaviors have been
internalised, the learner will cease the desired behavior and
operate according to his or her internal standards or to other
external factors.
http://hagar.up.ac.za/catts/learner/leonb/motivation.htm#I
Annestasia
Intrinsic
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Explain or show why learning a particular
content or skill is important
Create and/or maintain curiosity
Provide a variety of activities and sensory
stimulations
Provide games and simulations
Set goals for learning
Relate learning to student needs
Help student develop plan of action
http://hagar.up.ac.za/catts/learner/leonb/motivation.htm#I
Annestasia
Extrinsic
Provide clear expectations
 Give corrective feedback
 Provide valuable rewards
 Make rewards available
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http://hagar.up.ac.za/catts/learner/leonb/motivation.htm#I
Annestasia
Is motivation in the classroom
different from other facets of life?
• While people may not value doing something that they feel
very confident about succeeding in because they will not find
it interesting then, the expectancy to succeed at something
can also have a positive influence on the value of doing it.
People, choose to do something because being good at it
gives it importance to them, so that the more they expect to
succeed in an activity, the more they value doing it. Moreover
expectancy-value models of motivational achievement include
multiple ways of valuing and valuing an activity is in itself
motivating if one is challenged by it, or has interest in it, or is
involved in it, or enjoys it, or wants to do well in it or likes
doing it well, or finds it useful.
http://www-writing.berkeley.edu/tesl-ej/ej18/a2.html
Josh
What?
• In other words no. Motivation whether it be
at school or at home are the same. Most
students show about as much motivation
to homework as they do cleaning their
room. If the student had interest in what
they are about to do, say a sporting
activity, it would be the same as if they
were going to do a project that sounded
fun.
Josh
Motivation and Achievement Linked
• Weiner (1984; 1986) proposed that the extent of
future expectancy to succeed depends on what
individuals attribute their past successes or
failures to, whether to a stable factor such as
ability, or to less stable ones like effort, luck, or
task difficulty. Students who attribute a good
grade on a test to ability are more likely to
expect to do well on the next test than if they
had attributed the grade to the test being easy or
to being lucky. Conversely, attributing failure to
inability, a stable factor, will have a more
negative effect on the next test than attributing it
to an unstable one like lack of study.
http://www-writing.berkeley.edu/tesl-ej/ej18/a2.html
Josh
What did that Mean?
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In other words Motivation and
Achievement are based on whether
they are Intrinsic or Extrinsic
motivated.
Students will base their achievements
based off of their type of motivation.
Josh
What would a classroom
that encouraged motivation
look like?
• It would have an environment that made the
students feel comfortable and encouraged.
• The rules and rewards would be on a wall were the
students would be able to see them.
• The teacher would be giving specific praise that
encourage the students to advance their learning
methods.
• The class would be hard at work with hardly an
distraction.
Josh
The end