Transcript FIGURE 1-1 Figure text here.

Development of
Motivation and Moral
Reasoning
Chapter Thirteen
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Overview
Motivation
 Self-Regulation (pages 508-514, Will Not
Be On Exam 3)
 Moral Reasoning and Behavior (To be
Covered in Discussion)

Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Motivation
Defined as a state that energizes, directs,
and sustains behavior
 It’s what gets people to do something and
keeps them doing it
 All children and adolescents are motivated
in one form or another

Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Motivation

Extrinsic Motivation



External factors unrelated
to the task and outside of
the individual
Examples include praise,
rewards, grades, etc
Intrinsic Motivation


Internal desire to perform a
particular task
Example: Working on extra
homework problems to
improve their skills

Effects of Extrinsic
Rewards and Punishment

Based on B.F. Skinner’s
Operant Conditioning


Emphasis on
environmental influences
to behavior
Reinforcement



Delayed Gratification

Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Primary – Satisfy a
built-in need
Secondary – Created
over time by pairing with
other reinforcers
Children become better
at this as they grow
older
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Motivation

Development of Intrinsic Motivation
 Intrinsic
motivation is more powerful and lasting than
extrinsic motivation
 Key Principles



Children seem to be genetically predisposed to exploring
their environment
Children require consistency in understanding their world
Children gravitate towards activities at which they think they
will be successful


High self-efficacy = higher chance of activity being undertaken
Children also prefer certain levels of autonomy
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved
Motivation

Developmental Trends in Intrinsic Motivation
 Children’s interests stabilize
 Two general types of interest





as they get older
Situational – Evoked by something in the environment;
temporary
Personal – Interest in a particular topic or activity; relatively
stable
Children and adolescents gravitate toward activities they find
valuable
Children’s motivation to partake in certain activities becomes
internalized over time
Children’s intrinsic motivation to learn school subjects
declines over time

Caused by a combination of increased focus on extrinsic
rewards, decreased self-efficacy, and developmental transitions
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved
Motivation

Development of Goals


Children have a natural tendency toward goal-directed behavior
Some core goals can drive children’s behavior



Mastery goal – Desire to acquire new knowledge or skills
Performance goal – Desire to achieve favorable status with others
Social Goal – Desire to establish and maintain good relationships with
others
Diversity in Motivation
 Children differ in their responses to motivational reinforcers
 Gender stereotypes affect children’s self-efficacy for certain
roles




Each gender tends to focus on gender typical career
choices
Boys also tend to have a healthier attribution style than
girls who internalize failures more
Culture and ethnicity may affect self-efficacy for
academic and future success
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved
Motivation

Development of Attributions

Children’s attributions of
success/failure are selfconstructed (interpretations)
and vary along three factors:



Locus: Internal/External
Stability: Stable/Unstable
Control:
Controllable/Uncontrollable

Children’s view of ability often
shifts over development



Children become predictable
in their patterns of attribution
regarding future performance



Children tend to attribute successes
to internal causes and failures to
external causes…but for the long
run, it is best to attribute both
successes and failures to internal
and controllable factors.
Children need to sort through
the various contribution of effort,
ability, luck, task difficulty, etc.
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition
Incremental (early elem.)
Entity (adolescence)
Examples include


Mastery orientation –
Belief that one is capable of
accomplishing difficult tasks
Learned helplessness –
Belief that you have little or
no control over your
environment and that you do
not have the ability to
accomplish tasks
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.
Motivating children & adolescents


Focus on promoting
intrinsic motivation
Focus on enhancing
children’s self-efficacy for
mastering important
knowledge and skills





Set them up for success
Encourage children to set
goals


Mastery as well as
performance goals
Help children to refocus
their efforts after failures
Teresa M. McDevitt and Jeanne Ellis Ormrod
Child Development and Education, third edition


Help children meet their social
goals
Use extrinsic reinforcers only
when necessary
Be aware of at-risk students’
needs
Minimize comparison and
competition among children
Expose children to successful
models with characteristics and
backgrounds similar to their
own
Copyright ©2007 by Pearson Education, Inc.
Upper Saddle River, New Jersey 07458
All rights reserved.