Week 4

Week 4: Motivation MOD006788

Psychology of Education

Introduction

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10

Assignment Support

Ep role

Assignment support

Bullying

Test Anxiety

Behavioural Issues

In-class Assessment

Motivation

Working Memory

Cognition and Learning

Intelligence

Content Delivery

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Why is it important to increase learners' motivation?

Discovering ways to increase motivation in the classroom is vital, as it enables us to:

• Change behaviour
• Develop competencies
• Spark curiosity
• Set goals
• Develop interests
• Plan for the future
• Blossom talents
• Increase engagement

What is motivation?

• An internal state that arouses, directs and maintains behaviour (Woolfolk, 2007)

• What propels and directs a person to act (Tuckman & Monetti, 2011)

What is motivation?

1. What choices do people make about their behaviour? 2. How long does it take to get started? 3. What is the intensity or level of involvement in the chosen activity? 4. What causes a person to persist or give up? 5. What is the individual thinking and feeling whilst engaged in the activity?

Motivation-questions

Trait - an internal disposition which remains stable across situations State - a temporary situation which reflects the behaviour performed at that moment in time What motivates you?

Trait or state?

Suggest examples of each

Intrinsic - Derives from within the individual and is about enjoyment of the task. Associated with activities that are their own reward Extrinsic - Derives from external influences and unrelated to the task-rewards and punishments Locus of causality-the location-internal or external of the cause behaviour

Intrinsic and extrinsic motivation

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Freud suggested that behaviour was the result of instinctual ‘drives’. This notion links to the concept of Motivation However, Freud’s (and Psychoanalytic theory) ideas are regarding unconscious processes and therefore are not measurable.

Psychoanalytic Theory

Reward-an attractive object or event supplied as a consequence of a behaviour Incentive-encourages or discourages behaviour

Operant conditioning = Extrinsic Motivation Motivated FOR reward or to AVOID punishment

Behavioural approaches to motivation

Motivation is complex and the same reinforcer may not have the same effect on two people Fails to acknowledge aspects such as goals or attributions Intrinsic motivation can be stronger than extrinsic

Behavioural approach-evaluation

Can you name a Humanistic theory of motivation?

• People are motivated to have their needs met

• Motivation never ceases
• Needs are met in order - Lower to Higher

This perspective emphasises intrinsic motivation It considers a person’s inner resources; competence, self-esteem, autonomy etc.

Humanistic approach

Maslow's (1968) Hierarchy of Needs

Self -actualisation-self fulfillment and the realisation of personal potential Deficiency needs-four lower-level needs, which must be satisfid first Being needs-top-level needs sometimes called growth needs

• motivation increases to seek further fulfillment

Maslow's (1968) Hierarchy of Needs

• People not always behave as the theory would predict
• Self-destructive behaviours
• Individuals might move back and forth between different types of needs
• Some might deny themselves friendship or safety to achieve knowledge, understanding or greater self-esteem

Maslow's (1968) Hierarchy of Needs-limitations

• People are viewed as active and curious, searching for information to solve personally relevant problems
• cognitive theorists emphasise intrinsic motivation
• behaviour is determined by our thinking, not simply by whether we have been rewarded or punished for the behaviour in the past
• Behaviour is initiated by plans, goals, schemas, expectations and attributions

Cognitive approach

Expectancy value theories:

• Motivation seen as the product of individuals' expectations for success combined with their valuing the goal
• If either of them is zero, there is no motivation to work towards the goal

‘If I try hard, can I succeed?’ ‘If I succeed, will the outcome be valuable or rewarding to me?’

Cognitive approach

Hickey (2003) argues that schools need practices that emphasise academic achievement in order to create a community that is centered on on this as a norm

• Motivation comes from identity and participation with a community

• Peer influence is important for academic motivation
• There is a relationship between lower motivation and being part of a group that is less academically motivated
• Like finds like
• Negative behaviours are modelled and reinforced

Sociocultural perspective

"When I see another child not understanding something, I first figure out the specifics and then think of a different way to show him", explains Catie. But Catie too has choices about her own learning. .... Learning is now the responsibility of the student. (Knight, 1994,pp498-499)

Learning communities

The sociocultural perspective of motivation takes into consideration a number of important issues such as the influence of peer and school environment however it cannot fully explain how motivation is influenced by the specific needs of the individual or the cognitive aspects of motivation

Evaluation

Four views of motivation-summary

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Basic needs:

• Competence
• Autonomy
• Relatedness

Motivation is considered as a continuum Need for autonomy-the desire to have our own wishes, rather than external rewards or pressures, determine our actions.

Self-Determination Theory (Ryan & Deci, 2000)

SDT (Ryan & Deci, 2000)

Highly controlled classrooms show performance in only rote recall tasksAutonomy supporting classrooms develop creativity, and preference for challenge Learners pressured to perform, often seek the quickest, easiest solutions

SDT in the classroom-Autonomy

Individuals that feel capable are more likely to take (good) risks such as contribute in lessons

SDT in the classroom-Competence

Responsive teachers encourage learners. Knowing a child’s interests can help foster this connection

SDT in the classroom-Relatedness

Motivation (M) is a product of the individual's expectation (E) in reaching their goal, and the value (V) they place upon reaching that goal M=ExV

The Expectancy Value model of motivation (Wigfield & Eccles, 2002)

The element of cost may also be added to the expectancy-value equation Values need to be considered in relation to pursuing them

• How much energy will it take?
• What could I be doing instead?
• What are the risks if I fail?

EV-cost

• Learning in school will happen when people believe they have the confidence in their ability and place a high value on achieving
• Education needs to be valued; lessons need to be sold on their value and benefit by setting clear goals
• Students need to have a history of doing well so they can look back and see past achievements
• Need to build these up: can I do the task? and do I want to do the task?

EV in the classroom

• Strong empirical support
• Strong ecological validity
• However, there are differences in how individuals make expectancy in value beliefs particularly in terms of age, gender and ethnicity which needs to be addressed

EV-Evaluation

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Locke and Latham (2002): Four main reasons why goal setting improves performance 1. Directs our attention 2. Energises effort 3. Increases persistence 4. Promotes the development of new knolwedge and strategies

• A goal is an outcome or attainment an individual is striving to accomplish
• Goal-directed behaviour
• Goals motivate people to act in order to reduce the discrepancy between ‘where they are’ and ‘where they want to be’.

Goal Orientations and Motivation

Goals that are specific, moderately difficult and likely to be reached in the near future tend to enhance motivation and persistence (Pintrich and Schunk, 2002)

Goal Orientations and Motivation

Work-avoidant learners- Learners who don’t want to learn or to look smart, but just want to avoid work.

Task-involved learners-focused on completing the task Ego-involved learners-focused on how they are judged by others

• Mastery (learning)- A personal intention to improve abilities and learn, no matter how performance suffers.
• Performance (looking-good)-A personal intention to seem competent or perform well in the eyes of others.

• Work-avoidance
• Social goals-being connected to others or part of a group

Goal orientations are patterns of beliefs about goals related to achievement in school

Four Goal Orientations

• Feedback-There is evidence that feedback emphasising progress is the most effective

• Goal acceptance-If learners
• reject goals set by others or refuse to set their own goals, then motivation will suffer
• Realistic, reasonable and attainable goals
• If teachers use any reward or incentive systems,
• they need to ensure that the goal set is to learn and improve in some area, not just to perform well or look clever.

Four Goal Orientations

Cold cognition-reasoning and problem solving Hot cognition-emotions, heightened responses to stimuli Learners are more likely to pay attention to, learn about and remember events, images and readings that provoke emotional responses or that are related to their interests However, emotions can sometimes interfere with learning by taking up attention or working memory space that could be used for learning

Interests and emotions

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

An entity view of ability

• assumes that ability is a stable, uncontrollable trait – a characteristic of the individual that cannot be changed. According to this view, some people have more ability than others, but the amount each person has is set

An incremental view of ability

• suggests that ability is unstable and controllable – ‘an ever-expanding repertoire of skills and knowledge’
• By hard work, study or practice, knowledge can be increased and thus ability can be improved.
• Young children tend to hold an exclusively incremental view of ability, they believe that effort is the same as intelligence
• If you fail, you aren’t clever and you didn’t try hard

Beliefs about ability

Attribution theories-Descriptions of how individuals’ explanations, justifications and excuses influence their motivation and behaviour According to Weiner(1979), most of the attributed causes for successes or failures can be characterised in terms of three dimensions: 1. locus (location of the cause – whether it is internal or external to the person); 2. stability (whether the cause is likely to stay the same in the near future or can change); and 3. controllability (whether the person can control the cause).

Beliefs about causes and control: attribution

• Self-efficacy-A person’s sense of being able to deal effectively with a particular task.

• Learned helplessness-The expectation, based on previous experiences with a lack of control, that all one’s efforts will lead to failure.

• Self-worth:
• Mastery-oriented learners
• Failure-avoiding learners
• Failure-accepting learners

Self-efficaccy, learned helplessness and self-worth

Any Questions?

Wanna play?

Kahoot

Beliefs and self-schemas

Goal orientations, interests and emotions

SDT and EV theories

Seminar-learning strategies

Approaches to motivation

Overview of motivation

Agenda

Strategies to encourage motivation to learn

• Provide an organised class environment • Be a supportive teacher • Assign challenging, but not too difficult, work • Make tasks worthwhile

Fulfill basic requirements

• Begin work at the pupils’ level • Make learning goals clear, specific and attainable • Stress self-comparison, not competition • Communicate that academic ability is improvable • Model good problem solving

Build confidence and positive expectations

•Connect the learning task to the needs of the pupils • Tie class activities to the pupils’ interests • Arouse curiosity • Make the learning task fun • Make use of novelty and familiarity • Explain connections between present learning and later life • Provide incentives and rewards, if needed

Show the value of learning

• Give pupils frequent opportunities to respond • Provide opportunities for pupils to create a finished product • Avoid heavy emphasis on grading • Model motivation to learn • Teach learning tactics

Help pupils stay focused on task

• Choose one area of difficulty or a developmental disorder and propose learning strategies supported with theory
• Present it as a powerpoint slide or a poster

Seminar task

Thank you!