Transcript Essential Principles of Motivation

Essential Principles of
Motivation
1
MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN
EDUCATION,
ROSANNE YOST, CURRICULUM AND INSTRUCTION
UNIVERSITY OF SOUTH DAKOTA
PLEASE PICK UP EACH OF THE
MULTICOLORED SURVEYS AND COMPLETE
THEM BEFORE WE BEGIN
FOR THE ACADEMIC MOTIVATION SCALE,
SUBSTITUTE “ATTEND STAFF
DEVELOPMENT” FOR “ATTEND COLLEGE”
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 What motivates you to learn in an academic
setting?
 To what extent is lack of motivation an issue
in your classroom?


How do you address the problem?
How would you assess the success of your interventions?
A Social Cognitive View of Motivation
[Contrast to Behavior Modification]
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 A Different way to think about
Motivation: Learner Centered
 Social—Learners
“read” the social and
academic expectations of the setting
 Cognitive—Mind Mediated
Motivation is a STATE not a trait
The Ultimate goal of Education:
Self-Regulated Learners who. . .
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 Accept responsibility for their own learning
 Are flexible in their thinking and problem solving
 Develop and use self-monitoring skills
 Are collaborative in task-focused skills
 Are willing to seek help and support from others
 Focus on personal progress
 Focus on learning rather than grades or test scores
 Welcome challenge
 How does this compare to the learners
we cultivate now?
3 Basic Principles
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 Motivation can be defined as our willingness to
 Engage
 Commit
 Persist in an academic task [challenge]
 Motivation beliefs are stored in connections in our
long term memory, [schema] based on our
experiences and interpretations of them.
 Our motivation is influenced by our


Expectations for Success and
Value for the Task

E multiplied by V
Schemata
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 Mental organizing structures—existing idea networks--
that guide perception and categorize experiences
 Whether we are aware of them or not, these networks
determine how we interpret our experiences and extract
meaning from them
 Motivation schemas can be
 Adaptive,
or
 Mal-adaptive
 What happens when a motivation schema is
Mal-adaptive?
Expectancy x Value Judgments
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 Our willingness to expend the effort on
an academic task depends on
Our Expectations for success with
reasonable effort
Our assessment of the Value and
meaningfulness of the task.
Value for the Task
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What kinds of tasks do your
students VALUE?
Why?
What do you see when they
don’t value a task?
Value is Enhanced When the Task is
 Meaningful
 Connected
 Relevant
 Useful
How do we do that?
Reasonable Expectations for Success
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 Where do they come from?
 How do learners with expectations for
success approach tasks?
 How do learners with lower expectations for
success approach tasks?
Student Responses Based on E x V
Has low success
expectations
Does not
value the task
Values the
task
Rejection:
Refuses to participate
Dissembling:
Moves to protect image
of competence
Has high
success
expectations
Evasion:
Does the minimum
required
Engagement:
Seeks to learn
Expectations for Success are Enhanced
when learners. . .
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 Believe in incremental rather than innate





intelligence
Learn for internalized, self-regulated purposes
Pursue mastery goals
Have high self-efficacy
Attribute success and/or failure to an internal locus
of control
Have necessary learning strategies and tools
“Motivation Constructs”
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Each of the previous statements represents a
set of ideas that individuals hold—ideas that
influence their willingness to
“engagecommit, and particularly
PERSIST” in an academic tasks
Each addresses learners’ expectations for
success in a given task setting
Beliefs
about
Knowledge
Intrinsic
/
Extrinsic
Goal
Orientation
Self
Efficacy
Hope
Motivation
Attributions
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#1: Beliefs About Intelligence & Knowledge
What
is Knowledge?
Who has it?
How do we get it?
Where does it come from?
Beliefs about Knowledge
Assumptions individuals hold about
 The nature of knowledge
Certainty
Complexity
 How knowledge is attained
Role of innate ability
Role of effort
Beliefs about Learning Survey [blue]
 Factor 1: Fixed Ability.
Is ability fixed.. . . . . or is it. . . . . .
[high points]
Incremental?
[low points]
 Factor 2: Simple Knowledge
Is knowledge simple. . . Or is it. . .
Complex?
[high points]
[low points]
 Factor 3: Certain Knowledge
Is knowledge certain. . . Or is it. . . . Relative?
[high points]
[low points]
 Factor 4: Quick Learning
Accomplished quickly. . . . Or. . . with sustained effort?
[high points]
[low points]
How are these beliefs
relevant to
educators and their
practices?
Implications: Recognize That. . .
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 Everyone holds beliefs about intelligence and
knowledge that influence their learning AND
behaviors.
 These beliefs affect the way we reason
 Beliefs about knowledge are NOT strongly related to
ability, but they are strongly related to engagement
and motivation issues
#2: Intrinsic and Extrinsic Motivation
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 Extrinsic motivation: for external motives, such as
incentives and rewards
 Intrinsic motivation: for internal motives, please in
the task for it’s own sake
Which do schools most actively promote? Why? How
do you know? What is the message to learners?
Which is the most powerful approach for learning?
The continuum approach:
Self Determination
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 Assumption: the element that defines the
difference between Extrinsic and Intrinsic
motivation is the degree to which the
individual determines task value and
importance-“BUY IN”—aka “Engagement”
Levels of task buy in
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Based on “Who initiates the involvement and why?”
Extrinsic Motivation has 4 levels
 External Regulation
 Introjected Regulation
 Identified Regulation
 Integrated Regulation
Buy-In
Extrinsic
External
Regulation
Completely initiated outside…
Reward or punishment…
Introjected
Regulation
Accepts standards other have
specified
Identified
Regulation
Values standards…
Willing engagement…
Integrated
Regulation
Fits own ultimate goals
Intrinsic
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 Think of a learning experience in which YOU “moved
along the continuum.”
 What happened to your learning?
 How was your experience related to Expectation for
Success and Value for the Task?
 So HOW do we move learners “along the
continuum”?
Basic Learner Needs
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 Competence
 Belief
that one can accomplish the task
 Autonomy
 Self
initiation, self direction, and self regulation
 Relatedness
 To
others in the learning setting
 Connections to overall learning goals
Implications: Support for Basic Needs
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 Competence: Attention to task definition
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


Clear
Manageable
Challenging
Criterion referenced success standards
 Autonomy: Choices



Time flexibility
Alternative ways to reach goals
Participation in decision making
 Relatedness: De-emphasize competition



Emphasis on effort
Collaboration
Social construction
How could YOU support each of these?
Academic Motivation Scale [white]
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 What did this instrument tell you about your
intrinsic/extrinsic balance?
 Did it seem accurate? Why/why not?
 Comments?
#3. Goal Orientations
 Beliefs individuals hold about the
purposes of learning
 Why
we learn
 For whom
 How success is achieved
IMPACT: How we approach challenging tasks
 Two basic types of goals
 Mastery Goals
 Performance Goals
Underlying Theories of Intelligence
 Entity Theories
 Incremental Theories
Goal Orientation
Performance:
Goal is to gain
positive judgments
& avoid negative
judgments of ability
[Prove]
Mastery
Goal is to increase
ability and personal
competence
[Improve]
Theory of Intelligence
Entity
Intelligence
is a fixed
trait
Performance:
Goal is to gain
positive judgments
& avoid negative
judgments of ability
[Prove]
Incremental
Intelligence
is
malleable
Mastery
Goal is to increase
ability and personal
competence
[Improve]
Typical Behavior
Entity
Intelligence
is a fixed
trait
Performance:
Goal is to gain
positive judgments
& avoid negative
judgments of ability
Helplessness
Avoid risk
Give up easily
Make excuses
[Prove]
Incremental
Intelligence
is
malleable
Mastery
Goal is to increase
ability and personal
competence
[Improve]
Effort
Seek challenge
Persist
Take responsibility
Problem Solve
Goal Orientations Beliefs: Compare/Contrast
Performance Orientation
Mastery Orientation
 Competence develops through
 Competence—you have it or you
effort & practice
 Enjoyment of challenging tasks

 Easy tasks viewed as boring

 Effort
competence

 More intrinsic motivation to learn 
 Use of learning strategies for deep

comprehension

 Self-evaluative

 Errors are viewed as useful

 Failure can be informational

 Teacher seen as resource/guide
Which learner do you prefer? Why?
don’t!
Avoidance of challenging tasks
Easy tasks are desirable
Effort = low competence
More extrinsic motivation
Reliance on rote learning
Comparison of self to others
Errors seen as failures
Failure = low ability
Teacher viewed as judge, rewarder,
and punisher
Quadrants
Mastery Orientation
HIGH
LOW
Performance
Orientation
HIGH
LOW
High Mastery
High Performance
Low Mastery
High Performance
High Mastery
Low Performance
Low Mastery
Low Performance
Goals Inventory [yellow]
 Eliminate #s 7, 9, & 13
 Mark the following with “P”:
 2, 10, 11, 12, 15, 17, 18
 Mark the following with “M”
1,
3, 4, 5, 6, 8, 14, 16
 Add P scores and divide by 7
 Add M scores and divide by 8
PERFORMANCE
5
LM/HP
HM/HP
4
MASTERY
5
4
2
3
HM/LP
1
LM/LP
2
1
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Students with a strong mastery
orientation are more successful
learners , REGARDLESS of whether
performance orientation is high or
low.
Implications?
#4: Self-Efficacy
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Beliefs about the degree of “effect” we can have on a
learning situation.
Perception!
Think about a situation in which you perceive you can
have an impact. Now think of one where you don’t
believe you can have much. Compare your
motivation to engage in each of these settings
Context and topic specific
High self-efficacy
learners
Low self-efficacy
learners
Accept challenging tasks
Avoid challenging tasks
Effort
Expend high effort when faced with
challenging tasks
Expend low effort when faced
with challenging tasks
Persistence
Persist when goals are initially
reached
Give up when goals are not
initially reached
Believe they will succeed
Focus on feelings of
incompetency
Task Orientation
Beliefs
Control stress and anxiety when
goals not met
Believe they are in control of the
environment
Experience anxiety and
depression when goals not met
Believe they are not in control of
their environment
Strategy Use
Discard unproductive strategies
Persist with unproductive
strategies
Performance
Perform higher than low-efficacy
students of equal ability
Perform lower than high-efficacy
students of equal ability
Factors Influencing Self-Efficacy
Factor
Example
Past Performance
Past success in solving algebra equations increases
individuals’ beliefs in their capability to solve other
algebra problems.
Modeling
Observing others successfully solving algebra equations
increases observers’ beliefs in their capabilities to solve
them.
Verbal Persuasion
A teacher comments, “I know you will be able to solve
these equations,” increases the likelihood that individuals
will engage in demanding tasks, and if successful, belief
in their capabilities to solve them increase.
Psychological State
Thoughts, such as “I can’t do this stuff,” takes up mental
energy. Success is reduced, and efficacy decreases.
Implications: Improving Self-Efficacy
 Increase students’ awareness of the self-efficacy concept
 Use expert and inexpert modeling…scaffold
so that students can understand developing expertise
 Provide feedback…
 that functions to help students develop expertise
through analysis of own performance
 specific
 Build self-efficacy rather than reduce expectations
 reductions undermine efficacy
 Encourage self-regulation
 students take control of their learning process

#5. Causal Attributions
 Who or what is responsible for our successes and
failures? Are these. . .



Internal or External ?
Stable or Unstable?
Controllable or Uncontrollable?
Locus of control
Learned helplessness
3 Issues in Attribution Theory
Locus of control:
▪ Where does control lie?
▪ Internal vs. external
▪ “I” vs. “They” thinking
Attribution
Theory
Stability:
▪ Stable vs. unstable
▪ Does outcome change
or fluctuate?
Controllability:
▪ Controllable vs. uncontrollable
▪ Are any variables within my control?
Possible Attributions
 Effort
 Ability
 Task difficulty
 Luck
Which is most “adaptive” and why?
Controllability · is any of this
within my control?
Unstable Stable
Stability
Locus of Control
Internal
External
Ability
Task
Difficulty
I can’t really control this.
This isn’t up to me.
Effort
Luck
This is something I have
control over!
This is completely out of
my control.
Attribution Dimensions
Locus:
Internal: Me
External: Not me
Native Ability / Effort
Task Difficulty / Luck
Stability:
Unstable
Stable
Effort / Luck
Native Ability / Task
Difficulty
Controllability:
Controllable
Uncontrollable
Effort
Ability / Task Difficulty / Luck
Implications:
Improving Student Attributions
 Discuss effects of attributions with students
leading to emphasis on the role of effort
 Help students focus on controllable causes
 in order to increase task engagement, persistence, and
performance
 Consider alternative causes of success and failure
 identify and help students modify
 Be mindful of inadvertent “low-ability cues”
 which undermine both self-efficacy and attributions to
controllable factors
How do we do these things?

Attribution Inventory [green]
 Specific to Locus of Control Dimension Only
 Scoring- Eliminate item 8
 Reverse score #s 1, 3, 4, 9, 12



[1=5; 2=4; 3=3]
Add your points, divide by 11
Higher the score, the more EXTERNAL the perceived locus
of control
Did this instrument describe you accurately? Why/why not?
contrast to Behavior Modification] contrast to
Behavior Modification]
5. The “Hope” Construct
Agency [“the Will”]
Pathways [“the Ways”]

aka study strategies]
Connect this construct with
Self
Regulation
Self Efficacy
Self Determination
The Hope Scale
 Eliminate 3, 5, 7, 11,
 Add for Pathways Score
 1, 4, 6, 8
 Divide by 4
 Add for Agency Score
 2, 9, 10, 12
 Divide by 4
Beliefs
about
Knowledge
Intrinsic
/
Extrinsic
Goal
Orientation
Self
Efficacy
Hope
Motivation
Attributions
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Synthesis
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 What ideas link each of these constructs?
 How can you summarize the implications for
classroom practice?
 Specifically, what can you implement in your
classroom?
 What do you need to think more about?
 What questions do you still have?