Transcript Document

Chapter 10:
Motivating Students to Learn
Objectives
 What Is Motivation?
Define motivation and discuss its importance to
teaching and learning.
 What Are Some Theories of Motivation?
Identify and describe the characteristics of four theories
of motivation and explain and illustrate some implications
of these theories for education.
 How Can Achievement Motivation Be Enhanced?
Define achievement motivation, analyze ways that
affect motivation to learn, and suggest ways that
teachers can enhance motivation.
Objectives
 How Can Teachers Increase Students'
Motivation to Learn?
Differentiate intrinsic and extrinsic motivation
and analyze ways that teachers can encourage
intrinsic motivation and provide incentives for
extrinsic motivation.
 How Can Teachers Reward Performance, Effort,
and Improvement?
Describe five specific ways that teachers can
enhance motivation to learn by rewarding
performance, effort, or improvement.
Case
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The students in Cal Lewis's tenth-grade U.S. history class were all in their seats before the bell
rang, eagerly awaiting the start of the period. But Mr. Lewis himself was nowhere to be seen. Two
minutes after the bell, in he walked dressed as George Washington, complete with an eighteenthcentury costume and powdered wig and carrying a gavel. He gravely took his seat, rapped the
gavel, and said, "I now call to order this meeting of the Constitutional Convention(立宪会议)."
The students had been preparing for this day for weeks. Each of them represented one of the 13
original states. In groups of two and three, they had been studying all about their states, the
colonial era, the American Revolution, and the United States under the Articles of Confederation
（联邦）. Two days earlier, Mr. Lewis had given each group secret instructions from their
"governor" on the key interests of their state. For example, the New Jersey and Delaware
delegations were to insist that small states be adequately represented in the government,
whereas New York and Virginia were to demand strict representation by population.
In preparing for the debate, each delegation had to make certain that any member of the
delegation could represent the delegation's views. To ensure this, Mr. Lewis had assigned each
student a number from one to three at random. When a delegation asked to be recognized, he
would call out a number, and the student with that number would respond for the group.
Mr. Lewis, staying in character as George Washington, gave a speech on the importance of the
task they were undertaking and then opened the floor for debate. First, he recognized the
delegation from Georgia, represented by Beth Andrews. Beth was a shy girl, but she had been
well prepared by her fellow delegates and knew that they were rooting for her.
"The great state of Georgia wishes to raise the question of a Bill of Rights. We have
experienced the tyranny of government, and we demand that the people have a guarantee of their
liberties!"
case
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Beth went on to propose elements of the Bill of Rights that her delegation had drawn up. While
she was talking, Mr. Lewis was rating her presentation on historical accuracy, appropriateness to
the real interests of her state, organization, and delivery. He would use these ratings in evaluating
each delegation at the end of each class period. The debate went on. The North Carolina
delegates argued in favor of the right of states to expand to the West; the New Jersey delegation
wanted western territories made into new states. Wealthy Massachusetts wanted taxes to remain
in the states where they were collected; poor Delaware wanted national taxes. Between debates,
the delegates had an opportunity to do some "horse trading," promising to vote for proposals
important to other states in exchange for votes on issues important to them. At the end of the
week, the class voted on 10 key issues. After the votes were taken and the bell rang, the students
poured into the hall still arguing about issues of taxation, representation, powers of the executive,
and so on.
After school, Rikki Ingrain, another social studies teacher, dropped into Mr. Lewis's classroom. "I
see you're doing your Constitutional Convention again this year. It looks great, but how can you
cover all of U.S. history if you spend a
month on just the Constitution?"
Cal smiled. "Don't you remember how boring high school social studies was?" he said. "It sure
was for me. I know I'm sacrificing some coverage to do this unit, but look how motivated these
kids are!" He picked up a huge sheaf of notes and position papers written by the South Carolina
delegation. "These kids are working their tails off, and they're learning that history is fun and
useful. They'll remember this material for the rest of their lives!"
Part one
 What is motivation?
motivation is an internal process that activates,
guides, and maintains behavior over time (Baron,
1998; Murphy & Alexander, 2000; Pintrich, g000;
Schunk, 2000).
In plain language, motivation is what gets
you going, keeps you going, and determines
where you're trying to go.
Motivation can vary in both intensity（强度）
and direction（方向） (Ryan & Deci, 2000).
Gage and Berliner (1984) liken motivation to
the engine (intensity) and steering wheel
(direction) of a car. Actually, though, the intensity
and direction of motivations are often difficult to
separate.
An important task for teachers is planning how
they will support student motivation.
What Are Some Theories of Motivation?
 Theories of motivation seek to explain why
people are motivated to do what they do.
 They include:
1.Motivation and behavioral learning Theory
2.Motivation and Human Needs
3. Motivation and Attribution Theory
1.Motivation and behavioral learning
Theory
 The concept of motivation is closely tied to the principle that behaviors that
have been reinforced in the past are more likely to be repeated than are
behaviors that have not been reinforced or that have been punished.
REWARDS AND REINFORCEMENT
One reason that reinforcement history is an inadequate explanation for
motivation is that human motivation is highly complex and context-bound.
DETERMINING THE VALUE OF AN INCENTIVE
The motivational value of an incentive cannot be assumed, because it might
depend on many factors (Chance, 1992; Strong, Silver, Robinson, 1995).
2.Motivation and Human Needs
 motivation comes to satisfy human’s needs.
(e.g., Maslow, 1954)
 MASLow's HIERARCHY OF NEEDS
 SELF-ACTUALIZATION Maslow's theory
includes the concept of desire for selfactualization, which he defines as "the desire to
become everything that one is
capable of becoming" (Maslow, 1954, p. 92).
 IMPLICATIONS OF MASLOW'S THEORY FOR
EDUCATION
3. Motivation and Attribution Theory
 Attribution theory (see Graham, 1991; Graham &
Weiner, 1996; Wether,1994, 2000) seeks to understand
just such explanations and excuses, particularlywhen
applied to success or failure.
 Weiner (1994,2000) suggests that mosf~explanations for
success or failure have three characteristics.
 The first is whether the cause is seen as internal (within
the person) or external.
 The second is whether it is seen as stable or unstable.
 The third is whether it is perceived as controllable or not.
 Implications of attribution theory
ATTRIBUTIONS FOR SUCCESS AND
FAILURE
LOCUS OF CONTROL AND SELFEFFICACY
IMPLICATIONS OF ATTRIBUTIONS AND
SELF-EFFICACY FOR EDUCATION
4．Motivation and Expectancy Theory
 Expectancy theory is a theory of motivation based on the belief that
people's efforts to achieve depend on their expectations of reward.
 Edwards (1954) and later Atkinson (~964) developed theories of
motivation based on the following formula:
M = Ps (perceived probability of success )x Is fs(incentive value of
success )
 The formula is called an expectancy model, or expectancy-valence
model, because it largely depends on the person's expectations of
reward (see Locke 8* Latham, 1990; Wigfield & Eccles, 2000).
 IMPLICATIONS OF EXPECTANCY THEORY FOR EDUCATION
Home work--self check:
Organize the information from this section
into a chart that includes the following
headings: Behavioral LearningTheory,
Human Needs Theory, Attribution Theory
and Expectancy theory. For each one,
define the underlying concept; and
illlustrate how the model works.
How Can Achievement Motivation Be
Enhanced?
 One of the most important types of motivation for
educational psychology is achievement
motivation (McClelland & Atkinson, 1948), or the
generalizedtendency to strive for success and to
choose goal-oriented, success/failure activities.