Transcript Motivation in Career Developmentx
Slide 1
Increasing Motivation in Career
Development
Virginia Career VIEW
Fall 2013 Workshop
Slide 2
What is motivation?
The processes that
give behavior its
energy and direction
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP 6444.
Introduction to Motivation PowerPoint, Slide 8.
Slide 3
Why should we motivate students?
Increased motivation
Increased learning
Increased performance
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP 6444.
Introduction to Motivation PowerPoint, Slide 12.
Slide 4
How does this connect to career
development?
“When students perceive math (e.g.,
Hulleman, Godes, Hendricks, &
Harackiewicz, 2010) and science (e.g.,
Ainley & Ainley, 2011) to be useful, they
tend to be more interested in it. Instructors
can demonstrate the usefulness of the
content by explaining to students how the
material is related to their interests, career
goals, and/or the real world; or by
providing opportunities for students to
engage in activities that demonstrate the
usefulness of the content (for examples, see
Jones, 2009) (Jones, B., Ruff, C., &
Osborne, J.W., in preparation).”
Jones, B. D., Ruff, C., & Osborne, J.W. (in preparation). Fostering students’
identification with mathematics and science. In K.A. Renninger, M. Nieswandt, &
S. Hidi (Eds.), Handbook on interest, the Self, and K-16 mathematics and science
Slide 5
Relevance to Career Development
Federal and State Initiatives
Current Initiatives
• Career Pathways
• Academic and Career Plans
• STEM Focus
• Career and College Ready
• Creative and Critical Thinking Skills
• 21st Century Skills
• Programs such as Kindergarten to
College and Kids Tech University
• Others?
Slide 6
Other Factors…Other Theories…
•Self-efficacy: a person’s perception of his or her capabilities to
perform behaviors at a certain level (Schunk and Pajares, 2005, p.
85)
•“I am confident I will be able to solve this math problem”
•Self-concept: a composite view of oneself (Bong Skaalvik,
2003, p.4)
•“I learn mathematics quickly”
•Self-esteem: a person’s attitude about his/her overall self-worth
(Klassen, Krawchuck and Rajani, 2007, p. 918)
•“On the whole, I am satisfied with myself” (New York State
Self Esteem Scale)
Slide 7
Intrinsic Motivation is “engaging in a
task for the rewards inherent in the
task (slide 2).”
Extrinsic Motivation is “engaging
in a task for the rewards outside of
the task (slide 2).”
ie: time spent playing with the target
activity (Deci and Moller, 2005, p.584)
ie: students are given rewards for
doing well on high stakes tests
(Ryan, 2010, p. 1)
Jones, B. & Chittum, J. (2013).
Learning and Cognition EDEP
6444. Intrinsic Motivation
PowerPoint, Slide 12.
Slide 8
MUSIC Model: Motivation
eMpowerment
Usefulness
Interest
Success
Caring
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 9
eMpowerment
• “Empowerment refers to the
amount of perceived control that
students have over their
learning (Jones, B., 2009, p.
273).”
• Choosing partners, contributing
to class questions, pace of
lessons, opportunities to express
opinions, rationale of rules,
contributing to classroom rules
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 10
Usefulness
• “Instructors should ensure that
students understand why the
content is useful. (Jones, B.,
2009, p. 275).”
• Explain relevance to interests
and goals, incorporate activities
that demonstrate usefulness of
the content both in their future
career and in the real world
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 11
Success
• “Instructors should design all aspects of
courses such that students can succeed if they
obtain the knowledge and skills and put forth
the effort required. Students need to believe
that if they invest effort into the course, they
can succeed. (Jones, B., 2009, p. 276).”
• Make expectations clear, provide clear
directions, provide challenging learning
activities, divide activities into manageable
sections, order activities easiest to hardest, use
formative learning, encourage short-term
goals, allow students to re-do assignments,
provide help for struggling students, give
accurate and honest feedback, set high but
reasonable expectations, provide a variety of
assignments
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 12
Interest
• “Instructors should ensure that their
classroom activities and/or course
topics are interesting to students.
(Jones, B., 2009, p. 277).”
• Include one or more: novelty, food,
social interaction, games and puzzles,
fantasy, humor, narrative, or physical
activities, relate content to students’
background knowledge/interests,
activities evoking emotion, vary
presentation style, include surprising
information, show interest in and
enthusiasm for course material,
provide time for students to ask
questions outside of class
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 13
Caring
• “Instructors should demonstrate to
students that they care about whether
students successfully meet the course
objectives. (Jones, B., 2009, p. 279).
• Show concern for student successes
and failures, listen to and value
students’ opinions and ideas, devote
time and energy to help students,
consider accommodations for
extenuating circumstances, show
concern and interest in students’ lives,
use cooperative or collaborative
learning, design activities that allow
students to get to know each other on a
personal level
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 14
Suggestions for Implementation
According to Dr. Brett Jones (2009, p. 280),
instructors should:
• take time to decide how to best implement the
components
• focus on a few components, but consider all
five, the first time
• keep notes about success of instruction and
make adjustments as needed
• be willing to try new and successful
instructional strategies recommended by
colleagues
• enjoy the process!
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 15
MUSIC Model of Academic Motivation Inventory
• Used to measure the five primary components
of the MUSIC Model
• K-12 version is shorter than the version used
with college aged students
• To use it, mix the items randomly and do not
include the title of the scales (empowerment,
usefulness, etc.) on the inventory
• To score it, average the values from each
item in the scale to produce a mean for the
scale
• *Could be used as a pre- and post- test for
students to assess motivation in career
development over a year (accountability)
Slide 16
Summary
• eMpowerment: he or she has control
of his or her learning environment in
the course
• Usefulness: the coursework is useful
to his or her future
• Success: he or she can succeed at the
coursework
• Interest (situational): the instructional
methods and coursework are
interesting or enjoyable
• Caring (academic and personal): the
instructor cares about the student’s
well-being
Jones, B.D., & Wilkins, J.L.M. (2013, May). Validity evidence for the use of a motivation
inventory with middle school students. Poster presented at the annual meeting of the Society for
the Study of Motivation, Washington D.C.
Slide 17
Discussion
What are your impressions of the MUSIC Model?
Slide 18
Motivation in Action…?
Economics Teacher
Ferris Bueller’s Day Off
Teaching Style
• What parts of the MUSIC Model does
Ben Stein’s character use?
• What are some examples?
Slide 19
Motivation in Action…?
Dr. Eric Mazur, Physics Professor
at Harvard University
Teaching Style
• What parts of the MUSIC Model does
Dr. Mazur use?
• What are some examples?
Slide 20
Group Activity
•Groups of 3-4 people
•Read scenario
•Which components of the MUSIC Model are present
in the situation? To what extent?
•Which components of the MUSIC Model are not
present in the situation? What are your suggestions for
how to “add” them?
•Discussion
Slide 21
VIEW Resources Supporting Increased Motivation
When Will I Ever Use This? connects classroom learning to careers
What are Your Choices? informs students about their opportunities/choices post highschool
Explore Career Choices lets students create a project of their choice to research a career
A Job for Me has students look up careers they are interested in and imagine/write about
what that career would be like
Where Will You be in 8 Years? requires students to research what their life will be like in
8 years in a chosen career
Plans for the Future helps students make the connections between the classes they are
taking and how it will help them in the future
TO ENGAGE PARENTS in the Career Development Process: Elementary Parent Guide
to College and Career Readiness/Middle School Parent Guide to College and Career
Readiness
EXPLANATION OF College and Career Readiness and Economic Competitiveness
Slide 22
Slide 23
Emily Fielder
Virginia Career VIEW
[email protected]
Increasing Motivation in Career
Development
Virginia Career VIEW
Fall 2013 Workshop
Slide 2
What is motivation?
The processes that
give behavior its
energy and direction
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP 6444.
Introduction to Motivation PowerPoint, Slide 8.
Slide 3
Why should we motivate students?
Increased motivation
Increased learning
Increased performance
Jones, B. & Chittum, J. (2013). Learning and Cognition EDEP 6444.
Introduction to Motivation PowerPoint, Slide 12.
Slide 4
How does this connect to career
development?
“When students perceive math (e.g.,
Hulleman, Godes, Hendricks, &
Harackiewicz, 2010) and science (e.g.,
Ainley & Ainley, 2011) to be useful, they
tend to be more interested in it. Instructors
can demonstrate the usefulness of the
content by explaining to students how the
material is related to their interests, career
goals, and/or the real world; or by
providing opportunities for students to
engage in activities that demonstrate the
usefulness of the content (for examples, see
Jones, 2009) (Jones, B., Ruff, C., &
Osborne, J.W., in preparation).”
Jones, B. D., Ruff, C., & Osborne, J.W. (in preparation). Fostering students’
identification with mathematics and science. In K.A. Renninger, M. Nieswandt, &
S. Hidi (Eds.), Handbook on interest, the Self, and K-16 mathematics and science
Slide 5
Relevance to Career Development
Federal and State Initiatives
Current Initiatives
• Career Pathways
• Academic and Career Plans
• STEM Focus
• Career and College Ready
• Creative and Critical Thinking Skills
• 21st Century Skills
• Programs such as Kindergarten to
College and Kids Tech University
• Others?
Slide 6
Other Factors…Other Theories…
•Self-efficacy: a person’s perception of his or her capabilities to
perform behaviors at a certain level (Schunk and Pajares, 2005, p.
85)
•“I am confident I will be able to solve this math problem”
•Self-concept: a composite view of oneself (Bong Skaalvik,
2003, p.4)
•“I learn mathematics quickly”
•Self-esteem: a person’s attitude about his/her overall self-worth
(Klassen, Krawchuck and Rajani, 2007, p. 918)
•“On the whole, I am satisfied with myself” (New York State
Self Esteem Scale)
Slide 7
Intrinsic Motivation is “engaging in a
task for the rewards inherent in the
task (slide 2).”
Extrinsic Motivation is “engaging
in a task for the rewards outside of
the task (slide 2).”
ie: time spent playing with the target
activity (Deci and Moller, 2005, p.584)
ie: students are given rewards for
doing well on high stakes tests
(Ryan, 2010, p. 1)
Jones, B. & Chittum, J. (2013).
Learning and Cognition EDEP
6444. Intrinsic Motivation
PowerPoint, Slide 12.
Slide 8
MUSIC Model: Motivation
eMpowerment
Usefulness
Interest
Success
Caring
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 9
eMpowerment
• “Empowerment refers to the
amount of perceived control that
students have over their
learning (Jones, B., 2009, p.
273).”
• Choosing partners, contributing
to class questions, pace of
lessons, opportunities to express
opinions, rationale of rules,
contributing to classroom rules
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 10
Usefulness
• “Instructors should ensure that
students understand why the
content is useful. (Jones, B.,
2009, p. 275).”
• Explain relevance to interests
and goals, incorporate activities
that demonstrate usefulness of
the content both in their future
career and in the real world
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 11
Success
• “Instructors should design all aspects of
courses such that students can succeed if they
obtain the knowledge and skills and put forth
the effort required. Students need to believe
that if they invest effort into the course, they
can succeed. (Jones, B., 2009, p. 276).”
• Make expectations clear, provide clear
directions, provide challenging learning
activities, divide activities into manageable
sections, order activities easiest to hardest, use
formative learning, encourage short-term
goals, allow students to re-do assignments,
provide help for struggling students, give
accurate and honest feedback, set high but
reasonable expectations, provide a variety of
assignments
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 12
Interest
• “Instructors should ensure that their
classroom activities and/or course
topics are interesting to students.
(Jones, B., 2009, p. 277).”
• Include one or more: novelty, food,
social interaction, games and puzzles,
fantasy, humor, narrative, or physical
activities, relate content to students’
background knowledge/interests,
activities evoking emotion, vary
presentation style, include surprising
information, show interest in and
enthusiasm for course material,
provide time for students to ask
questions outside of class
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 13
Caring
• “Instructors should demonstrate to
students that they care about whether
students successfully meet the course
objectives. (Jones, B., 2009, p. 279).
• Show concern for student successes
and failures, listen to and value
students’ opinions and ideas, devote
time and energy to help students,
consider accommodations for
extenuating circumstances, show
concern and interest in students’ lives,
use cooperative or collaborative
learning, design activities that allow
students to get to know each other on a
personal level
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 14
Suggestions for Implementation
According to Dr. Brett Jones (2009, p. 280),
instructors should:
• take time to decide how to best implement the
components
• focus on a few components, but consider all
five, the first time
• keep notes about success of instruction and
make adjustments as needed
• be willing to try new and successful
instructional strategies recommended by
colleagues
• enjoy the process!
Jones, B. (2009). Motivating Students to Engage in Learning: The MUSIC Model of
Academic Motivation. International Journal of Teaching and Learning in Higher
Education, Volume 21. Retrieved from http://www.isetl.org/ijtlhe/ .
Slide 15
MUSIC Model of Academic Motivation Inventory
• Used to measure the five primary components
of the MUSIC Model
• K-12 version is shorter than the version used
with college aged students
• To use it, mix the items randomly and do not
include the title of the scales (empowerment,
usefulness, etc.) on the inventory
• To score it, average the values from each
item in the scale to produce a mean for the
scale
• *Could be used as a pre- and post- test for
students to assess motivation in career
development over a year (accountability)
Slide 16
Summary
• eMpowerment: he or she has control
of his or her learning environment in
the course
• Usefulness: the coursework is useful
to his or her future
• Success: he or she can succeed at the
coursework
• Interest (situational): the instructional
methods and coursework are
interesting or enjoyable
• Caring (academic and personal): the
instructor cares about the student’s
well-being
Jones, B.D., & Wilkins, J.L.M. (2013, May). Validity evidence for the use of a motivation
inventory with middle school students. Poster presented at the annual meeting of the Society for
the Study of Motivation, Washington D.C.
Slide 17
Discussion
What are your impressions of the MUSIC Model?
Slide 18
Motivation in Action…?
Economics Teacher
Ferris Bueller’s Day Off
Teaching Style
• What parts of the MUSIC Model does
Ben Stein’s character use?
• What are some examples?
Slide 19
Motivation in Action…?
Dr. Eric Mazur, Physics Professor
at Harvard University
Teaching Style
• What parts of the MUSIC Model does
Dr. Mazur use?
• What are some examples?
Slide 20
Group Activity
•Groups of 3-4 people
•Read scenario
•Which components of the MUSIC Model are present
in the situation? To what extent?
•Which components of the MUSIC Model are not
present in the situation? What are your suggestions for
how to “add” them?
•Discussion
Slide 21
VIEW Resources Supporting Increased Motivation
When Will I Ever Use This? connects classroom learning to careers
What are Your Choices? informs students about their opportunities/choices post highschool
Explore Career Choices lets students create a project of their choice to research a career
A Job for Me has students look up careers they are interested in and imagine/write about
what that career would be like
Where Will You be in 8 Years? requires students to research what their life will be like in
8 years in a chosen career
Plans for the Future helps students make the connections between the classes they are
taking and how it will help them in the future
TO ENGAGE PARENTS in the Career Development Process: Elementary Parent Guide
to College and Career Readiness/Middle School Parent Guide to College and Career
Readiness
EXPLANATION OF College and Career Readiness and Economic Competitiveness
Slide 22
Slide 23
Emily Fielder
Virginia Career VIEW
[email protected]