Transcript Document 7830843

Tony Robbins Asks,
“What is your self-schema”
Self
Schemas
Motivation to Learn
in school
Presented By:
Jenny Brenneman
Kathy Hendrickson
Royanna Jackson
Self Schemas
Entity view
of ability
Incremental view
of ability
“I will always be smart”
“I will always be dumb”
“No matter who you are you
can change your intelligence
a lot”
The belief that ability is fixed The belief that ability is a set
and cannot be changed
of skills that can be changed
Self Efficacy
Beliefs about self-efficacy
• Self efficacy – beliefs about personal competence in a
particular situation or given area.
• It is a future oriented “context specific assessment of
competence to perform a specific task”. (Pajares, 1997)
Sources of self efficacy
• Mastery experiences – our own direct experiences – the
most powerful source of efficacy information.
• Vicarious experiences – accomplishments that are modeled
by someone else.
• Social persuasion – a “pep talk” or specific performance
feedback.
Efficacy and Motivation
• Greater efficacy leads to greater effort and
persistence in the face of setbacks.
• People with a strong sense of self efficacy for a
given task tend to attribute their failures to lack
of effort.
High sense of self efficacy
“I am good at math, so if I did not pass the test, I should have
doubled checked my work”
Low sense of self efficacy
“I am terrible at math, so I am just dumb and never gonna get it”
Research indicates…
Performance in school is improved and self
efficacy in increased when students:
– Adopt short term goals, so it is easier to judge
progress
– Are taught to use specific learning strategies such
as outlining or summarizing that help them focus
attention; and
– Receive rewards based on achievement, not just
engagement, because achievement rewards signal
increasing competence
Teaching Efficacy
A teacher’s belief that he
or she can reach even
difficult students to help
them learn, appears to be
one of the few personal
characteristics of teachers
that is correlated with
student achievement.
Self Determination
• Self determination is the need to experience choice and
control in what we do and how we do it.
• Students and teachers strive to be in charge of their
own behavior
– Self determination in the classroom: classroom environments that support
student self determination and autonomy are associated with greater student
interest, sense of competence, creativity, conceptual learning, and preference for
challenge
– Cognitive evaluation theory explains how events can influence the student’s
intrinsic motivation by a affecting their sense of self determination and
competence.
Learned Helplessness
Learned helplessness – when people come to believe that
the events and outcomes in their lives are mostly
uncontrollable
It appears to cause three types of deficits
motivational
cognitive
affective
Students who feel hopeless will be unmotivated and
reluctant to attempt work.
Once established, it is very difficult to reverse the effects of
learned helplessness.
Self Worth
• Mastery-oriented students – tend to value achievement and
see ability as improvable, so they focus on mastery goals in order to
increase their skills and abilities. They generally attribute success to
their own effort, and thus they assume responsibility for learning
and have a strong sense of self efficacy.
• Failure-avoiding students – tend to hold an entity view of
ability, so they set performance goals. They lack a strong sense of
their own competence and self worth separate from their
performance. In other words, they feel only as smart as their last
test grade, so they never develop a solid sense of self efficacy.
• Failure-accepting students – they are convinced their problems
are due to low ability. These students attribute failure to low ability
and believe ability is fixed. They are likely to become depressed,
apathetic, and helpless.
Do we base our self worth on the
opinion of others?
Self Schemas…
Lessons for Teachers
– Emphasize students progress in a particular area
– Make specific suggestions for improvement, and
revise grades when improvements are made
– Stress connections between past efforts and past
accomplishments
– Set learning goals for your students, and model
a mastery orientation for them
Motivation to Learn
• The tendency to find academics meaningful
and worthwhile and to try to benefit from
them
• Motivation to learn involves more than
wanting or intending to learn
• What are our three goals to develop a
students motivation? We want to:
– Create a state of motivation for a student to learn
– Develop a trait of being motivated (so they can
educate themselves throughout their lifetime)
– Encourage students to be thoughtful and
cognitively engaged
The TARGET Model for Supporting Student
Motivation to Learn
TARGET Area
Focus
Objectives
Examples of Possible
Strategies
Task
How learning tasks are
structured – what the student is
asked to do
Enhance intrinsic attractiveness
of learning tasks
Make learning meaningful
Encourage instruction that
relates to student’s backgrounds
and experience
Avoid payment for goals
Autonomy /
Student participation in learning
and school decisions
Provide optimal freedom for
students to make choices and
take responsibility
Give alternatives in making
assignments
Ask for student comments
The nature and use of
recognition and reward in the
school setting
Provide opportunities for all
students to be recognized for
learning
Foster “personal best” awards
Reduce emphasis on “honor
rolls”
The organization of school
learning and experiences
Build and environment of
acceptance and appreciation of
all students
Broaden the range of interaction
Provide opportunities or
cooperative learning, problem
solving, and decision making
Eliminate ability grouped classes
The nature and use of evaluation
and assessment procedures
Grading and reporting processes
Practices associated with use of
standardized tests
Reduce emphasis on social
comparisons of achievement
Give students opportunities to
improve student performance
The scheduling of the school day
Provide opportunities for
extended and significant student
involvement in learning tasks
Allow students to progress at
their own rate whenever possible
Block scheduling and flexibility
Responsibility
Recognition
Grouping
Evaluation
Time
Terms to know about TARGET
•
Tasks for learning
•
Supporting Autonomy
•
Grouping, Evaluation and Time
– academic tasks – the work the student must accomplish, including the
content covered and the mental operations required
– attainment value – the importance of doing well on a task; how success on the
task meets personal needs
– intrinsic or interest value – the enjoyment a person gets from a task
– utility value – the contribution of a task to meeting one’s goals
– authentic tasks – tasks that have some connection to real life problems the
students will face outside the classroom
– problem based learning – methods that provide students with realistic
problems that don’t necessarily have right answers
– supporting choices – giving students a range of options that set valuable
tasks for them but also allow them to follow personal interests
– recognizing accomplishment – students should be recognized for improving
on their own personal best, for tackling difficult tasks, for persistence, and
for creativity – not just for performing better than others
– goal structure – the way students relate to others who are also working
toward are particular goal
We could learn a lesson or two from
this group about self control and
motivation…
Can I do it?
Building Confidence and Positive
Expectations
1. Begin to work at the student’s
level and move in small steps
2. Make sure learning goals are
clear, specific, and possible to
reach in the near future
3. Stress self-comparison, not
comparison with others
4. Communicate to students that
academic ability is improvable
5. Model good problem solving
Do I want to do it?
1.
2.
3.
4.
5.
6.
7.
Seeing the value of learning
Tie class activities to student interests
Arouse curiosity
Make learning tasks fun
Make use of novelty and familiarity
Explain the connections to your students
Provide incentives and rewards for
learning
Use ill structured problems and authentic
tasks
What do I need to do to succeed?
1.
2.
3.
4.
5.
6.
Staying focused on the task
Give students frequent opportunities to
respond
Have students create a finished product
Avoid heavy emphasis on grades and
competition
Reduce task risk without oversimplifying the
task
Model motivation to learn for your students
Teach the particular learning tactics
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Words to live by…
Listen to the MUSTN’TS, child,
Listen to the DON’TS,
Listen to the SHOULDN’TS,
The IMPOSSIBILITIES, the
WON’TS,
Listen to the NEVER HAVES,
Then listen close to me --Anything can happen, child,
ANYTHING can be.
~ Shel Silverstein ~
“Our aspirations are our possibilities”
~ Robert Browning ~
More words to live by…
“When you say something is impossible, you have
made it impossible.”
~ Bruce Lee ~
“If I have the belief that I can do it,
I shall surely acquire the capacity
to do it, even if I may not have it
at the beginning.”
~ Gandhi ~
Bibliography
Information on Self-Efficacy: A Community of Scholars. 26 March 2006.
Available:. http://www.des.emory.edu/mfp/self-efficacy.html#info.
Newman, B. & Newman, P. (2006). Development Through Life: A
Psychological Approach. Belmont, CA: Thompson Wadsworth.
Woolfolk, A. (2005). Educational Psychology. New York, NY:
Pearson, Allyn & Bacon.