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Division 15 Webinar - Dr. Eric M. Anderman on Keeping Educational…
Division 15 Webinar - Dr. Eric M. Anderman on Keeping Educational Psychology Relevant
Why should we care?
Help to make meaningful spaces for learners
and apply knowledge in meaningful ways.
Create and support environments of engagement and self-motivation.
Every Student Succeeds Act -
100 matches for Engagement
24 for interest
9 for value
5 for motivation
24 for expect
Helping teachers understand how students learn
Dropout Prevention - Drop out because of motivation issues.
Teachers are leaving 40-50% within 5 years - Too much work. Lack of respect. No job security. No ability to foster creativity, behavior issues. Too much testing.
Is our field valued?
5 of the Top 20 categories of Principles for Pre-K to 12 are
Ed Psych. Cognition and Learning, Motivation, Social Context and Emotional Dimensions, Assessment.
What are the obstacles?
Urban Myths of Education on "What works"
Learning Styles are bogus - They are preferences
If you teach different styles it doesnt make difference (Major study)
Multiple Intelligences
Multiple Intelligences -Little Evidence, Too much Emphasis
Big Business - Books, curriculum. A lot of money is being made
Brain-Based Education
"Right and Left"
Self-Esteem
Too much emphasis. Doesn't
help students learn
Ed Psych gets subsumed into other courses
People believe Content is King
People believe we're behaviorists
What can we do to make a difference?
Motivation in the 21st Century
Grade Distribution Example
VS. Feedback Example
Motivation can be a
predictor and an outcome
It is very cost -effective.
Just use a different method
Motivation Constructs
Myths in Motivation
Comparing students performance enhances motivation - False
Self-Esteem leads to higher motivation - False
Motivation Cannot be changed - False
Motivational Speaker - False
Daily Feedback and interactions don't affect motivation - False
Cheating is beyond the teacher's control - False
Student's cheat when they have a reason to cheat.
Stressful courses create environments for cheating
Emphasis on testing creates a environ for cheating
Emphasis on mastery with corrections = no cheating
Children are motivated by tests - False
Students are motivated by rewards - False
It doesn't matter what students learn,
they should be motivated anyway - False
Motivation is the same for all kids - False
Self-Esteem vs. Self-Efficacy
Self-Esteem - How you feel about yourself
Self-Efficacy - perceived ability
to succeed at a specific task
Short term goals helps
build efficacy and motivation
and achievement
What can we do?
Write a practitioner's article
Inform PR office at University about your writing
Volunteer to speak at a local school
Local, state, and federal policy
Influence professional standards
We need a seat at the table in curriculum decisions
Respectfully Speak out against myths
Volunteer as Professional Development Expert
Cutting Edge Research in Motivation
Social-Cognitive Motivation
Short-term Interventions
How they work
Why they work
When they work
When they don't work
How to infuse motivation into practice
and how that makes a difference for kids
More Classroom Research where we implement motivation research "fidelity interventions"
Need Really in-depth interviews
