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Motivation (Self-Efficacy (Confidence in one's ability to do…
Motivation
Self-Efficacy
Confidence in one's ability to do something
Tied in closely with goal setting
"Heightened self-efficacy sustains motivation and improves skills development" (Schunk, 1991, p. 213).
Rewards
A way to reinforce meeting certain goals or recognition. Widely used in schools and even employment
Can be verbal (Good job) or tanglible
May actually decrease or hurt motivation or not reinforce the desired skills
Age can be a factor. Children showed to respond less favorably than college students (Deci, Koestner, and Ryan, 2001)
Prediction
Hard to determine the best way to motivate people
High self-efficacy does not guarantee high ability
Other factors, feedback, and working with or observing peers can influence ability to want to do or complete task as well as self-efficacy
How we use rewards and for what tasks can make them beneficial or harmful
Can't be used all the time
Better if used at completion of a task and not given to everyone (participate rewards)
Discussion: My master's project utilized Bandura's ideas about self-efficacy, and I took this concept when developing my survey. I had had participants rate their confidence to perform certain tasks related to a post-partum hemorrhage. There was a survey given before and after the training. It was interesting to see people's scores change. They thought they could do certain tasks, such as keeping the patient warm, but found the actual skill in the situation a bit more difficult to perform.
I thought the ways to use self-efficacy and even rewards were interesting in these two articles. I'm the type of person who may not always have high self-efficacy even when I perform the task well. I have found that if I express my doubts, some teachers or instructors will only let me go as far as that confidence. I think it is important to know your students so that you can challenge them to raise their abilities and confidence, and find out the reasons behind their beliefs. For example, I didn't think highly of my abilities in math when I was in middle school, and this was in part related to how I thought I should be perceived.
I think an idea that was lacking here was feedback. This seemed to be included in rewards a bit, but I would argue that feedback is different. Perhaps people respond to awards the way they do because it tells them they are doing something right. I like having grades because it lets be know if I need to improve, especially if I have certain goals in mind.
I think some of the ideas discussed in the articles would be interesting to see if the concepts still hold true with common core. Both papers were in favor of specific systems and methods of solving problems, consistency. My experience with common core has been with my son. He had to learn and be exposed to so many ways of approaching math problems and reading that he still has some problems with basic questions or math problems. I know everyone learns differently, but it would be interesting to see if teaching and using so many learning styles helps or hurts motivation, self-efficacy, and goal setting.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of educational research, 71(1), 1-27.
Reading Map #7 Kimberly Vesey IDT 760
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational psychologist, 26(3-4), 207-231.