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Self- Efficacy and Academic Motivation (Schunk, 1991),
Extrinsic Rewards…
Self- Efficacy and Academic Motivation (Schunk, 1991),
Extrinsic Rewards and Intrinsic Motivation in Education Reconsidered (Deci, Koestner, & Ryan, 2001)
Main Ideas
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Learned helplessness results when learners believe their behaviors have no correlation with the outcome.
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different reward and feedback methods impact the nature of the motivation and if we can enhance either intrinsic or extrinsic motivation.
Analysis
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This information is helpful for both designers and educators so that our instructional materials can build on the purpose we have, whether we want to promote extrinsic or intrinsic motivation.
Which combination of rewards are best used to teach STEM studies to learners who are having difficulty?
While verbalization of feedback may not be particularly effective for motivation in terms of feedback, having learners verbalize their responses allows them to rehearsal that aids students in retaining information. Incorporating more verbal responses rather than written testing material may be more effective for many learners.
Quotes/Summarize
Self-efficacy is defined as: "People's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances" (Bandura, 1986)
"The interpersonal context within which positive feedback is administered can influence whether it will be interpreted as information or controlling" (Deci, Koestner, & Ryan, 2001)
"During a subtraction instruction program, providing children with a proximalgoal heightened motivation (rate of problem solving), self-efficacy, and skill acquistion, more than did providing them a distant or general ("Do your best") goal" (Schunk, 1991)
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Reflections
Individuals can mistake physiological signs of anxiety as a lack of skills. Learners should be educated on these occurrences so that they are aware of them in order to categorize them separately from self-efficacy judgments.
Rewards can be used not only for results but also for engagement. These are called Engagement-contingent rewards. Performance-Contingent rewards are those which are based on results and can have an effect on intrinsic motivation
The consistent question of how we get learners to be as motivated intrinsically when they are performing school assignments in the same way that they play games could be answered by looking into the type of reward we provide.
The self-efficacy theory can be utilized to increase confidence within learners in relation to their STEM abilities
Goal setting is an important factor in enhancing self-efficacy. Maybe we should look into the types and frequency of goals we provide for learners to be more motivated regardless of the topic being studied.