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Ch. 12 Learning and Moivation (Motivation (difference of intrinsic and…
Ch. 12 Learning and Moivation
Motivation
internal state that arouses, directs, and maintains behaviour
difference of intrinsic and extrinsic
intrinsic
natural tendency to seek out and conquer challenges as we persue personal interests and exercise capabilities
extrinsic
based on factors not related to the activity for its own sake care only about what it will gain us
locus of causality
behaviorists emphasize extrinsic motivation caused by incentives, rewards, and punishment
humanistic views stress the intrinsic motivation by the need for personal growth
cognitive view it as persons active search for meaning, understanding, and competance
Social cognitive takes in behaviourist and cognitive explanations of motivation its expectancy x value
sociocultural emphasize legitimate engaged participation and identity within a community
Needs
deficiency needs in Maslows theory
4 lower levels (deficiency)
safety
belonging
survival
self-esteem
when satisfied motivation for fulfilling them decreases
3 higher level needs
appreciation
self actualization
aesthetic
basic needs for motivation
teachers must acknowledge the students perspective, offer choices, provide rationals for limits, and treat poor performance as a problem to be solved rather then target for criticism
self determination theory suggests motivation is affected by the need for competence, autonomy, control, and relatedness
Beliefs self perceptions
epistemological beliefs
ways of understanding how you think and learn
impact their approach to learning, their expectations of themselves and their work, and extent to which the engage in academic tasks
include understanding of structure, stability, and certainty of knowledge
may help students to connect new knowledge to previous knowledge in a meaningful way
how it affects motivation
can believe ability is fixed
usually set preformance goals and avoid failure
when they believe ability is improvable
set mastery goals
Learned helplessness
what is it
people come to believe the events and outcomes in their lives are uncontrollable
3 deficits
cognitive
miss times to practice and improve work
affective
depression, anxiety and listlessness
motivational
students will be unmotivated and reluctant to attempt work
3 dimesntions of attributions in Weiners theory
attributed causes for successes and failures
stability
responsibility
locus
self worth influence on motivation
Mastery oriented students tend to value achievement and see ability as improvable focus on mastery goals, take risks, cope with failure
low self worth linked to failure-avoiding strategies damaging to motivation and self esteem in the long term
Goal orientations
kinds most motivating
specific
moderately difficult
able to be reached in near future
mastery, performance, work-avoidant, and social goals
mastery goal intention to gain knowledge and master skills, leading students to seek challenges and persist
performance goal is intention to get good grades to appear smarter or more capable leading students to be preoccupied with themselves (ego-involved learners)
problems greatest with with avoidance
what makes goal setting effective in the classroom
accurate feedback
must accept the goals set
more willing to accept goals that seem realistic, reasonably difficult, meaningful, and validated by activities connected to intrinsic interests
Interests, Curiosity, Emotions, Anxiety
curiosity affect learning
curiosity guided by interests
provides self driven motivation to explore new ideas and concepts
powerful motivation tool can capture and hold attention
role of arousal
helpful on simple tasks
when arousal is low teachers can point out gaps in knowledge and use variety of activities
interests and emotions on learning
more likely to pay attention, learn, and remember events, images, readings that provoke emotional responses or that are related to their personal interests
anxiety
Motivation to learn
student motivation
trait and state
involves taking academic work seriously trying to get the most from it and applying appropriate learning strategies
Target
Acronym for students motivation to learn
task (nature)
autonomy
recognized (for accomplishments)
grouping
evaluation procedures
time (in the class)
bounded and unbounded choices
unbounded can be counterproductive
bounded (giving range of choices of value for them) must be balanced not too much choice but also not enough
how tasks affect motivation
tasks related to interests and curiosity or connected to real life more likely to be motivated
should have attainment, intrinsic, or utility value for students
utility value is relating to reaching short or long term goals
recognition
more motivation if for personal progress rather then competitive victories
three goal structures
realistic
cooperative
competitive
evaluate climate
the more competitive the more performance goals willl be set
effects of time on motivation
teachers should be flexible
if focused on being fast or slow then they are unlikely to develop persistence in learning