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Motivation (GOAL THEORY (Edwin Locke) (is an overall approach to…
Motivation
MINDSET THEORY
(Carol Dweck)
Your intelligence and other characteristics – where do they come from? Can they change?
Fixed:
Individuals with a fixed mindset believe that their qualities (such as intelligence and other personality traits) are “set in stone”
Growth:
Individuals with a growth mindset, on the other hand, believe that effort or training can change one’s qualities and traits.
CONNECTION
: Believing that one can learn and control ones learning.
Dweck Theorist
COGNITIVE AROUSAL
(Stanley Schacter and Jerome E. Singer)
Students in a low cognitive state are unmotivated. They need to be cognitively aroused.
Optimal arousal = optimal performance
High cognitive & emotional level = decrease in performance
SELF-EFFICACY, LEARNED HELPLESSNESS, ACCEPTANCE VS VALUE
(Albert Bandura)
Locus of Control
Internal-"I am responsible for what happens"
Connection
External-"What happens is not in my control, it is because of people around me"
Belief in your ability to succeed
Strong Self-Efficacy
Self Respect
Confidence
Identify Goals
Weak Self-Efficacy
Unmotivated
No confidence in abilities
Blame others for problems
Learned Helplessness
"This situation will never get better"
They experience a negative situation so much that they believe that it will never get better
Results from low self-efficacy
Expectancy vs. Value
If students expect to do well on an assignment they will place a higher value on the assignment
GOAL THEORY
(Edwin Locke)
is an overall approach to motivation that emphasizes the need to establish goals as intrinsic motivation.
Connection:
Seeking to improve oneself
Mastery goals
- understanding of concepts and content, and application to tasks - learning, task-involved, approach and avoidance
Performance goals
- performance, relative ability, ego-involved, approach and avoidance
Outcomes
- goals, attributions, self-efficacy, levels of cognitive engagement, self-regulation, affect, interest, persistence, choice
Edwin Locke
WEINERS ATTRIBUTION THEORY
(Bernard Weiner)
Who or what is getting the blame or praise?
Internal (I did that because I'm awesome) or external? (I did that because my teacher helped me)
Connection
CONNECTION
: There is a clear connection between the internal nature of motivation. It is apparent in the belief systems that are revealed through the locus of an attribution.
Stable or Unstable? (Likelihood of change)
Controllable (I chose to say no to babysit so I could do homework) or Uncontrollable (I had to babysit and I had no choice)?
INTRINSIC/EXTRINSIC, INTERESTS, FLOW
Intrinsic
= a student is motivated from internal desires or motives. We should always be trying to connect students to their intrinsic motivation.
Overjustification Effect:
When we excessively reward behaviors that stem from intrinsic motivation, the opposite desired effect can happen and a student can become on uninterested.
Interests
= By creating lessons and activities that peak students interest, they will be more likely to enter into flow and use intrinsic motivation to complete school work.
Extrinsic
= Motivation that comes from someone other than the learner. Use extrinsic to promote intrinsic.
Flow
= A state of mind when we are enjoying what we're doing. When we are in flow, time passes without us knowing. Flow occurs when students and ourselves feel challenged and are having fun.
MASLOW'S HIERARCHY OF NEEDS
(Abraham Maslow)
Being Needs
Self-Actualization
Seeking Personal Growth
Cognitive
Knowledge, Curiosity, Predictability
Aesthetic
Appreciation of Beauty
Transcendence
Science, Religion
Deficiency Needs
Psychological
Air, Food, Water
Safety
Shelter, Security, Stability
Love/Belonging
Friendship, Trust, Affection, Belonging
Esteem
Dignity, Achievement
Respect, Status
Connection:
Respect
SELF DETERMINATION THEORY
(Ryan + Deci)
Autonomy
Driving ones own learning to a certain extent. Can be supported or thwarted.
CONNECTION
: Students need to have a internal drive in order to want to keep certain information.
Competence
The feeling of effectiveness and competence in achieving. Can be supported or thwarted.
Relatedness
Having positive relationships with teachers and other students. Can be supported or thwarted.
Connection
: Basics relationship needs of a student
Mini theories associated with SDT;
Cognitive Evaluation Theory, Organismic Integration Theory, Causality Orientations Theory, Basic Psychological Needs Theory, Goal Contents Theory, Relationships Motivation Theory
Motivation Concept Map
Michelle Gibbons, Myranda Olson, Paul Hinkson, Charlotte Connell, Niki Chappell, Spencer Heath, Delia Gomez