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Week 9: Human Motivation I: Theories of Motivation and Affect - Coggle…
Week 9: Human Motivation I: Theories of Motivation and Affect
What does it mean to be Motivated to Learn?
Motivation:
Processes that direct and sustain individuals’ (e.g. students) behavior toward something (e.g. learning)
Intrinsic Motivation
Extrinsic Motivation
What kind of activity that intrinsically motivating?:
Challenge activity
Promote learner's feelings of autonomy
Evoke curiosity
Motivation Theories
Behavioral Theory
-Reinforcements and punishments are motivators
School Incentives:
Rewards
-Informational rewards: Rewards to inform performance
-Controlling rewards: Rewards to control behaviour
Praise/Criticism
Feedback
-Performance feedback
-Informational feedback
Social recognitive
Obligation removal
Limits of behavioral theory
Does not promote intrinsic motivation
Develops materialistic attitudes
Cognitive Theories
Interest theory
Dispositional interest (individual)
-Eg: Interest in plants
Situational interest (activated by environment)
-Eg: Visit to botanic garden trigger interest in flowers
Beware of seductive details- 'False advertising'
-Eg: Information which is not directed toward the learning objectives of a lesson even though it is interesting
Goal theory
Goal setting is essentially linked to task performance. It states that specific and challenging goals along with appropriate feedback contribute to higher and better task performance.
Types of goals
Mastery goal
Performance goal
Performance-avoidance goal. Eg: avoid looking bad
Social goal
Cognitive evaluation theory
-Events that happen to students might affect motivation through students’ perception of the events itself as either controlling behavior or providing information
Controlling behaviour
Providing information
Self-determination theory
People are active organisms, with evolved tendencies toward growing, mastering ambient challenges, and integrating new experiences into a coherent sense of self
Sociocognitive theories
Expentancy theory
Attitudes are developed and modified based on assessments about beliefs and values.
Students' achievement and achievement related choices are most proximally determined by two factors
Expentancies for success
Subjective task values
Self-efficacy theory
Judgment about ability to perform
Factors:
History of success
Positive modeling
Verbal persuasion
Attribution theory
How the social perceiver uses information to arrive at causal explanations for events.
It examines what information is gathered and how it is combined to form a casual judgment
Three aspects of attribution:
Locus of control
Stability
Controllability
Humanistic Theories
Maslow
Maslow hierarchy of needs
Deficiency needs
Growth/being needs
Limitations for Maslow’s theory
Lack of rigorous scientific methods
Maslow’s basic assumptions have been criticized
Lack of research evidence to support the theory
Roger
Need for unconditional positive regard. Acceptance and support if a person regardless what he/she says or does
Basic human need necessary for self-actualization
Implications
Students are human beings
Many needs are non-academic
Do not assume that deficiency needs have been met
Affect in the Classroom
Positive affects
Activate mental schemas
Make meaningful associations
Consolidate long-term memories
Negative affects
Subsumes a variety of negative emotions, including anger, contempt, disgust, guilt, fear and nervousness
Inhibits learning & memory
Affect and Cognition
There is strong relation between affect and cognition
Motivated Learning
Hot cognition: Emotion is certainly influenced cognitive processes
Arousal, Anxiety and Performance
Arousal: psychological and physical condition that needed for an individual to react/response
Anxiety: negative affective state (feeling of fear/apprehension)
Diversity in Motivation and Affect
Diversity in Intrinsic Motivation
Diversity in Intrinsic Motivation
Diversity in Students’ Need to Feel Accepted
Diversity in Students’ Need to Feel Autonomous