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STUDENT MOTIVATION - Coggle Diagram
STUDENT MOTIVATION
INSTRINSIC MOTIVATION:
Individuals are intrinsically motivated when they engage in an endeavor because of an inner desire to accomplish a task successfully, irrespective of the rewards and punishments associated with it. Inherent desire to learn & complete tasks. The task is the reward
Perception of Competence
Teacher Expectancy Theory
Be aware of the verbal (and behavioral)messages (positive or negative) that you are sending to students.
Strategies
Careful of too much praise (like a sugar cereal, only brief). --> just give feedback.
Praise them on their effort
Poorly
Feedback
Praising on effort not on ability
Avoid social comparisons of students and students
Comfortable classroom environment
Criterion referenced grading
Relieve test anxiety - points for reworking problems
Invite local content experts to talk to the students - student associate themselves with the person for "proxy" competence
Vary the type of classroom activities
Sympathy be careful with - provide the student with feedback instead. Sympathy says that you are not very good anyways so its okay.
Don't consistently give students having difficulty the easy questions
Praise
Don't praise
Talent
Intelligence
Do Praise
Effort
Process
Strategies
Ideas
Perseverance
Focus
Improvement
Resilience
Note: Praising effort requires effor by the teacher
Show to students that they are worth your time.
Maslow's Hierarchy of Needs
Attribution Theory (Weiner)
Zone of Proximal Development
Herzberg’s Two-Factor theory of motivation
:
the basic premise is that workers have two types of needs: 1) dissatisfiers, and 2) motivators (Herzberg, 1976, p. 58; Bothwell, 1988, p. 16).
Perceptions of Mastery
Perceptions of Autonomy
: Autonomous people working toward mastery perform at very high levels. But those who do so in the service of some greater objective can achieve even more.
Self-Determination Theory
: Self-determination theory predicts that when students work with nondirective or autonomy-oriented teachers who encourage the students to choose their own tasks, solve their own problems, pursue their own interests, etc., then perceptions of self-determination and thus intrinsic motivation will be high.
Note: Several times during my teaching career, I provided students with too much autonomy and it has backfired on me: autonomy without competence issue (problem solving in a vacuum)
Autonomy
Engagement
Competence
Perceived Autonomy: Levels of Control
Laissez-faire - Authoritative - Authoritarian
Laissez-faire:
Students determine rules (non-teacher directed).
Authoritative
: Teacher and students determine rules together. Guidelines & limitations are set with associated positive and negative consequences.
Authoritarian
: Teacher sets the rules and the students are expected to conform
Permissive - Informative - Controlled
Teaching Stategies
Provide students with opportunities to make choices (at appropriate levels)
Types of choices
Content (Poster or video)
Procedural (oral or written report)
Social (assigned or buddy groups)
In each lab, provide students with a problem-solving opportunity (Shum’s Challenge)
Design Opportunities
Use an inquiry-based approach to teaching (we will discuss this in more detail later in the semester)
Theory of Self-Regulated Learning
Factors
Perceived Competence
- Individuals perceive themselves as being capable of performing successfully in a given situation (Bandura & Schunk, 1981; Schunk, 1989)
Perceived Autonomy(self-determination)
- Individuals perceive a situation as one that they can control or regulate in some meaningful way (Corno & Rohrkemper, 1985; Stipek & Weiz & Cameron, 1985).
EXTRINSIC MOTIVATION:
Individuals are extrinsically motivated when they engage in an endeavor because they expect, as a consequence, to secure a reward or avoid a punishment. Students work hard because they view their tasks as means to some other desired ends.
Example: A student who works hard on a report because she needs an A in order to remain eligible to play softball is extrinsically motivated to write a good report.
Punishments
Rewards
Grades
Paycheck
Awards
Another basic premise is that extrinsic rewards for interesting tasks undermine the self-perceived autonomy of the student participating in the task.
Essentially, the extrinsic reward decreases the person’s perception of perceived control and thus decreases intrinsic motivation toward the task.
Example: Eagle Scout
Jumpstarting
: students often need to be jump started with external motivating methods in order to realize intrinsic motivation toward a subject.
Mindsets
Fixed Mindset
Growth Mindset
Some highlights from attention were use humorous introductions, show visual representation of any important object, and vary the format and medium of instruction to be presentation, practice, testing, to film, video, print etc.