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Motivation & Engagement - Coggle Diagram
Motivation & Engagement
Motivational theories (implications for learning)
Self-efficacy theory
Learning improved when students consider themselves competent for the task at hand
Attribution theory
Learning improved when students associate success with effort given rather than ability
Interest theory
Learning improved when students are more engaged/interested in content
Goal orientation theory
Learning is improved when students want to understand the material
Fostering motivation (implications for pedagogy)
Providing scaffolding for learning
Assists with students achieving successful learning outcomes
Designing learning experiences of appropriate difficulty, challenge and specificity
If learning is deemed too difficult, learners can become disengaged or unmotivated
Providing ongoing specific feedback
Increases ongoing motivation for students as they consistently hear praise or suggestions for learning
Positive engagement
Consistent positivity within all aspects of teaching and pedagogy > positive teaching correlates to positive student learning
Stress
Limiting stress and enhancing success
Maintaining motivation > turning stress into productivity
Some aspects of schooling can contribute to student diminish (is important to weather the storm)
Bad stress
Feeling threatened and in a state of unpredictability > can cloud judgement and decision making
Can lead to anxiety or a constant feeling of distress
Good stress
Stress is not always negative nor the same for each individual
Stress produced as a result of competitiveness, motivation and empathy
Understanding students
The 21st century learner
Different style of learning (and teaching) in comparison to the past
Students have a different relationship with information and learning
Media often unfairly describe young learners as deficient and lacking discipline
Digital natives
Individuals growing up not knowing a world without technology
Learning often centred around digitisation and the use of technology