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Motivation and Engagement - Coggle Diagram
Motivation and Engagement
Motivational Theories
Designing environments for learning with motivation in mind
Goal orientation theory
What it means for motivation?
Motivation is enhanced when the value of understanding material presented is linked to students’ personal objectives or values.
What it means for learning?
Learning is improved when students want to understand the material.
Attribution theory
What it means for motivation?
Motivation is enhanced if students believe the outcome of what they do is a result of the effort they make.
What it means for learning?
Learning is improved when students associate success or failure with the effort they make rather than their perception of their ‘ability’.
Self-efficacy theory
What it means for motivation?
Motivation is enhanced because students feel capable.
What it means for learning?
Learning is improved when students see themselves as competent for the given task.
Interest theory
What it means for motivation?
Motivation is enhanced because the student values the experience or finds it important.
What it means for learning?
When students are highly engaged with what they are being taught, learning is improved
Fostering motivation
There is no single correct way to do this
Not all learning episodes need to be organised and structured the same way
There are some things that can be done however to ensure that you are creating engaging lessons
Give students ideas and strategies that will enable them to succeed
Provide feedback to students that is ongoing and informative and is going to help them
Design learning experiences that are at an appropriate level of difficulty, challenging and specific
Scaffold things so that students are able to have realistic successful outcomes
Motivation is different for every student, it cannot be individualised
Motivation affects the amount of time and energy that a student is willing to put towards their learning
Learning environments with motivation
Motivational characteristics
Adaptive self-efficacy and competence beliefs motivate students.
Implications for teachers
Placing high expectations on students
If students are expected to do well then they are much more likely to be motivated to, and tend to, try harder, persist and perform better.
Implication for teaching
Provide clear and accurate feedback regarding competence and self-efficacy
Will help to focus on the development of competence, expertise and skill.
Design tasks that offer opportunities to be successful but also challenge students
This means that there is a high challenge for students but low risk for their motivation levels to change for the worse
Adaptive attributions and control beliefs motivate students.
Implications for teachers
Students will feel they have more control over their learning and behaviour
Will mean that they are more likely to do well and achieve higher results than are those suffering from learned helplessness.
Implication for teaching
Build supportive and caring personal relationships in the community of learners in the classroom.
Place importance on learning as opposed to assessment. Stress the importance of effort, strategies and potential self-control of learning.
Higher levels of value motivate students.
Implications for teachers
Interest is important but also so are the perceptions of value or importance that students have.
Implication for teaching
Provide tasks, material and activities that are relevant and useful to students
This will allow for some personal identification with school.
Classroom discourse should focus on importance and utility of content and activities, and not always focus on outcomes.
Higher levels of interest and intrinsic motivation motivate students.
Implications for teachers
Aside from beliefs of competence and self-control, interest and intrinsic motivation are more likely to motivate students.
This is associated with more cognitive engagement, enhanced memory and higher levels of achievement.
The brain is attuned to novelty and curiosity and, as such, motivation to learn is enhanced when what is to be learned draws on personal and situational interest.
Implication for teaching
Ensure that you know your students
Use this knowledge to design learning activities that connect to them on a personal level
This will engage the emotional part of the brain!
Provide stimulating and interesting tasks, activities and materials, including some novelty and variety in tasks and activities.
Goals motivate and direct students.
Implications for teachers
Different goal constructs motivate students.
Social goals have been shown to be as important to motivation, effort and learning as academic goals.
Social engagement is not necessarily a distraction from learning.
This further illustrates the important links between the emotional parts of the brain with higher order cognitive endeavour.
Implication for teaching
There should be focus on mastery, learning and understanding course and lesson content in the classroom discourse.
Use task and evaluation structures that promote mastery, learning, effort, progress and self-improvement standards.
Rely less on social comparison or norm- referenced standards.
Use organisational and management structures
These will encourage personal and social responsibility and provide a safe, comfortable and predictable environment
Use cooperative and collaborative groups to allow for opportunities to attain both social and academic goals.