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Motivation & Engagement - Coggle Diagram
Motivation & Engagement
Implications for learning
Attribution theory
students who view the task as being able to be completed successfully directly relating to the effort put in rather than their ability, learning is enhanced.
Goal orientation theory
When the students want to learn the content they are more likely to learn.
Self-efficacy theory
When students believe that they are competent at the task they are more likely to learn.
Interest theory
When students are engaged with the content they are more likely to learn from the task.
Emotional
Stress, anxiety and depression can impact learning
Anger, excitement and boredom highly influence the students mental space and can require being refocused into the task before learning begins
Social
Peer and teacher relationships
Collaborative and cooperative nature of the learning tasks
Standardised testing and homework
Implications for pedagogy
Incorporate cooperative and collaborative activities to increase motivation and engagement to the task and therefore increase learning.
Provide content material and tasks that are personally meaningful and interesting to students.
Feedback that is clear and accurate, regarding competence and self-efficacy; with a focus on developing competence.
Classroom conversations should focus on importance and scaffolding content through activities rather than focusing on outcomes.
Provide opportunities to exercise some choice and control.
Factors influencing motivation
Self-efficacy theory
Capability is directly correlated with motivation
Goal orientation theory
When the students personal life and experience is linked to the learning task they feel connected and resultantly are more motivated.
Interest theory
The students motivation is enhanced because the experience is valued and found to be important.
Attribution theory
Motivation is enhanced if students believe the outcome of what they do is a result of the effort they make.
How to maintain and engage learners
Providing strategies and tools to increase success
Ongoing and informative feedback
Appropriate level of difficulty for learners
zone of proximal development
Different types of pedagogies to help different styles of learning
Scaffolding
Socially mediated learning
Opportunities to self reflect
Routine and predictability to reduce emotional responses
Safe learning environment
Student directed learning