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MOTIVATION & ENGAGEMENT - Coggle Diagram

- - - - NEVER KNOWN A WORLD WITHOUT COMPUTERS, PHONES OR INTERNET
      - FACEBOOK, INSTAGRAM, SNAPCHAT, TWITTER
      - VIDEO GAMES
    - - NEUROLOGICAL DIFFERENCES OF THE MODERN STUDENT
      - NEUROPLASTICITY
        
        CHANGES RESULTING FROM EXPERIENCES
        
        MATURATION NOT OCCURRING UNTIL TWENTIES
        
        STIMULATION CAN CHANGE BRAIN STRUCTURE
- - - - LINKED TO PERSONAL EFFECTIVENESS
      - DEVELOPS AN INTRINSIC DESIRE TO LEARN
      - GOAL-DIRECTED BEHAVIOUR
      - INTRINSIC MOTIVATION
      - INFLUENCED BY OTHERS
    - - LINKED TO WELFARE AND WELLBEING
      - MASLOW'S HEIRARCHY OF NEEDS
      - ASSOCIATED WITH SAFETY, LOVE AND BELONGING
    - - DERIVED FROM PAST EXPERIENCES
      - INFLUENCED BY REWARDS/PUNISHMENTS
      - EXTRINSIC REINFORCEMENT
      - EXTRINSIC MOTIVATION
  - - - INTEREST THEORY
        
        STUDENT VALUES EXPERIENCE
        
        LEARNING IMPROVED WHEN HIGHLY ENGAGED
      - SELF-EFFICACY THEORY
        
        MOTIVATION IMPROVES BECAUSE STUDENTS FEEL WORTHY
        
        LEARNING IMPROVED WHEN STUDENTS SEE THEMSELVES AS COMPETENT
      - ATTRIBUTION THEORY
        
        LEARNING IS ENHANCED WHEN STUDENTS BELIEVE IT IS A RESULT OF THEIR EFFORT
        
        LEARNING IMPROVED WHEN STUDENTS ASSOCIATE SUCCES WITH EFFORT RATHER THAN ABILITY
      - GOAL ORIENTATION THEORY
        
        LINKED TO PERSONAL VALUES AND GOALS
        
        LEARNING IS IMPROVED WHEN STUDENTS WANT TO LEARN
- - - - OPTIMAL LEVEL OF STRESS ARE MOTIVATIONAL AND CREATIVE
      - EUSTRESS
    - - CHRONIC OR TRAUMATIC STRESS
      - DISTRESS
    - - WHAT A PERSON THINKS PLAYS A ROLE IN THEIR BEHAVIOUR
      - CAN BE ASSOCIATED WITH FAILURE
      - "WHY BOTHER TRYING' MENTALITY
- - - - DESIGN APPROPRIATELY DIFFICULT TASKS AND ACTIVITIES
      - PROVIDE STRATEGIES AND PLANS FOR SUCCESS
      - PROVIDE ONGOING AND INFORMATIVE FEEDBACK
      - SCAFFOLD ACTIVITIES
    - - ENSURE STUDENTS FEEL ACCEPTED
      - PROVIDE OPPORTUNITIES FOR SELF-REFLECTION
      - ENSURE STUDENTS UNDERSTAND EXPECTATIONS
      - ENSURE STUDENTS PERCEIVE THE LEARNING ENVIRONMENT AS COMFORTABLE
      - PROVIDE STUDENTS WITH SOME CONTROL
    - - STUDENT'S PERCEPTION OF ABILITY
      - PERSONAL INTEREST
      - TASK SELECTION