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Motivation and Engagement - Coggle Diagram
Motivation and Engagement
Motivational Theories and the Implications for Learning
Interest theory
students value the experience or finds it important
learning is improved when students are highly engaged with what they are being taught
Self-efficacy theory
students feel capable
Learning is improved when students see themselves as competent for the given task
Attribution Theory
Students believe the outcome of what they do is a result of the effort they make
Learning is improved when students associate success or failure with the effort they make as opposed to their ability
Goal orientated theory
The value of understanding material presented is linked to students personal objectives or values
Learning is improved when students want to understand material
Fostering Motivation
Designing learning environments with motivation in mind
Motivational Characteristic
Adaptive self-efficacy and competence
who expect to do well are more likely to be motivated to, and tend to, try harder, persist and perform better
Provide clear and accurate feedback
Focus on development of competence, expertise and skill
design tasks that offer opportunities to be successful but also challenge
Adaptive attributions and control beliefs
who feel they have more control over learning and behaviour are more likely to do well and achiever higher results
Provide feedback that stresses the process rather than the assessment
Stress the importance of effort, strategies and potential self-control of learning
Provide oppourtunities to exercise some choice and control
Build supportive and care relationships
Higher levels of interest and intrinsic motivation
More likely to motivate students and are associated with more cognitive engagement, enhanced memory and higher levels of achievement
Know your students
design learning activities that connect to the on a personal level
provide stimulating and interesting tasks, activities and material
Provide content and tasks that are personally meaningful
Display interest and involvement in the content
Higher Levels of Value
Perceptions of value or importances is important
Provide tasks, material and activities that are relevant and useful to students
Classroom discourse should focus on importance and unility of content and activities
Goals motivate and direct students
Social goals are important to motivation
Use organisational and management structures that encourage personal and social responsibility
provide a safe, comfortable and predictable environment
Use cooperative and collaborative groups
Classroom discourse should focus on mastery, learning and understanding content
Use task and evaluation structures to promote mastery, learning, effort progress and self-improvement
Social engagement is not nessarily a distraction from learning
Theories of Motivation
views of motivation
Bahaviourist views
do something is derived from past experiences
influenced by reward or punishment
Emhpasise extrinsic reinforcement to stimulate learners engagement
priase
smile
Social Cognitvist views
children should be seen as innately active learners
rewards not nessessory
little need to focus on motivation
motivation is goal-orientated
linked to feelings of personal effictiveness
develops as children develop an intrinsic desire to learn
produces positive consequences
knowledge
competency
sense of independence
Humanist
linked to achievement and education
also student welfare and wellbeing
motivation as a hierarchy of needs
motivated to meet the needs of
safety
love
belonging
Problem with Rewards
rewards and punishments are one of the same
diminishes the intrinsic motivation
reward system
received effectiveness in eliciting particular behaviors
works best in the short term
when rewards disappear so do behaviours
Might enhance performance?
increased performance in simple tasks
rewards hinder performance in challenging tasks