CHAPTER 13

Motivation, Teaching, and Learning

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Learning Goals
1.

2.

3.

4.

Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation. Discuss the important processes in motivation to achieve. Explain how relationships and sociocultural contexts can support or undercut motivation. Recommend how to help students with achievement problems.
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Motivation, Teaching, and Learning

Exploring Motivation

What Is Motivation?

Perspectives on Motivation

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Motivation

involves the processes that energize, direct, and sustain behavior.

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Perspectives on Motivation

The behavioral perspective emphasizes external rewards and punishments as keys in determining student motivation.

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Perspectives on Motivation
The humanistic perspective
stresses students capacity for personal growth, freedom to choose their own destinies, and positive qualities.

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Perspectives on Motivation
The cognitive perspective
focuses on students competence motivation, their internal motivation to achieve, their attributions, and their beliefs that they can effectively control their environment.

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Perspectives on Motivation
The social perspective
stresses the need for affiliation or relatedness that involves establishing, maintaining, and restoring warm, close, personal relationships.

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Motivation, Teaching, and Learning

Achievement Processes
Values and Purpose

Extrinsic and Intrinsic Motivation

Attribution

Expectations

Mastery Motivation and Mindset

Self-Efficacy

Goal-Setting, Planning, and Self-Monitoring

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Extrinsic vs. Intrinsic Motivation

Extrinsically motivated students Do something to obtain something else. Are influenced by rewards and punishments.

Intrinsically motivated students Are internally motivated to doing something for its own sake. Increase motivation when they are given some personal choice.
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Optimal Experiences & Flow

Flow occurs: When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity. When students are challenged and perceive that they have a high degree of skill.
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Attribution Theory
Bernard Weiner Attribution theory: In their effort to make sense of
their own behavior or performance, individuals are motivated to discover its underlying causes.
Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.

Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success.
Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.
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Attribution Theory

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Weiners Attribution Theory

Theory into Practice
James believes he did well on a test because he was lucky. Q.1: Describe James attribution along Weiners dimensions.

Steve believes he did poorly on a test because he is stupid.

Q.2: Describe Steve's attribution along Weiners dimensions.

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Weiners Attribution Theory

Theory into Practice
Sally believes she did poorly on a test because she didnt study enough for this test. Q.3: Describe Sallys attribution along Weiners
dimensions.

Sandra believes she did poorly in a class because the teacher doesnt like her. Q.4: Describe Sandra's attribution along Weiners
dimensions.
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Achievement Goal Orientation

Mastery Orientation Students focus on the task rather than their ability Generate solution-oriented strategies

Helpless Orientation Students focus on their personal inadequacies

Performance Orientation Students are concerned with the outcome rather than the process
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Goal Theory (Mastery Motivation)

Theory into Practice
Susan struggles with math. She often tells her teacher that she cant do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well. Q: What goal orientation is Susan demonstrating?

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Goal Theory (Mastery Motivation)

Theory into Practice
Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy. Q: What goal orientation is Shana demonstrating?

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Goal Theory (Mastery Motivation)

Theory into Practice

Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class. Q: What goal orientation is Sally demonstrating?

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Goal Theory (Mastery Motivation)

Theory into Practice
Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine. Q: What goal orientation is Steve demonstrating?

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Self-Efficacy
Teach specific strategies
Help students develop short- and long-term goals Provide students with support from positive adult and peer models
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Make sure students are not overly aroused or anxious

Self-Regulation
Encourage and help students

Set both short- and long-term challenging goals. Manage time effectively, set priorities, and be organized. Monitor progress toward goals.

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Enter the Debate

Should teachers help students who struggle by giving them assignments they can easily accomplish? YES NO

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Motivation, Teaching, and Learning

Motivation, Relationships, and Sociocultural Contexts

Social Motives
Social Relationships

Sociocultural Contexts

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Social Relationships
Parents
should provide the right amount of challenge in a positive environment and model achievement behavior.

Motivation to Achieve

Teachers
optimize achievement when they provide challenging tasks in a supportive environment.

Peers
with high achievement standards will support student achievement in others.

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Sociocultural Contexts

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Sociocultural Contexts
Ethnicity
There is DIVERSITY in achievement motivation within ethnic minority groups.

Socioeconomic Status (SES)

When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.

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Motivation and Gender

Males

Females

Have higher competence beliefs in math and sports Are more rambunctious Receive more teacher attention, yet receive lower grades List more career options

Have higher competence beliefs for English, reading, and social activities Often experience conflicts between gender roles and achievement Are more compliant, get less teacher attention, by middle school have lower self-esteem
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Motivation, Teaching, and Learning

Students with Achievement Problems
Students Who Are LowAchieving and Have Low Expectations for Success Students Who Protect Their Self-Worth by Avoiding Failure Students Who Procrastinate Students Who Are Uninterested or Alienated

Students with High Anxiety

Students Who Are Perfectionists

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Working With Students with Achievement Problems

Low Achievers with Low Expectations
Provide reassurance and cognitive retraining, and reward effort and progress toward realistic goals

Protection of Self-Worth by Avoiding Failure

High Anxiety
Modify negative thoughts by engaging students in more positive, task-focused thoughts

Guide setting of realistic goals, strengthen link between effort and self-worth, and encourage positive self-perceptions

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Working with Students with Achievement Problems

Procrastinators
Encourage acknowledgement of problem, assist in time management and task analysis, and teach behavioral and cognitive strategies for dealing with problem

Perfectionists
Identify cost/benefits, decrease selfcriticism, set realistic goals and time limits, and encourage acceptance of criticism

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Hard-to-Reach, Low-Achieving Students

1. Develop positive teacher-student

relationships.
2. Make school more interesting.

3. Teach strategies to make learning

enjoyable.
4. Consider including a mentor.

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Crack the Case

The Reading Incentive Program
1. 2.

3.

What are the issues in this case? Analyze the case from the perspective of extrinsic and intrinsic motivation. Analyze the case from a goal orientation perspective.

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Crack the Case

The Reading Incentive Program
4.

5.

Why do you think Sami went from receiving 1 star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school? What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students motivation to read?

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Reflection & Observation

Reflection:

How have teachers used games to help you learn? How have they affected your motivation to learn?

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