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MOTIVATION & LEARNING

Overview

The behavioral view of motivation


The social-cognitive view of motivation
Other cognitive views of motivation
The humanistic view of motivation
The role of self-perceptions in motivation
Motivating students with technology

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Types of Motivation
Extrinsic motivation
Occurs when learner does something to earn
external reward

Intrinsic motivation
Occurs when learner does something to
experience inherently satisfying results

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The Behavioral View of Motivation


Motivation is due to reinforcement and
external rewards.
Students are motivated to complete a task by
being promised some type of reward.

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Dangers of Extrinsic Motivation


Changes in behavior may be temporary;
the student may revert to earlier behaviors
as soon as the rewards stop.
Students may develop a materialistic
attitude toward learning.
Giving students extrinsic rewards for
completing a task may lessen the intrinsic
motivation they may have for that activity
(undermining effect).
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The Social Cognitive View of Motivation

Two factors that influence motivation:


The models to which people are exposed
The level and influence of peoples selfefficacy
Choice of learning goals
Outcome expectations
Attributions

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The Role of Self-Efficacy in Motivation


Choice of learning goals
Task mastery goals
Ego/social goals
Work-avoidant goals

Outcome expectations
Attributions
Ability, effort, luck, task difficulty

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Cognitive Views of Motivation


Cognitive-Developmental
Motivation is influenced by a persons need to
master his/her environment and to work
towards equilibration.

Need for Achievement


Motivation is influenced by a persons need to
attain certain goals.

Attribution Theory
Motivation is influenced by how a person
attributes his/her successes and failures.
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Cognitive Views of Motivation


Beliefs about the Nature of Cognitive Ability
Motivation for learning is affected by ones
beliefs about the nature of ability.
Effect of Interest on Intrinsic Motivation
Motivation is influenced by how interested
one is in a task or subject.

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Individual Factors that Influence Interest


Ideas and activities that are valued by ones culture
or ethnic group.
The emotions that are aroused by the subject or
activity.
The degree of competence one attains in a subject or
activity.
The degree to which a subject or activity is perceived
to be relevant to achieving a goal.
Level of prior knowledge.
A perceived hole in a topic that the person already
knows a good deal about.
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Situational Factors that Influence Interest


The opportunity to engage in hands-on
activities.
The state of cognitive conflict or
disequilibrium.
The opportunity to work on a task with others.
The opportunity to observe influential models.
The teachers use of novel stimuli.
The teachers use of games and puzzles.
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Limitations of Cognitive Views


It is not always easy or possible to induce
students to experience a cognitive
disequilibrium sufficient to stimulate them
to seek answers.
Need for achievement view lacks efficient
and objective instruments for measuring its
strength.
Changing students attributions can be a
difficult and time-consuming task.
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Humanistic Views of Motivation


Maslows Theory of Growth Motivation
Motivation is influenced by fulfilling different
levels of need.
Deficiency needs must be met in order for a
student to be motivated to learn.

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Maslows Hierarchy of Needs


(Maslow, 1943)

Self-actualization (e.g.,
maximizing ones potential)
Esteem
(e.g., respect)
Belongingness and love
(e.g., acceptance, affection)
Safety
(e.g., nurturance, money)
Physiological
(e.g., food, water, oxygen)

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Limitations of Humanistic Views


It is often difficult to know how to meet
students deficiency needs.
You may have many forces working against
you as you try to meet students needs.

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Role of Self-Perceptions in Motivation


Self-concept
Self-esteem
Self-efficacy

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Comparing Self-Concept, Self-Esteem, and


Self-Efficacy
Type of SelfPerception

Characteristics

Example

Self-Concept

- The nonevaluative picture


people have of themselves.
- Made up of components
that are hierarchically
arranged. For example,
academic self-concept =
verbal self-concept +
mathematical self-concept +
science self-concept, etc.

- Im a sixth
grader.
- I am five feet one
inch tall.
- My favorite
subject is history.

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Comparing Self-Concept, Self-Esteem, and


Self-Efficacy
Type of SelfPerception

Characteristics

Example

Self-Esteem

- The evaluative judgements


we make of the various
components of our selfconcepts.
- Self-concept describes who
you are; self-esteem indicates
how you feel about that
identity.

- Im pretty smart at
math.
- Im not attractive
because my nose is
too big for my face.
- Im disappointed
that most people dont
like me.
- Im satisfied with
how well I speak and
understand a foreign
language.

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Comparing Self-Concept, Self-Esteem, and


Self-Efficacy
Type of SelfPerception

Characteristics

Example

Self-Efficacy

- The evaluative judgements


we make of how capable we
think we are at organizing
and carrying out a specific
course of action.

- I believe I can
learn how to use a
computer program.
- Ill never be able to
figure out how to
solve quadratic
equations.

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Limitations of the Self-Perceptions Approach


Lack of useful, commercially prepared
measures of self-efficacy and academic
self-concept
Whatever success you may have in
changing the sense of self-esteem and
academic self-concept of students is likely
to be slow in coming

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Motivating Students with Technology


Including both extrinsic and intrinsic
motivation
e.g., Jasper Challenge Series

Using technology to increase motivation to


learn

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