theories on factors affecting motivation in facilitating learning

Lesson 3.The 5 Developmental Theories. He thinks of the task as an intriguing puzzle; he not only solves each of them, but also compares the problems to each other as he goes through them. PIDT, the Important Unconference for Academics. This introductory qualitative study sought to explain American and Chinese-born mothers' personal beliefs and experiences with mathematics, views of U.S. mathematics curriculum, and how these factors influenced motivation regarding roles played in their children's mathematical learning through expectancy-value and attribution theories. Skinner, B. F. (1957). Research that compares these three forms of grouping tends to favor cooperative learning groups, which apparently supports students need for belongingan idea important in self-determination theory discussed earlier in this chapter. Lindsay, for her part, is primarily concerned about avoiding a poor or failing mark. Another part of what you may wish, at least privately, is to avoid looking like a complete failure at playing the clarinet. Its useful to frame the teachers own explanations of success and failure around internal, controllable factors. Rosemary then moved to administration in 2004, becoming CSUs Director of Assessment, then Vice Provost for Undergraduate Studies, and finally Vice Provost for Academic Programs. These factors include intelligence, motivation, emotions, interests, attitudes, beliefs, values, learning styles etc. The bad news, at least from a teachers point of view, is that the same resilience can sometimes also serve non-academic and non-school purposes. What kinds of achievement goals do students hold? Somehow or other, teachers must persuade students to want to do what students have to do anyway. Englewood Cliffs,NJ: Prentice Hall. Jason, on the other hand, enjoys the challenges of balancing chemical equations. Defining and Differentiating the Makerspace, 30. For convenience, the recommendations can be grouped according to the basic need that they address, beginning with the need for autonomy. Self-efficacy may sound like a uniformly desirable quality, but research as well as teachers experience suggests that its effects are a bit more complicated than they first appear. It usually helps both motivation and achievement if a student attributes academic successes and failures to factors that are internal and controllable, such as effort or a choice to use particular learning strategies (Dweck, 2000). For example, Odessa loves baking, so in her free time, she bakes for fun. However, online learning requires technical readiness. The limitation of this strategy, of course, is that students may not see some of the connections between their prior interests and the curriculum topics at hand. Read and explain each of them. The two are considered the same or nearly so. ), Perception (pp. If a student looks at the teacher intently while she is speaking, does it mean the student is motivated to learn or only that the student is daydreaming? If assignments are assessed in ways that produce highly variable, unreliable marks, then students will rightly attribute their performance to an external, unstable source: luck. Rochester, NY: University of Rochester Press. Journal of Educational Psychology, 96, 251-254. Accommodating the differences can be challenging, but also important for maximizing students motivation. The controllability of an attribution is the extent to which the individual can influence it. Dr. Kelvin Seifert is a professor at the University of Manitoba in Canada. If you attribute a top mark on a test to your ability, then the locus is internal; if you attribute the mark to the tests having easy questions, then the locus is external. (2012), goal setting is the process of establishing specific and effective targets for task performance. 2. In addition, culture may influence motivation. When she saw how much Jose was doing, though, she picked up her pace, like she was trying to match his level. Seligman called this behavior learned helplessness. I think she was more concerned about her mark than about the material. If you believe that you can solve crossword puzzles, but encounter one that takes longer than usual, then you are more likely to work longer at the puzzle until you (hopefully) really do solve it. 260-271). Social factors include parents, family, peers, teachers, managers, reference groups, etc. If your student traces his good grade to Another question is whether it is possible to overdo attention to students needsand again there is evidence for both favoring and contradicting this possibility. Often they are a negative byproduct of the competitiveness of performance goals (Urdan, 2004). We examined dopamine release in the nucleus accumbens across multiple time scales, using complementary microdialysis and voltammetric methods during adaptive decision-making. Suppose, further, that the student has high self-efficacy for both of these tasks; he believes, in other words, that he is capable of completing the assignment as well as continuing to work at the job. One is to emphasize activities that require active response from students. Theories on factors affecting motivation John Miguel Morales 13.9K views9 slides. First, we will describe some early motivational theories that focus on innate needs and drives. According to Maslow and his hierarchy of needs, individuals must satisfy physical survival needs before they seek to satisfy needs of belonging, they satisfy belonging needs before esteem needs, and so on. Attributing successes to factors that are internal but stable or controllable (like ability), on the other hand, is both a blessing and a curse: sometimes it can create optimism about prospects for future success (I always do well), but it can also lead to indifference about correcting mistakes (Dweck, 2006), or even create pessimism if a student happens not to perform at the accustomed level (Maybe Im not as smart as I thought). Similarly, Hsieh and Schallert (2008) suggest that how students attribute their past failures may . In other words, is motivation something innate that we areborn with that can be strengthened by reinforcers external to the learning task, oris it something interwoven with the learning process itself? Your goal, as teacher, is to demonstrate caring and interest in your students not just as students, but as people. --attribute our sucess or failures to several factors. To understand this model in terms of motivation, think of the likelihood of response as the motivation and the reinforcement as the motivator. sports, music) or even in particular people (a celebrity, a friend who lives nearby). That is where behaviorist approaches to motivation can help. Burke, M. & Sass, T. (2006). Dweck, C. (2006). Reward induces further success. Midgley, C., Kaplan, A., & Middleton, M. (2001). In a class with many students and a busy agenda, there may not be a lot of time for a teacher to decide between these possibilities. (1997). . In A. Elliot & C. Dweck (Eds. Then, along with thesecognitive motivation theories, we will examine a motivational perspective calledself-determination theory, which attempts to reconcile cognitive theorys emphasison intrinsic motivation with more traditional notions of human needs and drives. We call the topics (1) motives as behavior change, (2) motives as goals, (3) motives as interests, (4) motives as attributions about success, (5) motives as beliefs about self-efficacy, and (6) motives as self-determination. Contemporary Educational Psychology, 28, 91-113. Other times it means expecting active responses in all interactions with students. The following eight themes were revealed from interview . If you attribute a top mark to your effort at studying, then the source of success is relatively controllableyou can influence effort simply by deciding how much to study. Boston: Allyn & Bacon. An Instructional Theory for the Post-Industrial Age, 21. Pajares, F. & Schunk, D. (2002). Marias main concern is to learn the material as well as possible because she finds it interesting and because she believes it will be useful to her in later courses, perhaps at university. This would undermine the foundation upon which traditional institutions of higher education are built. Failure-avoidant goals by nature undermine academic achievement. As Barbara Fullers recollections suggest, students assign various meanings and attitudes to academic activitiespersonal meanings and attitudes that arouse and direct their energies in different ways. A model of motivation that integrates many ideas about motivation, including those in this chapter, has been developed by Carole Ames (1990, 1992). In that case it also helps for the teacher to look for and point out the relevance of current topics or skills to students personal interests and goals. As you might imagine, mastery, performance, and performance-avoidance goals often are not experienced in pure form, but in combinations. Hers is a performance-avoidance goal or failure-avoidance goal, because she is not really as concerned about learning algebra, as Maria is, or about competitive success, as Sara is; she is simply intending to avoid failure. Believing that performance depends simply on luck (The teacher was in a bad mood when marking) or on excessive difficulty of material removes incentive for a student to invest in learning. Effort and its results appear relatively immediately; a student expends effort this week, this day, or even at this very moment, and the effort (if not the results) are visible right away. Many of these paradoxical effects are described by self-determination and self-efficacy theory (and were explained earlier in this chapter). Foundations of Learning and Instructional Design Technology, 1. According to Catherine A. Sanderson (2010) "Sociocultural perspective: A perspective describing people's behavior and mental . MODULE 2 : FOCUS ON THE LEARNER. In theory, too, people have both deficit needs and growth needs, and the deficit needs must be satisfied before growth needs can influence behavior (Maslow, 1970). You are sure to find some elements of your own thinkingabout motivation in each of them. These theories emphasize instinctual or inborn needs and drives that influence our behavior. As a result, we might spend less time engaging in these reclassified behaviors in the absence of any extrinsic reinforcement. Instead of telling a student: Good work! Behaviorism, Cognitivism, Constructivism, 12. Note, though, that this effect is closer to performance than mastery; the student is primarily concerned about looking good to someone else. It is always a fact that as educators, we play varied and vital roles in the classroom. Slavin, R. (1995). If, on the other hand, a student is especially concerned about relationships with peers, the effects on achievement depend on the students motives for the relationship as well as on peers attitudes. A positive effect is that students with a performance orientation do tend to get higher grades than those who express primarily a mastery orientation. Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal. Locke, et al. The majority of the course grade is not exam-based but centers on a student-designed research project on a crime issue of the students choice. As you will see, differences in motivation are an important source of diversity in classrooms, comparable in importance to differences in prior knowledge, ability, or developmental readiness. Motives as Behavior Sometimes it is useful to think of motivation not as something "inside" a student driving the student's behavior, but as equivalent to the student's outward behaviors. In competitive learning, students work individually, and their grades reflect comparisons among the students (for example, their performances are ranked relative to each other, or they are graded on a curve). As we mentioned, behaviorist perspectives about motivation do reflect a classroom reality: that teachers sometimes lack time and therefore must focus simply on students appropriate outward behavior. We will examine several cognitive motivation theories: interest, attribution theory, expectancy-value theory, and self-efficacy theory. or you attribute the poor academic condition HOW DOES ATTRIBUTION AFFECT MOTIVATION ? Self-beliefs and school success: Self-efficacy, self-concept, and schoolachievement. Too many choices can actually make anyone (not just a student) frustrated and dissatisfied with a choice the person actually does make (Schwartz, 2004). The Learner-Centered Paradigm of Education, 36. Giving and receiving help from classmates is thus not in the self-interest of a performance-oriented student, and the resulting isolation limits the students learning. For convenience in navigating through the diversity, we have organized the chapter around six major theories or perspectives about motives and their sources. Theories on Factor Affecting Motivation ruthmagsacay 217 views26 slides Motivational and affective factors report (facilitating learning) Ninia Joyce Macay 26.5K views5 slides Facilitating Learning Module 4 Blair Torres 29.6K views10 slides More Related Content Slideshows for you (20) Module 19 Angelito Pera 13.4K views Module 11 Toward a morecomplex and dynamic perspective on student motivation. Generally a middling level of difficulty is optimal for students; too easy, and the task seems trivial (not valuable or meaningful), and too hard, and the task seems unlikely to succeed and in this sense useless. Teachers College Record, 91, 409-421. In addition to thinking of this situation as behavioral learning, however, you can also think of it in terms of motivation: the likelihood of the student answering questions (the motivation) is increasing because of the teachers praise (the motivator). (You will learn more about collectivistic and individualistic cultures when you learn about social psychology.). However, the . Mastery goals tend to be associated with enjoyment of learning the material at hand and in this sense represent an outcome that teachers often seek for students. This is a fascinating topic. Fortunately, as you will see, there are ways of accomplishing this task that respect students choices, desires, and attitudes. NewYork: Guilford Press. What Is This Thing Called Instructional Design? The most obvious way to make students feel competent is by selecting activities which are challenging but nonetheless achievable with reasonable effort and assistance (Elliott, McGregor, & Thrash, 2004). The alternativesimply avoiding failuremay seem wiser as well as more feasible. Achievement goals in social interactions: Learning withmastery versus performance goals. Like motivation itself, theories of it are full of diversity. You will cope better with the stress of multiple assignments if you already believe yourself capable of doing both of the tasks, than if you believe yourself capable of doing just one of them or (especially) of doing neither. The purpose of the original expectancy-value model was to predict students' achievement behaviors within an educational context. Ames, C. (1990). A second effect of high self-efficacy is to increase a persistence at relevant tasks. (2006). Wolters, C. (2004). Outside class, though, he or she usually has additional personal interests in particular non-academic activities (e.g. She then moved to the USA earning a masters in Educational Psychology from the University of Illinois and a PhD in Human Development from Pennsylvania State University. Since modern education is compulsory, teachers cannot take students motivation for granted, and they have a responsibility to insure students motivation to learn. In people, learned helplessness leads to characteristic ways of dealing with problems. A review of the motivation theories in learning. Except that instead of bringing a diversity of creatures as Jose was doing, she just brought more and more of the same onesalmost twenty dead house flies, as I recall! https://edtechbooks.org/lidtfoundations/motivation_theories_on_learning. Extrinsic motivation comes from a person's . The Proper Way to Become an Instructional Technologist. The abilities and achievement motivation of peers themselves can also make a difference, but once again the effects vary depending on the context. So when Zoey attempted chitchat with them, the conversations often ended up focusing on the assignment anyway! As you might suspect, some goals encourage academic achievement more than others, but even motives that do not concern academics explicitly tend to affect learning indirectly. They are self-constructed, meaning that they are personally developed perceptions. Where Should Educational Technologists Publish Their Research? Fortunately the first three can be influenced by teachers directly, and even the fourth can sometimes be influenced indirectly by appropriate interpretive comments from the teacher or others. You can construct various explanations formake various attributions aboutthis failure. Self-efficacy is a belief that you can write an acceptable term paper, for example, or repair an automobile, or make friends with the new student in class. A teacher might show an interesting image on the overhead projector or play a brief bit of music or make a surprising comment in passing. Imagine, for example, that a student learns by operant conditioning to answer questions during class discussions: each time the student answers a question (the operant), the teacher praises (reinforces) this behavior. In principle, a student can experience self-determination even if the student must, for example, live within externally imposed rules of appropriate classroom behavior. This content is provided to you freely by EdTech Books. In this study, we aim to examine the involved relationships among contextual factors . This chapter is abridged from Educational Psychology, 3rd edition [https://edtechbooks.org/-oSs]. Fair treatment: To feel satisfied, students must feel that there was equity in the objectives, activities, and grades in a learning activity. In general, we discuss motivation as beingintrinsic(arising from internal factors) orextrinsic(arising from external factors). Locke, et al (1981) defined the "goal" in Goal-Setting Theory (GST) as "what an individual is trying to accomplish; it is the object or aim of an action" (p. 126). This is probably a desirable behavior in many situations, unless the persistence happens to interfere with other, more important tasks (what if you should be doing homework instead of working on crossword puzzles?). Each explanation attributes the failure to a different factor. How might this be a disadvantage for students intrinsically motivated to learn? However, the motives that we will be more interested in are more psychological. As such, mastery goals have been found to be better than performance goals at sustaining students interest in a subject. Some needs may decrease when satisfied (like hunger), but others may not (like curiosity). In self-efficacy theory the beliefs become a primary, explicit explanation for motivation (Bandura, 1977, 1986, 1997). Own sterling academic performance. The explanations that you settle upon may reflect the truth accuratelyor then again, they may not. They are also about personal growth or development, not about deficits that a person tries to reduce or eliminate. Weiner, B. She started off the work rather slowlyjust brought in a few bugs and only one spider. I never knew whether to laugh or cry about her. The Moral Dimensions of Instructional Design. Video 6.1.1. 73-84. If a student asks a lot of questions during discussions, for example, is he or she curious about the material itself or just wanting to look intelligent in front of classmates and the teacher? Sociocultural Perspectives of Learning, 15. Locus of an attribution is the location (figuratively speaking) of the source of success or failure. . The basic self-efficacy model has much to say about how beliefs affect behavior, but relatively little to say about which beliefs and tasks are especially satisfying or lead to the greatest well-being in students. In R. Curren (Ed. Students usually do know what they want or desire, and their wants or desires may not always correspond to what a teacher chooses to reinforce or ignore. One way motives vary is by the kind of goals that students set for themselves and by how the goals support students academic achievement. Self-beliefs in psychology and education: An historical perspective. Hertzberg's two-factor theory Frederick Hertzberg designed a theory regarding employee satisfaction that focuses on two primary factors: motivation and hygiene. The value of a task is assessed by its importance, interest to the student, usefulness or utility, and the cost in terms of effort and time to achieve it. This is the perspective of behaviorism. He did the work, but just barely. Using the First Principles of Instruction to Make Instruction Effective, Efficient, and Engaging, 25. If you give problems in advanced calculus to a first-grade student, the student will not only fail them but also be justified in attributing the failure to an external factor, task difficulty. If you attribute the mark to your ability, then the source of success is relatively stableby definition, ability is a relatively lasting quality. Developmental & Social Factors Individual Differences Factors. This material is just too hard for you, try saying, Lets find a strategy for practicing this more, and then you can try again. In both cases the first option emphasizes uncontrollable factors (effort, difficulty level), and the second option emphasizes internal, controllable factors (effort, use of specific strategies). 34. Approaches that are exclusively behavioral, it is argued, are not sensitive enough to students intrinsic, self-sustaining motivations. Her presentation was OKI really could not give her a bad mark for itbut it wasnt as creative or insightful as Joses.

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