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Motivational Factors in Learning

Goal Theories, Self Regulation, and Environmental Factors
by

Sitti Jhoe

on 21 February 2013

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Transcript of Motivational Factors in Learning

Motivational Factors in Learning Presentation by SittiJhoe Self-regulation Environmental Factors
Affecting Motivation Thank you! Goal Theories
in Learning Goals represent basic categories for different achievement situations. It guides our behavior and cognition. Goal theories maintain that we direct our actions in order to achieve our goals. Mastery Goals
(Learning Goals) Performance Goals
(Ego Goals) Is the desire to acquire additional knowledge or master new skills Level of competence Level of self-concept Level of self-esteem A sense of mastery Mastery-goal Structure Using extra effort to develop the necessary skills even if there are no grades for them
Looking for challenging tasks
Applying what we have learned in real-life situations
Asking questions for clarification
Feeling good and great when we accomplish a task
Desiring for more explanations in performing the task Is the desire to look good and receive favorable judgments from others or else look bad and receive unfavorable judgments. Performance-goal Structure Asking what type of task is to be performed first
Working beyond other people's expectations in order to gain more rewards
Asking the distribution of reward mechanisms
Getting dispirited when things do not go the way they want it to flourish
Feeling of dissatisfaction when we do not get the best
Becoming too concerned about our performance in relation to rewards These may not be the means to an end but simply the achievement of something for its own sake. Motivation
is an internal process. 3 Dimensions: Motivation... takes its origin from the change in energy level
is an inspiration that affects one's personality
is backed by a desire to reach a goal 3 Features of
Individual Goals: Difficulty Goals that are subjectively of moderate difficulty tend to be more challenging and motivating.
Thus, they result in greater persistence or commitment. Specificity Accounts for informativeness and accessibility.
Specific goals allow greater progress Psychological Distance Deals with specific space or with how close or far we are from our goals. The farther away our goals is from the present life events, the more difficult it will be to develop focus. Self-evaluation
(Self-judgment) Self-observation
(Self-monitoring) Self-reaction
(Self-incentive) Basic Elements of
Self-regulation Refers to a system by which we control our actions and decisions. A behavioral component because it describes the extent to which we monitor our own behavior. Indicators of self-regulation: set standard for oneself
monitor and evaluate one's own behavior against sub-standards
impose consequences on oneself for one's successes or failures Awareness We establish the dimensions for our own performance such as quality, quantity, rate, regularity and accuracy. Performance
Evaluation We do something if we found that our performance is not good enough. Reaction on
successes and
failures Success elicits positive experiences while failure elicits negative experiences. How does self-regulation relate to motivation? Capable of
SELF-REGULATION Intrinsically
motivated I set my goals and standards..

I monitor my progress..

And I evaluate my own performance.. Student Self-regulation Processes: Setting difficult but attainable goals
Identifying task strategies
Making use of imagery
Carefully managing time
Structuring the environment
Seeking help when needed
Learning to self-monitor
Learning to self-evaluate
Learning to create positive outcomes is the sum total of one's surroundings. that affect student's motivation include human
as well as non-human factors. Environmental factors are the teachers, the other students, and his/her parents. immediate By the presence and behavior of these factors, they can motivate or
de-motivate a child to learn from and perform in school. The interaction of these factors produces the classroom climate for learning. Teacher's Affective Traits Care sympathetic listening to students not only about life inside the classroom but more about students' lives in general
understanding of students' questions and concerns
knowing students individually, their likes and dislikes, and personal situations affecting behavior and performance Social Interactions with Students consistently behaving in a friendly personal manner while maintaining professional distance with students
working with the students not for the students
interacting productively by giving students responsibility and respect
allowing students to participate in decision-making
willing to participate and demonstrating a sense of fun
have a sense of humor and is willing to share jokes treating students as people
avoiding the use of ridicule and preventing situations in which students lose respect in front of their peers
practice gender, racial and ethnic fairness
providing students with opportunities for students to participate and to succeed Fairness and Respect Enthusiasm and Motivation
for Learning encouraging students to be responsible for their own learning
maintaining an organized classroom environment
setting high standards
assigning appropriate challenges
providing reinforcement and encouragement during tasks Attitude toward the Teaching Profession dual commitment to personal learning and to students' learning anchored on the belief that all students can learn
helping students succeed by using differentiated instruction
working collaboratively with colleagues and other staff
serving as an example of a lifelong learner to his/her students and colleagues Reflective Practice reviewing and thinking on his/her teaching process
eliciting feedback from others in the interest of teaching and learning Bullying and the Need to Belong The sense of belongingness enhances students'
learning and performance. But with bullying in schools, the creation of a
learning community is obstructed. Students feel that they are not safe in their learning environment. Bullying could be mild, intense, or deeply seated
and highly violent. One example of worst bullying tragedy was when thirty students were killed in Virginia, USA. Parents as Part of the Learners' Human Learning Environment Average learner spends at least 6 hours in school, the rest he spends at home. Parents should have more opportunity to support support their children in their studies. Supportive parents observe the following... Follow up status of their children's performance
Supervise their children in their homework/project
Check their children's notebooks
Review their children's corrected seat works and test papers
Attend conferences for Parents, Teachers and Community Association (PTCA)
Are willing to spend on children's projects and involvement in school activities
Participate actively in school-community projects
Confer with children's teachers when necessary
Are aware of their children's activities in school
Meet the friends of their children
Invite their children's friends at home Facilitating Learning Modular Class
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