Motivational theory

MOTIVATION THEORY

REFLECTION

Intrinsic vs. Extrinsic Motivators

*Use posttask activities to help students understand what motivates them

*self reflection – determines students’ attributions (perceived causes of outcomes)

*teacher feedback – provide information about positive goal progress and outcome expectations

*peer assessment – the social support and comparison to others can help determine motivators

You have brains in your head. You have feet in your shoes. You can steer yourself in any direction you choose. You're on your own, and you know what you know. And you are the guy who'll decide where to go.

Motivation theory is a way to enhance extrinsic motivators that can increase student performance.

Teachers can tap intrinsic motivators and use that information in the classroom to encourage students, but it is these five tips that facilitators can use to develop motivation beyond the intrinsic.

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THEORISTS

Schunk's Model of Motivated Learning

Atkinson's Expectancy-Value Theory

“The best way to promote achievement behaviour is to combine a strong hope for success with a low fear of failure” (359)

POST TASK

Attributions

Goals

Expectations

Affects

Values

Needs

Social support

-students attribute successes and failures to ability, effort, task difficulty, and luck

-failure attributed to low ability or high task difficulty will likely result in lower expectations of future success

-more motivated when failure is attributed to insufficient effort

-feedback should help students reflect on effort – contributes to students’ perceived control

- lack of perceived control can lead to learned helplessness

Model Actions and Concepts

Feedback con't

•Use social modeling

•Observation

•Four steps are involved in the modeling process:

1) Attention- tasks must be engaging,

2) Retention- how students remember model

3) Reproduction- information needed to produce

4) Motivation- observing, modeling and putting ideas to task

-link achievement with effort to enhance task motivation, perceived competence, skill acquisition

-feedback should highlight progress towards specific learning goal, how skills have improved and effort has helped produce learning

THEORISTS

Set Goals

Bandura/Schunk: Goal Theory

Carol Dweck: Attribution Theory of Achievement

•Get to know your students - develop a rapport with them

•Goals are learning (processes and strategies) or performance based (task oriented and ability)

•Self-efficacy

•Growth and Fixed mindsets

• Self-regulation- gives students an outline of how to think, feel and act upon the goals they are given to achieve

THEORISTS

THEORISTS con't

CREATE A POSITIVE ENVIRONMENT

Hull's Drive Theory

Maslow's Hierarchy of Needs

*ensure basic needs are met

*set co-constructed class expectations to create a safe environment

*provide choice in activities to provide limited risks for unsure learners

*perception of ability is created through positive talk in a positive

environment (self esteem)

Defined motivation in terms of learning as: “represent[ing] one’s adaptation to the environment to ensure survival” (348)