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Social Work Student Motivation and Learning
Transcript of Social Work Student Motivation and Learning
Understanding How Self-Determination and Achievement Goal Orientation Increase Learning Outcomes
Limited Articles on Evidence-Based Teaching
1.6% Student Motivation
1.0% Student Self-Efficacy
0.5% Active Learning
0% Blooms Taxonomy
0% Cognitive Organizing or Clarity in Teaching
0% Learner-Centered Teaching
0% Self-determination in Learning
Not Enough Professors as Research Participants
4.0% Social Work Classroom Professors
22% Field Supervisors and Supervisors
78% Social Work Students
Underrepresented Social Work Students
5.0% African American
45% 1st Generation Student
53% Total Underrepresented
63% Total BSWs Underrepresented
Why is evidence-based teaching Important to Social Work?
1. Student and professor professional success
2. Prevents teacher burnout
3. Affects practice
4. Although large and growing bodies of EBT research exist, social work infrequently engages in discussions of EBT. Social work interest in EBP positions them to merge into applying EBT in teaching, research, and education policy.
Achievement Goal Orientation
Social Penetration Theory
(Social Cognitive Theory)
SYSTEMATIC REVIEW OF LITERATURE
Four Studies for Three Articles
The Current Research Literature
•What is the focus of the social work education research?
•What Gaps exist?
•Does it focus on evidence-based teaching?
Motivation and Learning
•What motivates and de-motivates social work students for learning?
•How do different professor communication styles affect student motivation for learning?
Self-Determination and Goal Orientation
•How do Self-Determination Theory principles affect student goal orientations?
•How do goal orientations affect learning outcomes?
Self-Determination and Metacognition
•How do instructors assess themselves on teaching principles focused on motivating students?
•Will an instructor self-assessment tool improve course evaluations from students?
•Will a self-assessment tool motivate professors for applying more metacognitive skills in teaching?
Thinking about how we think
Ebbs and flows
Locus of control
Observation and Modeling
"Over-efficaciousness," if not paired with process
Applied widely in social and health science research
Most important predictor for behavior change
Underrepresented students, communication styles, Instructors, and many EBT concepts are not assessed enough
Relationships between SDT and AGOT have not been extensively explored
* Certain professor communication styles create better learning for social work students
* AGOT is explanatory, while SDT is applicable. Both are compatible. SDT can possibly lead to better learning orientations
* Developing better metacognative skills for improving teaching is a skill in and of itself. The intervention should support that goal, while using the autonomy principles of SDT
Performance orientations reinforce achievement gaps and race/class achievement disparities