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Transcript of Motivation
of successes and failures
TBQ 3 Pearson/school
Motivation case study
encourage inner resources
Expectancy Value Theory
Need for Achievement
belief in ability to succeed, capability
overall sense of personal
evaluation of own worth,
Why might students work on
assignments they prefer not to do?
Why might students continue to seek an answer to a problem even though they have failed to experience early reinforcement?
"Intellectual Bloomers" (1966)
"test" administered to
students grades 1 - 6
teachers told "test"
would predict "blooming"
teachers told 20% students showed unusual potential
8 months later students labeled as "intellectual bloomers"
showed significant IQ gains
You have seen your grades and
to find that you have received
two "F" grades,
one in English and
one in mathematics.
Was there a difference in the attributions made?
develop fullest potential
"born to do"
Why might students with a low level of aspiration set impossible goals for themselves?
numbers used to identify those with "unusual potential" were actually locker numbers, not test scores
How do teacher expectations contribute
to student motivation to learn?
D.O. Hebb (1940)
600 students 6 – 15 years old)
lack of good home training, poor discipline in the school, and severe academic retardation throughout the first six grades
students to work or play
as they pleased
did not work
sent to the playground to
stay and work
all of the students choosing work over play and were learning at much faster rates
How can this behavior be explained?
which leads to do something about boredom
How will you explain your bad grades to your parents?
Maslow's Hierarchy of Needs
A Gold Star for Good Attendance? No. A New Car!
"Getting good grades is due to hard work."
"Having a bright teacher who is interested
in the subject."
"Having success now that I understand."
self fulfilling prophecy
pg. 391 (text)
Influences on Motivation
Humans seek out an optimal level of arousal. Too much/little hampers performance
Why might a student want to please
certain teachers but not others?
From a Behaviorist Perspective
From the Cognitive View of Motivation
Why are students who feel loved, accepted, and admired more likely to be interested in learning than students who feel rejected and ignored?
Humanistic View of Motivation
Why might low-achieving learners not be encouraged by successful experiences?
Influences on Learner Motivation
Locus of Control
, D. O. Hebb reported an experiment involving over
600 students from 6 - 15 years old
in a community characterized by
lack of good home training
of the children,
within the school, and
severe academic retardation
throughout the first six grades.
The experimental conditions allowed these
work or play as they pleased
, except that if they
did not work in the classroom
sent to the playground
to play. If they
worked well in the classroom
permitted to stay
In a very short time, it was found that
choosing work over play
Love and belonging
Zone of Proximal Development
What does a high achiever
What does a low achiever
decreased expectation of success resulting from previous failure
Why do some students make wise
choices to direct themselves while
others make self-destructive choices?
How will you explain your bad grades to your friend who hates school and thinks grades are a waste of energy?
Why might successfully solving one problem equip and stimulate a student to try to solve other problems?
From a humanistic perspective...
Why do some students make wise choices to direct themselves and others make self-destructive choices?
Optimum Arousal Theory
stimulate to action or to physiological readiness for activity;
alertness or activation
beliefs about capability to perform task
high achievers = success result of ability and effort
low achievers = success result of luck or easy task
high achievers = failure result of lack of effort
low achievers = failure result of lack of ability
positively influences motivation and academic self-concept
influences motivation for learning, which influences achievement