Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Motivation

No description
by

Barbara Maestas

on 1 November 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Motivation

attributions
:
explanation
of successes and failures
Behavioral
TBQ 3 Pearson/school
Motivation case study
encourage inner resources
deficiency/
deprivation
Self-Perception/Academic Self-Concept
Humanistic
(reward/incentive)
learned helplessness
Observational learning
Expectancy Value Theory
Need for Achievement
(desire)
growth/being
self concept
belief in ability to succeed, capability
overall sense of personal
value
self efficacy
Self efficacy:
beliefs about capability
evaluation of own worth,
capabilities, limitations

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?
self-fulfilling prophecy
"Intellectual Bloomers" (1966)
"test" administered to
students grades 1 - 6
teachers told "test"
would predict "blooming"
(greatest potential
intellectual gains)
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
are horrified
to find that you have received
two "F" grades,
one in English and
one in mathematics.
Was there a difference in the attribution made?
develop fullest potential
"born to do"
Why might students with a low level of aspiration set impossible goals for themselves?
Intellectual Bloomers
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?
https://howardcc.instructure.com/courses/769948/discussion_topics/1311406
Application
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
experiment allowed
students to work or play

as they pleased
,
did not work
sent to the playground to
play
worked well
permitted to
stay and work
short time,
all of the students choosing work over play and were learning at much faster rates
than before
How can this behavior be explained?
Optimum Arousal Theory

Arousal
:
interested; stimulate to action or to physiological readiness for activity; alertness or activation


Too low
leads to
boredom
which leads to do something about boredom

Too high
leads to
stress
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!
http://www.people.com/people article/0,,20144616,00.html
"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
persuasive model
pg. 391 (text)
Influences on Motivation
https://drive.google.com/file/d/0BxYOYyhwCfLMejB4M0N3bkptVkE/edit?usp=sharing
descriptors
https://docs.google.com/document/d/1gyfAoskvjo6sLXyVkUiHsxjpbLZbg1F3Xfl9EMXw2ms/edit?usp=sharing
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
Teacher Expectations
Attributions
Needs
Support/Guidance
Locus of Control
internal
external
learned helplessness
self-fulfilling prophecy
In
1930
, 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,
poor discipline
within the school, and
severe academic retardation
throughout the first six grades.
The experimental conditions allowed these
students
to
work or play as they pleased
, except that if they
did not work in the classroom
they were
sent to the playground
to play. If they
worked well in the classroom
they were
permitted to stay
and work.
In a very short time, it was found that
all
of the
students
were
choosing work over play
and were
learning
at much
faster rates
than before.
Achievement
Avoid failure
Love and belonging
Esteem
Success
Failure
Scaffolding
Zone of Proximal Development
What does a high achiever
look like?
sound like?
What does a low achiever
look like?
sound like?
reinforcement
decreased expectation of success resulting from previous failure
Why do some students make wise
choices to direct themselves while
others make self-destructive choices?
Attribution Theory
https://docs.google.com/document/d/17v7BPIk5BA2aJ4tn3-hw7Ow9A27FpCI1GmPLKTtQz8E/edit?usp=sharing
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?
deficiency needs
growth/being needs
From a humanistic perspective...
Why do some students make wise choices to direct themselves and others make self-destructive choices?
Full transcript