1

CHAPTER 11Motivating Students to Learn

2

1.1 Exploring Motivation

Motivation:

The drive to satisfy a need and the reason why people behave the way they do.

– Motivated behaviour is energized, directed and sustained.

3

1.2 Exploring Motivation 3 main perspectives on motivation:

1. The Behavioural Perspective• Emphasizes external rewards and punishments as

keys in motivation• Incentives: positive or negative stimuli

2. The Humanistic Perspective• Stresses students’ capacity for personal growth,

freedom to choose their destiny• Self-actualization

3. The Cognitive Perspective• Students’ thoughts guide motivation• Competence motivation: people are motivated to deal

effectively with their world, to master their world and to process information efficiently

4

1.3 The Humanistic Perspective: Maslow’s Hierarchy of Needs

Physiological Needs

Safety Needs

Belonging and Love

Esteem

Need to Know and Understand

Aesthetic Needs

Self-ActualizationGrowth Needs

Deficiency

Needs

5

2.1 Achievement MotivationStudents with

ExtrinsicMotivation

Students withIntrinsic

Motivation

Do something to obtain something else.

Are influenced by rewards and punishments.

Demonstrate self- determination by doing something for its own sake.

Increase motivation when they are given some personal choice.

6

2.2 Self-Determination and Personal Choice Events that foster a sense of self-determination or

competence enhance (or at least maintain) intrinsic motivation

To promote self-determination in your classroom:– Explain to students the importance of learning

activities– Be attentive to students’ feelings– Allow students to make personal choices– Allow them to divide into self-selected groups– Create learning centres where they can work

individually or collaboratively

7

2.3 Optimal Experience and Flow Flow : feeling we get when engaged in activities that provide us with both a sense of meaning and a degree of happiness.

8

2.4 Attribution TheoryAttribution Theory: in our attempts to make sense of our own behaviour or performance we seek or assign underlying causes - (excuses/reasons for success or failure). Locus:

– Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.

Stability: – If a student attributes positive outcome to a stable cause, there is

an expectation of future success.

Controllability: – Failure due to external factors causes anger.– Failure due to internal factors may cause guilt.

9

2.6 Achievement Orientation Mastery Orientation:

• Students focus on the task, not their ability, have positive effect, and generate solution-oriented strategies that improve performance.

Helpless Orientation:• Students focus on their personal inadequacies

and attribute difficulty to lack of ability, and have negative affect

Performance Orientation:• Students are more concerned with outcomes

than process

10

2.7 Self-Efficacy

A belief that what you do can produce positive outcomes

Students with high self-efficacy:– Set higher goals and persevere to attain them– Invest more effort\persist in difficult tasks longer – Recover more quickly from setbacks

Schools that promote self-efficacy:– Have high expectations and standards for achievement– Have teachers & principals who work together to

improve instruction

11

2.8 Teaching Strategies for Improving Self-Efficacy

Teach goal settingTeach relevant strategiesMonitor students’ affectProvide appropriate mentors and

models.

12

2.9 Self Regulatory Learning

Self-generation of thoughts, feelings, and behaviours to reach a goal

Three important concepts:

1. Goals

2. Planning

3. Self-monitoring

13

3.1 Social Relationships

Motivation to Achieve

Parents should provide

the right amount of

challenge in a positive

environment and model

achievement behaviour.

Peers with high

achievement standards will

support student achievement in

others.

Teachers optimize

achievement when they provide

challengingtasks in a

supportive environment.

14

3.2 Sociocultural Contexts: Gender differences

• Have higher competence

beliefs in math and sports

• High expectations for success in math courses and careers that require math & science ability

• Have higher competence beliefs in English, reading, and social activities

• High expectations for success in language courses and careers that require writing & speaking ability

FemalesMales

15

3.3 Teaching Strategies for Motivating Students Create an atmosphere that promotes

learning Help students achieve expectations Encourage students’ intrinsic motivation Help students establish goals Use technology effectively Be a model (but not Kate Moss)

16

4.1 Motivating Discouraged Students

Failure Syndrome“Increase

self-efficacy retraining and

attribution training.”

Protectionof Self-Worthby Avoiding

Failure “Includes non-performance,

procrastination, and inappropriate

goal setting.”

Low Achieverswith

Low Expectations“Provide constant reassurance as long as student demonstrates

effort.”

17

4.2 Motivating Uninterested Students•Develop positive student-teacher relationships•Show patience, but maintain expectations•Keep their interests in mind•Teach strategies to make academics more enjoyable•Consider enlisting mentors whom the student respects