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Copyright 2001 by Allyn and Bacon
Motivation: In Learning and
Teaching
Professor Dr. Bill Bauer
Chapter 10
EDUC 202
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Copyright 2001 by Allyn and Bacon
Overview
�What Is Motivation?
�Four General Approaches to Motivation
�Goal Orientation and Motivation
�Interests and Motivation
�Self-Schemas
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Concept Map for
Chapter 10
FourApproaches to
Motivation
Self-Schemas
Interests andMotivation Goal
Orientation andMotivation
Teachers, Teaching, &Educational Psychology
What Is Motivation
Copyright 2001 by Allyn and Bacon
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Copyright 2001 by Allyn and Bacon
Motivation
�Motivation defined:
�Internal state
�Arouses, directs, maintains behavior
�Intrinsic / Extrinsic
�Locus of causality
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Copyright 2001 by Allyn and Bacon
Four General Approaches to
Motivation
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Copyright 2001 by Allyn and Bacon
Behavioral Approach
�Rewards are consequences of behaviors
�Incentives encourage or discourage
behaviors
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Copyright 2001 by Allyn and Bacon
Humanistic Approaches
�Third force psychology
�Emphasis on personal choice
�Needs
�Self-actualization / Self-determination
�Maslow’s hierarchy
�See Figure 10.1, Woolfolk, p. 371 and
Point▼Counterpoint p. 372
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Copyright 2001 by Allyn and Bacon
�Deficiency needs
�Survival
�Pre-requisite
�Survival
�Safety
�Belonging
�Self-esteem
�Being needs
�Endlessly renewed
�Whole person
�Intellect /
achievement
�Aesthetics
�Self-actualization
Maslow’s Hierarchy
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Copyright 2001 by Allyn and Bacon
Maslow’s Hierarchy
Self-
Actualization
Need
Aesthetic Needs
Need to know & Understand
Esteem Needs
Belongingness & Love Needs
Safety Needs
Physiological Needs
Being (growth)
Needs
Deficiency
Needs
Motivation increases
as needs are met
Motivation
decreases
as needs
are met
Copyright 2001 by Allyn and Bacon
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Copyright 2001 by Allyn and Bacon
Cognitive Perspective
�Focus on thinking
�Emphasizes intrinsic motivation
�People are active and curious
�Plans, goals, schemas, and expectations
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Copyright 2001 by Allyn and Bacon
Cognitive Perspective�Attribution theory
�Perceived cause of successes or failures
�Locus
�Stability
�Responsibility
�Attributions in the classroom
�Teacher actions influence student
attributions
�Expectancy X Value Theory
Copyright 2001 by Allyn and Bacon
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Copyright 2001 by Allyn and Bacon
Attribution Theory
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Copyright 2001 by Allyn and Bacon
Weiner’s Terms
�Locus
�Stability
�Responsibility
�Internal /
external
�Stable / unstable
�Controllable /
uncontrollable
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Copyright 2001 by Allyn and Bacon
Examples of Attribution Theory
�Internal locus, stable, controllable:
�I am good at studying for multiple choice
tests, so I will do well on the next
Educational Psychology Exam.
�Internal, stable, uncontrollable:
�Essay tests are always hard for me, so I
won’t do well in American Literature.
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Copyright 2001 by Allyn and Bacon
Sociocultural Conceptions of
Motivation�Emphasizes participation in communities
of practice
�Legitimate peripheral participation
�Relate to authentic tasks
�See table 10.2, Woolfolk, p. 376 for a
comparison of all four approaches
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Copyright 2001 by Allyn and Bacon
Goal Orientation and
Motivation
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Copyright 2001 by Allyn and Bacon
Why Goals Improve
Performance
�Direct attention to the task at hand
�Mobilize effort
�Increase persistence
�Promote development of new strategies
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Copyright 2001 by Allyn and Bacon
Four Kinds of Goals
�Learning goals / task-involved
�Performance goals / ego-involved
�Work-avoidance goals
�Social goals
�The need for relatedness
They won’t care how much you know until they know how much you care.
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Copyright 2001 by Allyn and Bacon
Feedback & Goal Acceptance:
Effective Goals Are
�Specific
�Challenging
�Attainable
�Focused on the task
�Supported by social relationships
�Reinforced with feedback
�Accepted by the studentSee Family and Community
Partnerships, Woolfolk, p. 380
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Copyright 2001 by Allyn and Bacon
Reflection Questions
�What goal have you set for yourself
recently?
�Did you follow good goal setting
principles?
�How can you improve your personal goal
setting practices?
�How does goal setting affect your
motivation?
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Copyright 2001 by Allyn and Bacon
Interest and Emotions
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Copyright 2001 by Allyn and Bacon
Interest and Emotions
�Student interests linked with success in
school
�Fantasy to stimulate challenge & interest
�Ensure that ‘interesting details’ are
legitimately tied to learning
�See Guidelines, Woolfolk, p. 382
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Copyright 2001 by Allyn and Bacon
Arousal: Excitement & Anxiety
in Learning
�Arousal: excitement, alertness, attention
�Curiosity: novelty & complexity
�Anxiety: uneasiness, tension, stress
�Anxiety and effects on achievement
�Coping with anxiety
�Problem solving
�Emotional management
�Avoidance
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Copyright 2001 by Allyn and Bacon
Implications for Teachers
�Keep level of arousal right for learners
�Sleepy students?
�Introduce variety
�Arouse curiosity
�Surprise them
�Wiggle break
�See Guidelines, Woolfolk, p. 386
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Copyright 2001 by Allyn and Bacon
Self-Schemas
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Copyright 2001 by Allyn and Bacon
Beliefs about Ability
�Entity view
�Incremental view
�Developmental differences
�Effects on types of goals
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Copyright 2001 by Allyn and Bacon
Beliefs about Self-Efficacy
�Self-efficacy, self-concept, & self-esteem
�Sources of self-efficacy
�Mastery experiences
�Vicarious experiences
�Social persuasion
�Efficacy and motivation
�Teacher efficacy
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Copyright 2001 by Allyn and Bacon
Beliefs about Self�Self-determination or other-determination
�Classroom environment & self-
determination
�Cognitive evaluation theory
�Learned helplessness
�Self-worth
�Mastery-oriented
�Failure-avoiding
�Failure-accepting
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Copyright 2001 by Allyn and Bacon
Reflection Questions
�How will you deal with a student who is
exhibiting learned helplessness?
�One of your students is avoiding failure
by not doing assignments. How will you
approach this challenge?
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Copyright 2001 by Allyn and Bacon
Lessons for Teachers
�Emphasize students’ progress
�Make specific suggestions for improvement
�Stress connection between effort &
accomplishment
�Set learning goals for your students
�Model mastery orientation
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Copyright 2001 by Allyn and Bacon
Summary
�What Is Motivation?
�Four General Approaches to Motivation
�Goal Orientation and Motivation
�Interests and Motivation
�Self-Schemas
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Copyright 2001 by Allyn and Bacon
Review Questions
�Define motivation.
�What is the difference between intrinsic
and extrinsic motivation?
�How does locus of causality apply to
motivation?
�What are the key factors in motivation
according to a behavioral viewpoint?
Humanistic? Cognitive? Sociocultural?
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Copyright 2001 by Allyn and Bacon
Review Questions
�Distinguish between deficiency needs and being needs in Maslow’s theory.
�What are the three dimensions of attribution in Weiner’s theory?
�What are expectancy X value theories?
�What is legitimate peripheral participation?
�What kinds of goals are most motivating?
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Copyright 2001 by Allyn and Bacon
Review Questions
�Describe learning, performance, work-avoidance, and social goals.
�What makes goal setting effective in the classroom?
�Do interests and emotions affect learning? How?
�What is the role of arousal in learning?
�How does anxiety interfere with learning?
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Copyright 2001 by Allyn and Bacon
Review Questions
�How do beliefs about ability affect motivation?
�What is self-efficacy and how is it different from other self-schemas?
�What are the sources of self-efficacy and how does efficacy affect motivation?
�How does self-determination affect motivation?
�How does self-worth affect motivation?
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Copyright 2001 by Allyn and Bacon
End Chapter 10