UTMUNIVERSITI TEKNOLOGI MALAYSIA

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Case Study 2Thavamalar d/o Balakrisnan

(MP111029)Kanageswary d/o Sitravel (MP101530)

Gowry d/o Ramaswami (MP111172)Mohd Rozi b. Jusoh (MP101200)

Syahidah Rashid (MP101206)

Differences between Jessie and Judy

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JESSIE JUDY

•Loves Science & enjoy Science classes •Does well in Science but without passion

•Test only once a moth (10%) •Quiz every Friday (80%)

•Teacher made lessons appealing and enjoyable

•Teacher followed textbook, made lesson boring

•“It is enjoyable, and so that we are always curious about things”

•“I am motivated to get good grades on the quiz on Friday : my grades are important to me, so that is why I do my chemistry work”

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Hypotheses• Learning is caused by external and

internal factors.• Learning is affected by significant

others (parents, lover, spouse)• Behaviour is goal-oriented

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Ms Marina wanted to

analyze Jessie’s and Judy’s

behaviour through

traditional and current

theories.

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Theoretical Approaches

Traditional Theories

Current Theories

Theoretical Explanation

TRADITIONAL THEORIES

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Traditional

Theories

Conditioning Theories

Drive Theories

Trait & Humanistic

Theories

Maslow’s Needs

Hierarchy Theory

Field Theory

Arousal Theories

FIELD THEORY

• Kurt Lewin –

i) Behaviour is a function of the

field that exists at the time the

behavior occurs,

ii) Analysis begins with the

situation as a whole from which are

differentiated the component parts

• iii) The concrete person in a

concrete situation can represented

mathematically.

• iv) Jessie – enjoy working, activities

based on lab experiments, student

involvement and participation

v)Judy – do well, teaching &

learning process not interesting,

special awards

FIELD THEORY (cont.)

SOCIAL COGNITIVE THEORY

i) learning and the subsequent performance

of certain behaviors are the result of the

ongoing and reciprocal interaction between

a person, the environment, and the already

learned behavioral patterns of the

individual and group.

ii) Each student, therefore, responds to

instruction and modeling through the lens

of these three elements.

COGNITIVE CONSISTENCY THEORY

• More recently, consistency has also been viewed as socially motivated– the appearance of consistency

matters to us• Individuals can tolerate a certain

amount of inconsistency• Involves three cognitive

elements, P,O,X:– P: Person (perceiver, self)–O: Other person– X: Attitude object (thing, event,

action)

• Judy likes science experiments but can’t maintain the passion

• The teacher using same strategy

• She motivated to get good grades on the quiz

• This is a cognitively imbalanced state, which should motivate Judy to learn chemistry not only because of the rewards.

COGNITIVE CONSISTENCY THEORY

CURRENT THEORIES

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Current Theorie

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Gestalt Theory

Expectancy Value

Theory

Self-efficacy Theory

Intrinsic & Extrinsic

Motivation

Goal Theory

Attribution

ATTRIBUTION THEORY• Originated by Bernard Weiner• Describes the relationship between

students’ explanations or justifications for their academic success or failure and their motivation to learn.

• Suggest that students attribute their success and failure to 4 main factors :– Ability– Effort– Task difficulty– Luck

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ATTRIBUTION THEORY (cont.)

INTERNAL EXTERNAL

STABLE ABILITYTASK

DIFFICULTY

UNSTABLE EFFORT LUCK

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ATTRIBUTION THEORY (cont.)

JESSIE JUDY

•Loves Science & enjoy Science classes •Does well in Science but without passion

•Test only once a moth (10%) •Quiz every Friday (80%)

•Teacher made lessons appealing and enjoyable

•Teacher followed textbook, made lesson boring

•“It is enjoyable, and so that we are always curious about things”

•“I am motivated to get good grades on the quiz on Friday : my grades are important to me, so that is why I do my chemistry work”

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• Jessie and Judy both do well in science class.

• However, they attribute their success differently.

• Jessie attributes more on the internal locus of control

• Judy attributes more on the external locus of control

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ATTRIBUTION THEORY (cont.)

GOAL THEORY

• Mastery / Performance Oriented• Task / ego involvement• Approach / avoidance goals

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GOAL THEORY – Mastery / Performance

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MASTERY ORIENTED PERFORMANCE ORIENTED

•Effort to be proficient based on one’s own ability

•Effort to achieve highly / succeed with flying colours

•Influenced internally (self satisfaction) •Influenced externally (grades, praise)

•Associates with in depth learning •Associates with anxiety and cheating upon desperation

•Increase intrinsic motivation •Increase intrinsic motivation when grades are good•Decrease intrinsic motivation when grades are low

JESSIE JUDY

GOAL THEORY – Task / Ego Involvement

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TASK INVOLVED EGO INVOLVED

•Interested in the task for its own qualities

•Seeking to perform to boost ego

•Less threaten by failure(not afraid to fail)

•Threaten by failure(cannot accept low grades)

JESSIE JUDY

GOAL THEORY – Approach / Avoidance goals

APPROACH GOALS AVOIDANCE GOALS

•Desire to achieve specific goalsPass maths testSucceed in Science experiment

•Desire to avoid specific outcomes looking dumbbeing scolded in front of peersachieve low marks

•Motivated to learn through curious and challenging tasks

•Motivated to perform highly in easy tasks

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JESSIE JUDY

GESTALT THEORY

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• Pronounced as “gehshtalt”• Suggests that human minds tend to

organize things and perceive things as a whole rather than the sum of parts.

• Example : Reification images

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GESTALT THEORY

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• Gestalt psychologists believe that it is important to think of a problem as a whole to promote :– Productive thinking (solving

problem with insight)– Reproductive thinking (solving

problem with previous experiences)

GESTALT THEORY

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• Jessie’s teacher involves both thinking processes when she includes monthly test and enjoyable experiments in her lesson

• Judy’s teacher only provides part of the required skills (quizzes) that does not assist Judy’s thinking skills and makes her lesson dull.

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SELF-EFFICACY THEORY

• Definition - a person's belief in his/her own competence.

• the belief that one is capable of performing in a certain manner to attain a certain set of goals.

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SELF-EFFICACY THEORY

"People who regard themselves as

highly efficacious act, think, and feel

differently from those who perceive

themselves as inefficacious. They

produce their own future, rather than

simply foretell it." Albert Bandura

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The Case : Jessie VS Judy

JESSIE JUDY

* Loves & passion about science

* Doesn’t maintain the passion

* * Considering a career in science-field

* Not considering any career

* Curious about things * Just for the sake of grades

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INTRINSIC & EXTRINSIC MOTIVATION

• Motivation is an internal process that reflects the desire to achieve certain goals.

• Intrinsic motivation reflects the desire to do something because it is enjoyable.

• If we are intrinsically motivated, we would not be worried about external rewards such as praise or awards.

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INTRINSIC & EXTRINSIC MOTIVATION

• Extrinsic motivation reflects the desire to do something because of external rewards such as awards, money, and praise. 

• People who are extrinsically motivated may not enjoy certain activities.

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The Case : Jessie VS Judy

JESSIE JUDY* Intrinsically motivated * Extrinsically

motivated* Really enjoy & has passion on chemistry

* doesn’t really enjoy the class (bored)

* Don’t really bother about the grades

* Bother about getting good grades

- * Teacher’s promise – special award

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EXPECTANCY VALUE THEORY

• to explain and predict individual's attitudes toward objects and actions.

• to determine the mental calculations that take place in attitude development.

• Three basic components of EVT.

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EXPECTANCY VALUE THEORY (cont.)• First, individuals respond to novel

information about an item or action by developing a belief about the item or action. If a belief already exists, it can and most likely will be modified by new information.

• Second, individuals assign a value to each attribute that a belief is based on.

• Third, an expectation is created or modified based on the result of a calculation based on beliefs and values.

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The Case : Jessie VS Judy

JESSIE JUDY

* Believes that science is enjoyable

* Not really enjoy science (not really interested)

* Show an interest in every activities related to

chemistry

* Just doing the required work & nothing more

* Expects to have a good future in science-related-

field

* Nothing to do with the career (Just for the sake

of grades & awards)

CONCLUSION• Judy’s teacher needs to improve

her lesson to motivate Judy intrinsically and enhance her thinking skills

• She can also provide feedback to gain insight about Judy’s attribution and help her to attribute her success towards internal controllable locus of control.

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THANK YOUFOR YOUR ATTENTION