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The Effect of Reinforcement Page 407 Students are motivated to
complete work when promised a reward. Some rewards could be: Praise
or grade Desired object Self-selected activity Although
motivational techniques can be useful in the class, there are also
some disadvantages.
Slide 3
The Effect of Reinforcement Page 407 A students attitude about
a certain subject or subjects may be a result of a past experience.
Positive experience Negative experience
Slide 4
Limitations of the Behavioral View Page 408 Extrinsic
motivation: a form of incentive inherent in a particular activity
such as the positive consequence of becoming more competent or
knowledgeable. Intrinsic motivation: a form of incentive based on
the system of rewards not inherent to a particular activity.
Slide 5
Limitations of the Behavioral View Page 408 There are some
dangers to using extrinsic motivation Students may return to their
unacceptable behavior once the reward is received. Student may
expect a reward each time and for every tasks. Using extrinsic
motivation may lessen a students intrinsic motivation also known as
undermining effect.
Slide 6
Social Cognitive View Page 409 There are two factors that
influence motivation to learn. Observing others Self-efficacy
Modeling may be extremely powerful.
http://www.calstat.org/classroom/mod_3/lesson1.html
Slide 7
Importance of Self-Efficacy Page 410 Four choices of learning
goals 1. Performance Approach for those that will perform for the
specific test, activity, etc. 2. Performance Avoidance- for those
that will avoid performing for a specific subject, obstacle, etc,
in order hide themselves from possible failure. 3. Mastery
Approach- for those that believe intelligence could be improved. 4.
Mastery Avoidance- for those that believe intelligence can not be
improved Outcome Expectations Students may already have an
expectation of what the outcome will be on an assignment.
Attributions High Self-efficacy / failure leads to working harder
while success leads to great effort and ability Low self-efficacy /
failure may be blamed on someone or something else while success is
seen as luck.
Slide 8
Choices of Learning Goals Cont Page 410 PerformanceMastery
Approach Memorizing material for a test without understanding it.
(high self-efficacy) Organizes notes and material to make sense of
it, practices often, and makes improvements from mistakes (high
self - efficacy) Avoidance Procrastination, scheming through notes
or material (low self-efficacy) Avoids participating in discussion
in order to hid their incompetence. (low self-efficacy)
Slide 9
Other Cognitive View Page 411 There are 5 characteristics that
effect students intrinsic motivation to learn: Cognitive
development and the need for conceptual organization The need for
achievement Attribution theory Beliefs about the nature of
cognitive ability The effect of interest on intrinsic
motivation
Slide 10
Cognitive Development and the Need for Conceptual Organization
Page 411 Cognitive development views is based on Jean Piaget's
principle of equilibration, assimilation, accommodation and schema
formation. Piagets proposed that children possesses and inherent
desired to maintain a sense of organization and balance in their
conception of the world (equilibrium). cognitive development view
of motivation: strive for equilibration; master the
environment.
Slide 11
Need for Achievement Page 412 Need for achievement revealed by
desire to attain goals that require skilled performance: High-need
achiever prefer moderately challenging tasks Low-need achievers
prefer very easy or very hard tasks
Slide 12
Attribution Theory Page 412 A body of research into the ways
that students explain their success or failure, usually in terms of
ability, effort, task difficulty, and luck. Examples: I just have a
poor head for numbers. (lack of ability) I didnt really study for
the exam ( lack of effort) That test was the toughest Ive ever
taken (task difficulty) I guessed wrong about which sections of the
book to study (luck)
Slide 13
Beliefs about the Nature of Cognitive Ability Page 413
Children's motivation for learning is affected by their beliefs
about the nature of ability. Changes in beliefs about ability occur
during 7 and 8 yrs old and between 10 and 12 yrs old according to
Carol Dweck. There is 3 categories that students can be placed on
based on their beliefs about the nature of cognitive ability.
Entity theorists Incremental theorists Mixed theorists
Slide 14
The Effect of Interest on Intrinsic Motivation Page 415
Interest can be described as a psychological state that involves
focused attention, increased cognitive functioning, persistence,
and emotional involvement. Personal interest marked by intrinsic
desired to learn that persists over time. some factors that
influence personal interest are: level of prior knowledge, the
degree of competence one attains in a subject or activity.
Situational interest is context dependent and short term. factors
that influence situational interest are: the opportunity to engage
in hands on activities, the opportunity to observe influential
models, the teachers use of novel stimuli, the teachers use of
games and puzzles.
Slide 15
Limitations of Cognitive Views Page 418 Although cognitive
development theory, with its emphasis on people's need for a
well-organized conception if the world, can be useful as a means
for motivating students, it has a major limitation: it is not
always easy or even possible to induce students to experience a
cognitive disequilibrium sufficient to stimulate them to seek
answers. Need for achievement difficult to assess on basis of
short-term observations Faulty attributions difficult to
change
Slide 16
Humanistic View Page 428 Abraham Maslow April 1, 1908 June 8,
1970 He earned his Ph.D. in a psychology. After graduating he
prepared for a career in psychoanalyst and became interested in
anthropology. His theory consists of the five level hierarchy of
needs.
Slide 17
Maslows Theory Physiological needs are at the bottom of the
hierarchy, followed in ascending order by safety, belongingness and
love, esteem, and self-actualization needs. The first 4 needs are
often referred to as deficiency needs because they motivate people
to act only when they are unmet to some degree. Self-actualization
is often called a growth need because people constantly strive to
satisfy it. Page 429
Slide 18
Implications of Maslows Theory Page 429 When deficiency needs
are not satisfied, people are likely to make bad choices. When the
need for self-actualization is activated is a person likely to
choose wisely when given the opportunity. The teacher should do
everything possible to see that the lower level needs of students
are satisfied so that students are more likely to function as the
higher level. The importance of positive teacher-student
relationships.
Slide 19
Limitations of Maslows Theory Page 430 Teachers may be able to
satisfy some deficiency needs but not others. You may not be able
to determine precisely which of a students needs are unsatisfied.
You may be quite sure that a student lacks interest in learning
because he feels unloved, but you may not be able to do much about
it.
Slide 20
Teacher Interview Mrs. Rodriguez-4 th grade English teacher at
Wilson Elementary School in Harlingen. What method of motivation do
you use with your classroom? Praise, encouragement, rewards, token
system (treasure box) When you see that a student is not learning
because he/she is hungry, what do you do? Quietly I will offer them
a snack just to hold them off till lunch. Do you believe Maslows
theory of hierarchy of needs is a tool for motivation? Yes indeed.
The students need to be satisfied with these needs to be able to
learn and succeed. If one deficiency need is not met, he or she
will not get to that self-actualization stage. As a teacher, do you
do everything possible to satisfy the students hierarchy of needs?
Of course I do, but at the same time I know that all needs might
not be able to be met. As a teacher you can only try your best to
help out your students as best as you can.
Slide 21
Self-Perception Page 431 Initiated to develop the knowledge of
motivation. The book discussed how psychologists perceived the
elements of self perception as a component which plays a part in
students motivation. The following slide displays the table in the
textbook, which illustrates the types of self- perception.
Slide 22
Comparing Self-Description, Self-Esteem, Self-Concept, and
Self-Efficacy Page 431 Type of Self PerceptionMajor
CharacteristicsExamples Self description The largely nonevaluative
picture people have of themselves. I am a sixth grader. I am five
feet one inches tall. My favorite subject is history. Self Esteem
The global evaluative judgments people make of themselves. I am
good person. I am happy with myself the way I am.: I feel inferior
to most people. Self Concept The evaluative judgments people make
of their competence in specific areas or domains and their
associated feelings of self-worth. Im pretty good at sports. I have
always done well in math. My academic skills are about average.
Self efficacy The beliefs people have about their ability to carry
out a specific course of action. I believe I can learn how to use a
computer program. I dont think Ill ever figure out how to solve
quadratic equations. Im sure I can get at least a B in this
course.
Slide 23
Correlating Self-concept with Motivation and Learning Page 432
Studies have shown that high academic self- concept yields higher
grades. Vice versa educational success increases self-concept.
Mathematically speaking the textbook describes it as a reciprocal
of one another.
Slide 24
Disadvantages of Self-Perception Page 432 The general
evaluation of the components of self-perception. The difference
made in a student may take time to develop.
Slide 25
Journal Article Motivation and Education by Lisa VanDamme from
Captialism Magazine (June 10 th, 2010) EDCI 4322 PP Motivation
Article Ref.pptx
Slide 26
Implementing both Intrinsic and Extrinsic with the use of
Technology Page 435 The text discusses both types of motivation by
relating them to one another as a parallel situation. By utilizing
a computer students receive a response which illustrates extrinsic
motivation and positive improvement which illustrates intrinsic
motivation.
Slide 27
Does Technology Indeed Increase Motivation? Page 436 Certain
reviews have shown technology to show positive effects for a brief
period of time, alternatively studies have shown that technology
achieves an increment in motivation. Examples of the use of
technology utilized, are the LEGO/LOGO and power point
programs.
Slide 28
Student Survey Student Motivation Survey GENDER: Male or Female
AGE: ____________ GRADE: ____________ PLEASE RANK WHAT MOTIVATES
YOU TO DO WELL IN SCHOOL 6 is the highest and most important and 1
is the lowest and least important Recognition, being praised,
hearing my teacher tell me I did a good job. _____ Learning
something that is important to me _____ Being able to participate
and contribute ideas in class _____ Having a fun day on Fridays
(movie, games, free time) _____ Getting good grades and passing
_____ Getting prizes and treats _____
Slide 29
Lets Play Jeopardy jeopardylabs.com/play/motivation33
Slide 30
Three Letters from Teddy http://www.makeadifferencemovie.com/
www.our-kids.org/Archives/Teddys_3_letters.html
Slide 31
References: 1. Textbook: Psychology Applied to Teaching.
Snowman, McCown, and Biehler. Chapter 12 Motivation 2. Teacher
Interview: Mrs. Rodriguez (4 th grade English) 3. Article: Lisa
VanDamme. Motivation and Education. Capitalism Magazine (June 10
th, 2010) 4. Survey: Completed survey from all grade levels
students 5. Video:
http://www.makeadifferencemovie.com/http://www.makeadifferencemovie.com/