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Motivation

Thinking About Motivation



� Motivation is the

process whereby

goal-directed

activity is instigated and sustained.



�Goals are about where

we want to be.1. which goals

we set2. which goals

we value

and

3. which goals we

keep working at.

Goals are related to who

we Want To Be.



� Who students think they

are affects what they

want.

� Self-Efficacy (whether

or not they are capable

of achieving a goal)

� Things that effect self-

efficacy:

� Mastery

experiences

� Vicarious

experience

(models)

� Verbal persuasion



For many students there

is a discrepancy betweenwho they are and whothey want to become«

� «it can be motivating ± if students think they

can change. ± if they can make

connections betweenthe present and the

future.

� «or devastating ± if students don·t think

they can change

± if they are too focusedon the present.



� Future time perspective(FTP) is the degree towhich and the way in

which the chronologicalfuture is integrated intothe present life-space of an individual through

motivational goal-settingprocesses.



� Perceivedinstrumentality is an

individuals

understanding of theinstrumental value of a

present behavior for

future goals (Van

Calster, Lens, & Nuttin,

1987).





Beliefs about Ability lead

to goal orientations.

Incremental = Mastery

Entity = Performance



� Mastery goal orientation (Good)

±Students are mostly concerned with

mastering the task at hand ±Failure suggests areas for improvement

can be motivating.



Performance goalorientation (Bad)Students are mostly concerned withdoing better than othersStudent fears that failure indicates

something about their ABILITY todo the task.



� Mastery is

INTRINSICALLYmotivating

� Intrinsic motivation:wanting to do

something justbecause it isin andof itselfenjoyable!





� Controlling rewards

� Threats and deadlines

� Evaluation and surveillance

Thumb Rule: If someone

else made you its not

intrinsic motivation its

EXTRINSIC motivation.



Its EXTRINSIC



� Application Essay ± Students need to make connections to their own lives.

± Students need to make those connections themselves.

� Group Essays ± Tuesday lecture (1.5 hrs): Students write essay questions concerning th

weeks set of readings.

± ThursdayGroupwork (1.5 hrs):

� Students assigned to 4-5 person groups, work together each week.

� I take students questions from Tuesday and construct 5 questions forThursday group assignment.

� Each group completes an essay (of their choice), in collaboration.

� The essay AND collaborations are evaluated.



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