Module 16 Cognitive Theories of Motivation - Weebly

Cognitive Theoriesof motivation

Please take 5 minutes to read over your Unit 5 Case Study.

Then Nathan will present.

Goals for Today:

1. Identify and explain the 3 theories of motivation

2. Discuss strategies for helping motivate students in the classroom.

3. Reflect on serious motivational problems for students.

# 1: Identify and explain the 3 theories of motivation

Expectancy-value TheoryGoal Theory

Attribution Theory

Cognitive Theory # 1 Expectancy-Value

Which represents “expectancy”? Which represents value?

“Can I succeed?”

• Expectancy (or believing you can succeed) depends on student’s ______________________.

• Competency Belief: a judgement you make about your own ability in a certain area in comparison to others’ ability

• based on _________________ and social and cultural factors

• How do competency belief and self-efficacy differ?

“Do I value this task?”

• three different types of value that students place on tasks:

• 1. intrinsic value - the task satisfies an ________ or provides enjoyment.

• 2. attainment value - you are motivated because you want to become better at the task

• 3. utility value - provides an external purpose; useful for accomplishing a ______________ or ________________ goal.

Example of which value? • Amanda is taking a sewing class so that she can become a

“good seamstress” like her mother.

• John is tolerating his biology class because he is determined to pursue his dream to be a doctor.

• Mr. Roberts is a teacher because each day he finds himself enjoying his work, learning new things, as time flies by!

• Mark is a perfectionist. In each of his classes he wants to earn an “A” so that he is the best student he can be.

• Leah is currently enrolled in a photography course. Her thought is that one day it might make a fun part-time job or at least teach her how to make better pictures.

Your turn...

• Think of a class or task you have completed that had this value.

• intrinsic value

• attainment value

• utility value

Cognitive Theory # 2 Goal Theory

•our goal orientation drives our behavior and choices

•Two types of goals: mastery or performance goals

•Two types of attitudes towards: approach or avoidance.


Performance Goals

“a need to achieve and a fear of failure”

often seeks to outperform others



Mastery Goals

“focus on improving intellectually [or] acquiring

new skills”


Approach Goals reflect a tendency to approach academic goals

with effort and perseverance



Avoidance Goalsreflect tendency to “avoid situations that may lead to

failure”

comparison to others

self-focused

Performance Mastery

Approach

Avoidance

MasteryMastery


self-focused

Performance Mastery

Approach

Avoidance

Place the following in the correct box.

1. Want highest grade in class so they study a lot.

2. don’t want to look stupid so they don’t speak out in class.

3. Don’t care about the assigned task so they put in no effort.

4. asks excellent questions in class in order to better understand the

material

MasteryMastery


self-focused

Performance Mastery

Approach

Avoidance

Cognitive Theory # 3 Attribution Theory

• “Humans naturally seek to understand why events have occurred.” (p.282)

• Based on 3 dimensions

• locus:

• stability:

• controllability:


• “entity view of ability” - believe that ability _________ and _________________.

• Example:

• “I am just not good at science.”

• “I’ll never be an organized person.”


• “incremental view” - believe the view is _________ and _________________.

• Example: “I studied a lot so I did well on the test.”

• “If I take good notes in class this week I will get better grades.”

How do you interpret your academic successes and failures?

# 2: Discuss strategies for helping motivate students

in the classroom.

student techniquesclassroom techniques

Student-level techniques

• “_______________ ________________ “ - help students change the attributes they put on their success and failure;

• provide short-term mastery goals and teach strategies on how to accomplish them - then the students will realize they can succeed based on both effort & ability

Classroom-level techniques

• minimize ________________ - which focuses on extrinsic instead of intrinsic motivation for accomplishing tasks; focus moves away from learning;

• be careful with methods of recognition- process/performance praise over person praise; don’t encourage comparison of grades/scores;

• share with students the _________ value of what they are learning: how it will help them meet future goals!

# 3: Reflect on serious motivational problems for

students.

learned helplessness & anxiety

Learned Helplessness

•A student who encounters frequent failures will begin to blame their failures on causes outside their control.

• Behaviors that suggest learned helplessness (p.292). “I can’t”; doesn’t pay attention; easily discouraged; doesn’t ask for help;

Learned Helplessness

•What should the teacher do? • make sure you value each student’s

opinion

• again - avoid competition and comparison

• help the student set goals and achieve those goals so the student begins to “own” their learning

Anxiety• Anxiety is both cognitive and ______________.

• experience mental worry and nervousness or tension which can hinder academic performance.

• impacts students at various times (preprocessing, processing, output stage)

• For ideas of reducing student anxiety see Chart 16.1 on p.294.

of motivationSelf Theories

3 main theories1. self-efficacy2. self-worth

3. self-determination*Each theory does focus on intrinsic

motivation and competence.

Self-efficacy• description: our expectation of being able to

accomplish a task

• key terms: self-regulation (p.301), teacher efficacy (p.302)

• core needs: we need to believe we can succeed with the task.

• focus: on one specific area (like math, soccer, writing);

• formed by: past performance, observing others, verbal encouragement, our emotional responses

Self-worth• description: our need to maintain a sense of feeling

competent;

• key terms: success-oriented students, over-strivers, failure-avoiding & failure-accepting students;

• core needs: protect our own reputation & prove our ability level.

• focus: more broad - not based on one specific area or skill

• formed by: our beliefs and perception, comparisons made with others, and our past experiences

Self-determination• description: when we feel the freedom to pursue goals and

activities we care about;

• key terms: autonomy, Maslow’s hierarchy of needs, internalization

• core needs: to feel autonomous (that we have control of our actions)

• focus: does change based on the situation - can vary from one activity to another

• formed by: internalization process (process of acquiring beliefs/attitudes from external sources - which, over time, become a part of who we are)

Self-determination• description: when we feel the freedom to pursue goals and

activities we care about;

• key terms: autonomy, Maslow’s hierarchy of needs, internalization

• core needs: to feel autonomous (that we have control of our actions)

• focus: does change based on the situation - can vary from one activity to another

• formed by: internalization process (process of acquiring beliefs/attitudes from external sources - which, over time, become a part of who we are)

Applying self theories...• Students with high self-efficacy, positive self-worth, and self-

determination are more likely to be ___________ ________________!!

• provide students with realistic choices - to increase their autonomy

• model skills needed for success - to improve a students’ self-efficacy

• help students break down assignments into smaller goals - so that they accept responsibility for their own success!

• Show students you care about them and trust them - which promotes internalization

These application sections

of the modules often fit

very nicely into SOLUTIONS

for case studies!

Applying self theories...• Students with high self-efficacy, positive self-worth, and self-

determination are more likely to be ___________ ________________!!

• provide students with realistic choices - to increase their autonomy

• model skills needed for success - to improve a students’ self-efficacy

• help students break down assignments into smaller goals - so that they accept responsibility for their own success!

• Show students you care about them and trust them - which promotes internalization

Module 16 Cognitive Theories of Motivation - Weebly

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