Motivation

• How does motivation influence learning?

Created by Wallace Hannum © 2010

BF Skinner

• View of motivation– must define motivation in behavioral terms– intertwined with behaviors and reinforcement – can’t consider intrinsic motivation

• Motivation and instruction– already accounted for by proper reinforcement– doesn’t add to our understanding– don’t talk about motivation as cause of behavior– we do what we have been reinforced to do– define desired behaviors and use reinforcement to

produce & sustain them

RM Gagne

• View of motivation– based on concept of competence– drive to become more capable– recognizes role of reinforcement– motivation not same as gaining learner’s attention

• Motivation and instruction– appeal to learners’ sense of becoming more capable– increase expectancy of success and its benefits– stress application of learning and what this makes

possible

DP Ausubel

• View of motivation– not essential for learning– more an outcome from learning than a cause of it

• Motivation and instruction– don’t focus on motivation– create effective instructional materials/lessons– motivation will follow effective instruction– follow Ausubel’s instructional strategy prescriptions

and motivation isn’t an issue

JS Bruner

• View of motivation– essential for learning – emphasis on learners’ intrinsic motivation– does not recognizes role of reinforcement as important– motivation essential for learning– role of natural curiosity

• Motivation and instruction– give learners a role in selecting topic of instruction– engage learners in discovery processes– allow learners to suggest instructional activities– use problem-solving environments, not direct

instruction

A Bandura

• View of motivation

– motivation has influence on actions more than learning

– importance of self-efficacy in motivation

– recognizes role of reinforcement in motivation

– motivation can result from vicarious experiences

• Motivation and instruction

– ensure opportunities for observation of effective models

– directly reinforce desired behaviors indicative of motivation

– allow learners to develop strategies for self-reinforcement

– Provide encouragement as way to enhance self-efficacy

L Vygotsky

• View of motivation– somewhat important but not essential for learning– is enhanced by working on interesting problems– is enhanced when level of challenge is appropriate

• Motivation and instruction– select problems that are interesting to learners as

basis of instruction– ensure cultural relevance and appropriateness of

curriculum and instructional activities– keep learners working within their ZPD

Summary

• The theorists differ regarding what motivation is and its importance for instruction

• Some theorists focus on extrinsic motivation while others focus on intrinsic motivation

• Some theorists suggest we should include motivational activities during instruction, while others would not do so