Motivation Principles

Ability Conceptions

Task Orientation

Interest

Utility Value

Ability Conceptions

Something that develops as the result of effort and

persistence vs.

A fixed quantity

Task Orientation

Performance Oriented(dependent)

vs.

Task Oriented(independent)

Interest

Intrinsic Motivationvs.

Extrinsic Motivation

Utility Value

Perceives activity as useful in life outside school

vs.Perceives activity as useless and abstract

Attribution TheoryLocus of Control

Is it my doing or the other person/thing/event?

StabilityDo things stay the same or can they change?

ResponsibilityCan I control the cause?

Learned Helplessness”I have given up trying”

A GROWTH mindset

Fixed MindsetIntelligence is something fixed.Do I have enough?

Growth MindsetIntelligence is something you can develop your whole life. “I can stretch, learn, and master new things.”

A GROWTH Mindset7th grade students(Dweck, 2006)

Intelligence is unchangeable vs. can grow

2 years later: ‘unchangeable’=math scores decrease, grow=math scores increase

100 students doing poorly in mathWorkshop on study skills vs. brain

S’s taught about brain, scores increased

Praise (Allen, 2007)

128 5th grade students“You did well because you are smart”

“You did well because you tried hard”

S’s praised for IQ, reluctant to take harder test

90% praised for effort, eager to take on challenge

“I can’t improve because I have limited intelligence”

“I can improve my work by trying harder”

Students’ perceptions of their teachers’ learner-centered classroom practices are the

most significant predictors of student motivation and

achievement.McCombs (2003)

Rewards

Task-contingentReward for just doing something, participationDecline in interest for rewarded activity

Performance-contingentStudent achieves a certain standardNegative effects

Success-contingentProgress toward a goalDo not have negative effects

RewardsUse weakest reward needed to strengthen behavior

Rewards work best if they are not expected

Reward at high rate in early stages and decrease

Only reward the behavior you want

Rewards have different value for different students

Reward success, set success within student’s grasp

Use other sources than the teacher.