theories of learning: motivation
TRANSCRIPT
M O A T T I V O N I
THE HOW OF TEACHING
MOTIVATION
WHAT IS MOTIVATION?
WHY?
MOTIVE
MOTIVATION•Internal State•Desire•Influence•Arousal•A force
Internal state or condition that activates behavior and
gives it direction
Motivation
Desire or want that energizes and directs
goal-oriented behavior
Motivation
Influence of needs and desires on the
intensity and direction of behavior.
Motivation
The arousal, direction, and persistence of
behavior.
Motivation
It is the force that energizes and directs a
behavior towards a goal.
Motivation
THE MOTIVATION-LEARNING CONNECTION
A CRUC IAL ELEMENT TO THE LEARN ING PROCESS
AROUSAL: NECESSARY FOR
LEARNING?
AROUSALA physical and psychological state or readiness in which one feels alert and attentive
FURTHER…Alertness and Attentiveness
•We gather and process information much better when we are alert than when we are asleep
HOWEVER..This arousal-motivation-learning connection is not a simple linear one in which more is better. Arousal needs to be at an optimal level, since too little or too much can be detrimental to performance.
FEAR AND ANXIETY:AROUSAL AS
DETRIMENT TO LEARNING
ANXIETYA state of arousal marked by tension and uneasiness.
A feeling characterized by varying degrees of fear and worry
MORE…Most often presented as a self-protection mechanism that surfaces in response to threatening situations.
FURTHER…
The changed in physical and psychological arousal prepares us either to flee (flight response) from the source of threat or fight off the danger.Fight-flight response
FIGHT•Verbal form•Facial Gesture
FLIGHT•Daydreaming•Fantasizing
RESEARCHES ON ANXIETY
•Naveh- Benjamin, mcKechie, and Lin•Hill & Wigfield• Tobias•Gaudry & Speilberger•Hill & Wigfield; Paulman & Kennelly• Covington & Omelich
Anxiety can interfere with attention, learning, and testing.
Researchers
Anxiety can also interfere with learning in that anxious students are more easily distracted by irrelevant or incidental aspects of task at hand
Researchers
The behavior of anxious students who perceive the classroom experience to be threatening perhaps because the history of expectation of failure because they anticipate negative consequences if they attempt to achieve
Researchers
Highly anxious children engage in behaviors that are self-disparaging
Highly anxious children often indulge in daydreaming.
Researchers
Highly anxious student divide their attention between the new material and their preoccupation with their anxiety.
Researchers
Anxious children are not processing what they read or heard. Instead they are:
•More attentive to heart palpitation;•Tension in the chest;•Or the fear of how poorly they will perform.
Researchers
Although anxiety may improve performance on simple, well practiced task, it seems to interfere with performance on new or difficult assignments.
Researchers
IN GENERAL…Anxiety that is too high can block learning and performance and teachers with highly anxious students may need to concentrate on building relationships.
Motivation
PREPARED BY:SHERWIN D. DAQUIOAG
II- BEE