•What is Motivation?•4 approaches to motivation•Self-Determination•Goal Orientation and Motivation•Interests and Emotion•Self-Efficacy and Attribution Theory•Activity•Skit•Discussion

Intrinsic Motivation The result of internal

Influence(s): Engaging in an activity for its inherent

satisfactions rather than for some separable consequences

Extrinsic MotivationThe result of external Influence(s):

Engaging in an activity in order to attain some separable outcome

-An internal state (force that comes from within) that arouses, directs and maintains

behaviour as the result of either internal and/or external motivation.

1. Behavioural extrinsic • rewards and incentives

2. Humanistic intrinsic • competence, self-esteem, and autonomy

3. Cognitive intrinsic • curiosity, individual thinking

4. Socio-cultural intrinsic • learning communities

• Motivation develops from within us, grounded in our basic human needs to develop our skills and capacities, to act of our own accord, and to connect to others and to our environment

• Developed by Edward L. Deci and Richard M. Ryan in 1985

• Often viewed as a modern take on Maslow's hierarchy of needs and a contrast to the behavioural view of motivation

• SDT is comprised of 5 mini-theories

There are THREE fundamental needs required to support people's natural inclination towards learning:

• Competence: Belief of effectiveness in a particular area

• Autonomy: Desire to have our own wishes and control of our destiny

• Relatedness: Desire to establish close emotional bonds and attachments with others

• A goal is an outcome or attainment that an individual is striving to accomplish.

• According to Locke & Latham (1990), there are four main reasons that goal setting improves performance.

1. Direct our attention to the tasks at hand.

2. Mobilize effort.

3. Increase persistence.

4. Promote developing new strategies when old strategies fall short.

• Goals that are specific, moderately difficult, and likely to be reached in the relatively near future tend to enhance motivation and persistence (Pintrich & Schunk, 2002; Stipek, 2002).

Are patterns of beliefs about goals related to achievement in school.

Students categorize goals in terms of one of four main orientations:

1. mastery (learning)2. performance (looking good)3. work-avoidance4. social

(Murphy & Alexander, 2000; Pintrich & Schunk, 2002).

1. Mastery: goal is to improve and to learn regardless of the mistakes you make and how awkward you appear.

2. Performance: the goal is to care about demonstrating your ability to others.

3. Work-avoidance: the goal is just to avoid work; students don’t want to learn or look smart.

4. Social: the goal is to be connected to others or to be part of a group (there is a wide variety of needs and motives for this).

• Students like learning about things they’re interested in .

• Trait vs State interests

• Curiosity

• Cognitive Vs Affective

• Interfering with achievement

• Coping mechanisms

• How Teachers can help Anxious Alessia’s

• An individual’s belief in their ability to succeed at a particular task.

Self-efficacy is conditioned by four sources:

1) Mastery experience (previous performance)2) Vicarious experience3) Social persuasion4) Physiological states

1. Entity theory of intelligence:-an internal unchangeable characteristic

2. Incremental theory of intelligence:-a characteristic that can increase with effort; malleable

• Developed by Fritz Heider and used by Bernard Weiner to develop an achievement framework

• explains how people tend to look for explanations for their successes and failures

1. Locus: whether the location of the cause is external or internal

2. Stability: whether the cause stays the same or can change with context

3. Responsibility: whether the person can control the cause

• Attributional Training Hypothesis:- Students who are trained to attribute success or

failure to effort are more likely to work harder than students who attribute their performance to ability.

• Attributional feedback Hypothesis:- When a teacher shows sympathy or pity when a

student fails, they convey the idea that the student lacks ability.

• Reinforce success based on ‘effort’ instead of ‘ability’

• Pay attention to student’s needs and modify tasks when required; leads to success and motivation

• Make internal based, simple and appropriate statements

ANY QUESTIONS?