What factors motivate Students to Learn? Fred Mason Faculty of Kinesiology, University of New Brunswick Part of CETL’s Winter Warmer Series February , 2017

How do students’ values and expectancies influence their motivation?

CETL’s Winter Warmer Series Nicole O’Byrne - “How do Students’ Prior Knowledge Affect Their Learning?” Ben Newling - “How does the Way Students Organize Knowledge Affect Their Learning?” “What Factors Motivate Students to Learn?” Kathy Wilson - “How do Students Develop Mastery?” – Feb 28 Ted Needham – “What Kinds of Practice and Feedback Enhance Learning?” – March 14 Nadya Ladouceur – “Why Do Student Development and Course Climate Matter for Student Learning?” – March 23 Dawn MacIsaac – “How do Students Become Self-Directed Learners?” – March 29

Students’ prior knowledge can help or hinder learning. How students organize knowledge influences how they learn and apply what they know. Students’ motivation determines, directs and sustains what they do to learn. To develop mastery, students must acquire component skills, practice integrating them, and know when to aplly what they have learned. Goal directed practice coupled with targeted feedback enhances the quality of student learning. Students’ current development interacts with the social, emotional and intellectual climate of the course to impact learning. To become self-directed learners, students must learn to monitor and adjust their approaches to learning. Research Practice

The Motivation Principle Students’ motivation determines, directs and sustains what they do to learn. “When students find positive value in a learning goal or activity, expect to successfully achieve a desired learning outcome, and perceive support from the environment, they are likely to be strongly motivated to learn.” p. 5.

Most theories of motivation position 2 concepts at core of framework: The subjective value of a goal The expectancies – the expectations of successful attainment of the goal Wigfield & Eccles (2000), Expectancy-value theory of motivation, Contemporary Ed. Psych, 25, 68-81.

Number of goals in operation at the same time Goals = Context Number of goals in operation at the same time

Types of goals students may have Performance goals – normative standards, do what’s necessary to demonstrate competence, intelligence, & make gains Performance Approach Goals Performance Avoidance Goals Learning goals – gain competence & truly learn what an activity or task can teach them. Work-avoidant goals; affective goals, social goals

Research suggests that students with multiple goals will perform better and be better motivated…. So what types of goals will students be motivated to pursue? This is where VALUES come in.

Values “a goal’s importance, its subjective value, is one key feature influencing motivation to pursue it.” p. 74 Wigfield & Eccles (1992, 2000) – 3 broad determinants of subjective value Attainment value – satisfaction from mastery & accomplishment of a goal Intrinsic value – satisfaction from simply doing the task, rather than its outcome Instrumental value – degree to which activity or goal helps accomplish other important goals, such as attaining extrinsic rewards POTENTIAL REINFORCEMENT OF THEM ALL, BUT VALUES NOT ENOUGH ALONE

Expectancies Simply put, people are motivated to pursue goals and outcomes that they believe they can successfully achieve… …and the converse is equally true. Outcome expectancies – belief that specific action will bring a desired outcome. Efficacy expectancies - belief one is capable of initiating and executing a course of action that will bring about a desired outcome.

Expectations for success and Agency (Psych 101?) Prior experience a big influence. Reasons they attribute success in the past If attributed to internal and controllable causes, likely to expect future success If attributed to external and uncontrollable causes, less likely to expect future success With failure, likely to remain motivated if attributed to temporary and controllable factors.

“Values and expectancies do not operate in vacuum… … indeed, they interact with the broader environmental context in which they exist.” p. 79 Values & Expectancies

Perception of env. Goals = Context

Strategies to establish Value Connect the material to the students’ interests. Provide authentic, real-world tasks. Show relevance to students’ current academic lives. Demonstrate the relevance of higher level skills to students’s future professional lives. Identify and reward what you value. Show your own passion and enthusiasm for the discipline.

Strategies to help students build positive expectancies Ensure alignment of objectives, assessments and instructional strategies. Identify an appropriate level of challenge. Create assignments that provide the appropriate level of challenge. Provide early success opportunities. Articulate your expectations. Provide rubrics. Be fair. Educate students about the ways we explain success and failure. Describe effective study strategies.

Strategies for both value and expectations Provide flexibility and control. Give students an opportunity to reflect.