© 2008 McGraw-Hill Higher Education. All rights reserved. CHAPTER 13 Motivation, Teaching, and Learning

© 2008 McGraw-Hill Higher Education. All rights reserved. Motivation involves the processes that energize, direct, and sustain behavior.

© 2008 McGraw-Hill Higher Education. All rights reserved. Extrinsic vs. Intrinsic Motivation Extrinsically Motivated Students Do something to obtain something else. Are influenced by rewards and punishments. Intrinsically Motivated Students Demonstrate self- determination by doing something for its own sake. Increase motivation when they are given some personal choice.

© 2008 McGraw-Hill Higher Education. All rights reserved. Intrinsic/Extrinsic Scale Scoring Intrinsic Motivation Scale  3, 5, 7, 8, 11, 13, 17, 20, 23, 26, 27, 28, 30  Reverse scored: 9, 14 Extrinsic Motivation Scale  2, 4, 6, 10, 12, 15, 18, 19, 21, 24, 25, 29  Reverse scored: 1, 16, 22

© 2008 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The behavioral perspective emphasizes external rewards and punishments as keys in determining student motivation.

© 2008 McGraw-Hill Higher Education. All rights reserved. Self-Efficacy Make sure students are not overly aroused or anxious Provide students with support from positive adult and peer models Help students develop short- and long-term goals Teach specific strategies

© 2008 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The cognitive perspective focuses on students’ competence motivation, their internal motivation to achieve, their attributions, and their beliefs that they can effectively control their environment.

© 2008 McGraw-Hill Higher Education. All rights reserved. Attribution Theory Attribution theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. Want to know causes Don’t randomly assign causes Causes we assign influence subsequent behavior

© 2008 McGraw-Hill Higher Education. All rights reserved. IAR Scoring 1. b. I+14. a. I-27. b. I- 2. a. I+15. b. I-28. b. I+ 3. b. I-16. b. I+29. a. I+ 4. b. I-17. a. I+30. a. I- 5. a. I+18. a. I-31. b. I+ 6. a. I+19. b. I-32. a. I+ 7. b. I-20. a. I+33. b. I- 8. a. I-21. b. I+34. b. I- 9. b. I+22. b. I- 10. b. I-23. a. I- 11. a. I-24. a. I+ 12. a. I+25. b. I+ 13. b. I+26. a. I-

© 2008 McGraw-Hill Higher Education. All rights reserved. IAR Scoring (con’t) Add up the I+: tendency to assume credit for positive events Add up the I-: tendency to assume blame for negative events

© 2008 McGraw-Hill Higher Education. All rights reserved. Attribution Theory Bernard Weiner Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem. Failure due to external factors causes anger. Failure due to internal factors may cause guilt. Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success. Controllability: Attributions to a cause that someone (the person or another person) can control

© 2008 McGraw-Hill Higher Education. All rights reserved. Attribution Theory

© 2008 McGraw-Hill Higher Education. All rights reserved. James believes he did well on a test because he was lucky. Q.1: Describe James’ attribution along Weiner’s dimensions. Steve believes he did poorly on a test because he is stupid. Q.2: Describe Steve's attribution along Weiner’s dimensions. Weiner’s Attribution Theory Theory into Practice

© 2008 McGraw-Hill Higher Education. All rights reserved. Sally believes she did poorly on a test because she didn’t study enough for this test. Weiner’s Attribution Theory Theory into Practice Q.3: Describe Sally’s attribution along Weiner’s dimensions. Sandra believes she did poorly in a class because the teacher doesn’t like her. Q.4: Describe Sandra's attribution along Weiner’s dimensions.

© 2008 McGraw-Hill Higher Education. All rights reserved. John Atkinson – Achievement Motivation Theory Motive to approach success Motive to avoid failure nAch (need for achievement) B = M * P * I

© 2008 McGraw-Hill Higher Education. All rights reserved. Social Cognitive Theory – Carol Dweck Implicit Theory Goals Confidence Behavioral Pattern Incremental LearningHigh Low Entity Performance High Low

© 2008 McGraw-Hill Higher Education. All rights reserved. Social Cognitive Theory – Carol Dweck Implicit Theory Goals Confidence Behavioral Pattern Incremental LearningHighMastery- oriented LowMastery- oriented Entity Performance High**Helpless LowHelpless

© 2008 McGraw-Hill Higher Education. All rights reserved. Helplessness Helpless  Failure avoiding  Failure accepting

© 2008 McGraw-Hill Higher Education. All rights reserved. Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well. Q: What goal orientation is Susan demonstrating? Goal Theory (Mastery Motivation) Theory into Practice

© 2008 McGraw-Hill Higher Education. All rights reserved. Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy. Q: What goal orientation is Shana demonstrating? Goal Theory (Mastery Motivation) Theory into Practice

© 2008 McGraw-Hill Higher Education. All rights reserved. Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class. Q: What goal orientation is Sally demonstrating? Goal Theory (Mastery Motivation) Theory into Practice

© 2008 McGraw-Hill Higher Education. All rights reserved. Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine. Goal Theory (Mastery Motivation) Theory into Practice Q: What goal orientation is Steve demonstrating?

© 2008 McGraw-Hill Higher Education. All rights reserved. Enter the Debate Should teachers help students who struggle by giving them assignments they can easily accomplish? YESNO

© 2008 McGraw-Hill Higher Education. All rights reserved. Perspectives on Motivation The humanistic perspective stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities.

© 2008 McGraw-Hill Higher Education. All rights reserved. Students with Achievement Problems Protection of Self-Worth by Avoiding Failure Guide setting of realistic goals, strengthen link between effort and self-worth, and encourage positive self-perceptions Low Achievers with Low Expectations Provide reassurance and cognitive retraining, and reward effort and progress toward realistic goals High Anxiety Modify negative thoughts by engaging students in more positive, task-focused thoughts

© 2008 McGraw-Hill Higher Education. All rights reserved. Students with Achievement Problems Perfectionists Identify cost/benefits, decrease self- criticism, set realistic goals and time limits, and encourage acceptance of criticism Procrastinators Encourage acknowledgement of problem, assist in time management and task analysis, and teach behavioral and cognitive strategies for dealing with problem

© 2008 McGraw-Hill Higher Education. All rights reserved. Perfectionism

© 2008 McGraw-Hill Higher Education. All rights reserved. Hard-to-Reach, Low-Achieving Students 1. Develop positive teacher-student relationships 2. Make school more interesting 3. Teach strategies to make learning enjoyable 4. Consider including a mentor