CHAPTER SIX MOTIVATION AND AFFECT

CASE STUDY: MICHAEL On what factors does Michael initially blame his failure? What effects do his early beliefs appear to have on his classroom behavior and study habits? To what factors does Michael later attribute his success? How have his changing beliefs affected his learning strategies? How might Michael feel about algebra when he is initially failing assignments and quizzes? How might he feel after he becomes more successful?

MICHAEL’S VIEWPOINT Michael initially may believe he is failing because of (a) his own low ability, and (b) his teacher’s poor instruction. With teacher help and his own increased effort, Michael gains better understanding of algebra and gains control of the situation. When Michael gains control, his confidence improves and he works hard to master algebra.

MOTIVATION * Motivation is an inner state that energizes, directs, and sustains behavior. It gets learners moving, points them in a particular direction, and keeps them going.

GENERAL IDEAS: Theories of Motivation People like to believe they can perform an activity competently. Their self-confidence (or lack thereof) related to that activity affects their behavior.

AFFECT * Affect is a close partner of motivation. It is the feelings, emotions, and general moods that learners bring to bear on a task.

BASIC HUMAN NEEDS THAT AFFECT MOTIVATION AND WELL-BEING Arousal. Competence and self-worth. Control over the course of one’s life, or self-determination. A feeling of connection to other people, or relatedness.

GENERAL PRINCIPLES: How Motivation Affects Behavior, Cognition, and Learning ▪Motivation directs behavior toward particular goals. ▪Motivation increases effort and persistence in activities. ▪Motivation affects cognitive processes. ▪Motivation determines reinforcing and punishing consequences. ▪Motivation often leads to improved performance. → Intrinsic motivation is more beneficial than extrinsic motivation. → Immediate environments influence intrinsic and extrinsic motivation.

GENERAL PRINCIPLES: Cognitive Factors in Motivation Learners find some topics inherently interesting. Learners want chances of success in voluntary activities to be reasonably good. If chances of success are slim, learners will behave so that success is less likely. Learners are more likely to devote time to activities that have value for them. The nature of goals related to their academic achievement influence learners’ cognitive processes and behaviors. Learners must juggle achievement goals with their many other goals.

MORE PRINCIPLES: Cognitive Factors in Motivation Learners identify what are, in their own minds, the likely causes of their successes and failures. Learners’ attributions for past successes and failures affect their future performance. With age, learners increasingly attribute their successes and failures to ability rather than to effort. Over time, learners acquire a general attributional style. Culture influences cognitive factors underlying motivation. Cognitive factors underlying sustained motivation build up over time.

GENERAL PRINCIPLES: Affect and Its Effects Affect and motivation are interrelated. Affect is closely tied to learning and cognition. Positive affect can trigger effective learning strategies. Affect can also trigger certain behaviors. Some anxiety is helpful, but too much may be a hindrance. Different cultures nurture different emotional responses.

STRATEGIES: Addressing Students’ Basic Psychological Needs Conduct stimulating lessons and activities. Protect and enhance students’ self-efficacy, sense of competence and self-worth. Present challenges that students can realistically accomplish. Give students control over some aspects of classroom life. Use extrinsic reinforcers when necessary, but make sure to preserve students’ sense of self-determination. Evaluate student performance in ways that communicate information rather than control.

MORE STRATEGIES: Assessing Students’ Psychological Needs Help students meet their need for relatedness. Relate assignments to students’ personal interests, values, and goals. Focus students’ attention more on mastery than on performance goals. Ask students to set some personal goals for learning and performance. Form and communicate optimistic expectations and attributions.

MORE STRATEGIES: Assessing Students’ Psychological Needs Minimize competition. Get students emotionally involved in the subject matter. Foster emotional self-regulation. Keep anxiety at a low to moderate level. After students make the transition to middle school or high school, make an extra effort to minimize their anxiety and address their need for relatedness.