The means by which we start and continue an objective orientated process. Eggen & Kauchak (2010)

What are the theories? Behaviourist- Changes in behaviour Cognitive- Personal expectations and beliefs and desire to understand –S–S–S–Sociocognitive- build on cognitive views including external social influence Sociocultural- Involvement in a learning community Humanistic- efforts to reach full capability

Self- actualisation Growth Needs Deficiency Needs Learners Needs Maslow’s hierarchy of needs (adapted from Eggen & Kuchak, 2010, p. 290) Physical - Survival & Safety Physical - Survival & Safety Social - Belonging Social - Belonging Emotional - Self esteem Emotional - Self esteem Self-actualised - Growth Needs Self-actualised - Growth Needs Deficiency needs have to be met before students are motivated to learn

Learners Beliefs Expectations: Future outcomes Expectations: Future outcomes Intelligence Intelligence Self Efficacy: Capabilities Self Efficacy: Capabilities Value Value Attributions: Causes of Performance Attributions: Causes of Performance If learners have a positive belief, (eg. they can succeed at a given task) then there will be a positive increase in their motivation however if they believe they will not succeed a decrease will occur.

Learners Goals Mastery Mastery Performance approach & avoidance Performance approach & avoidance Social Social Work-Avoidance Work-Avoidance Motivation can be increased when specific, achievable yet challenging goals are set by learners

How Teachers can capitalise… Learners Needs –I–I–I–Interact positively with students –W–W–W–Where appropriate give choices –A–A–A–Attempt to instil the attitude that with more effort comes increased ability –G–G–G–Give evidence that competency is increasing Learners Beliefs –E–E–E–Encourage expectations of success and high self-efficacy (provide scaffolding where needed) –P–P–P–Promote an incremental view of intelligence (increases of aptitude & ability can be achieved by increase of effort) –S–S–S–Support attitudes of attributing success and failure to increased or decreased effort (promote attribution training) Learners Goals –E–E–E–Encourage learners to set and monitor their own goals – P– P– P– Promote the use of mastery and social-responsibility goals

Eggen, P. & Kauchak, D. (2010) Educational Psychology Windows on Classrooms (8th ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. References: