1. C H A P T E R 13 Motivation, Teaching, and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update.
C H A P T E R 13
Motivation, Teaching, and Learning

2. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Learning Goals
1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
2. Discuss the important processes in motivation
to achieve.
3. Explain how relationships and sociocultural contexts can support or undercut motivation.
4. Recommend how to help hard-to-reach, low-achieving students.
13.2

3. Motivation, Teaching and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching and Learning
Exploring
Motivation
What Is
Motivation?
Perspectives on
Motivation
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4. involves the processes that energize, direct, and sustain behavior.
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation…
involves the processes that energize, direct, and sustain behavior.
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5. Perspectives on Motivation The Behavioral Perspective
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Perspectives on Motivation
The Behavioral Perspective
emphasizes external rewards and punishments as keys in determining student motivation.
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6. The Humanistic Perspective
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
The Humanistic Perspective
stresses students’ capacity for personal growth, freedom to choose their own destinies, and positive qualities.

7. Maslow’s Hierarchy Being (growth) Motivation increases Needs
Self-
Actualization
Need
Being (growth)
Needs
Motivation increases
as needs are met
Aesthetic Needs
Need to know and Understand
Esteem Needs
Deficiency
Needs
Motivation
decreases
as needs
are met
Belongingness and Love Needs
Safety Needs
Physiological Needs

8. Humanistic psychology
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Humanistic psychology
Some of the characteristics of the self-actualized individual are:
An ability to perceive reality accurately
Independence, spontaneity, and creativity
Treating others with unconditional positive regard
An outlook that emphasizes problem-solving
Enjoyment of life
A good sense of humor
Not a scientific list

9. Perspectives on Motivation The Cognitive Perspective
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
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.
13.9

10. Perspectives on Motivation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Perspectives on Motivation
The Social Perspective
stresses the need for affiliation or relatedness that involves establishing, maintaining,
and restoring warm, close,
personal relationships.
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11. Motivation, Teaching, and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching, and Learning
Motivation to Achieve
Extrinsic and Intrinsic Motivation
Teacher
Expectations
Other
Cognitive
Processes
Anxiety and
Achievement
13.11

12. Extrinsic vs. Intrinsic Motivation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
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.
13.12

13. Optimal Experiences & Flow
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Optimal Experiences & Flow
Flow occurs:
When students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity.
When students are challenged and perceive that they have a high degree of skill.
13.13

14. Attribution Theory Bernard Weiner
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Attribution Theory
Bernard Weiner
Attribution Theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.
Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.
Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success.
Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.
13.14

15. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Attribution Theory
13.15

16. Weiner’s Attribution Theory Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Weiner’s Attribution Theory Theory into Practice
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.
A1: Locus -- external
Stability -- unstable
Controllability – uncontrollable
A2: Locus -- internal
Stability -- stable
Controllability -- uncontrollable
Q.2: Describe Steve's attribution along Weiner’s dimensions.
13.16

17. Weiner’s Attribution Theory Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Weiner’s Attribution Theory Theory into Practice
Sally believes she did poorly on a test because she didn’t study enough for this test.
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.
A3: Locus -- internal
Stability -- unstable
Controllability – controllable
A4: Locus -- external
Stability – stable
Controllability – uncontrollable
Q.4: Describe Sandra's attribution along Weiner’s dimensions.
13.17

18. Achievement Goal Orientation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Achievement Goal Orientation
Mastery Orientation
Students focus on the task rather than their ability
Generate solution-oriented strategies
Helpless Orientation
Students focus on their personal inadequacies
Performance Orientation
Students are concerned with the outcome rather than the process
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19. Goal Theory (Mastery Motivation) Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Goal Theory (Mastery Motivation) Theory into Practice
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?
A: Helpless orientation
13.19

20. Goal Theory (Mastery Motivation) Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Goal Theory (Mastery Motivation) Theory into Practice
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.
A: Mastery orientation
Q: What goal orientation is Shana demonstrating?
13.20

21. Goal Theory (Mastery Motivation) Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Goal Theory (Mastery Motivation) Theory into Practice
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.
A: Performance orientation
Q: What goal orientation is Sally demonstrating?
13.21

22. Goal Theory (Mastery Motivation) Theory into Practice
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Goal Theory (Mastery Motivation) Theory into Practice
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.
A: Mastery orientation
Q: What goal orientation is Steve demonstrating?
13.22

23. Self-Efficacy Teach specific strategies
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Self-Efficacy
Teach specific
strategies
Make sure students are not overly aroused or anxious
Help students develop short and long-term goals
Provide students with support from positive adult and peer models
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24. © 2006 The McGraw-Hill Companies, Inc. All rights reserved
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Enter the Debate
Should teachers help students who struggle by giving them assignments they can easily accomplish?
YES NO
During a slideshow, text may be written on the slides in the yes/no boxes, and then saved for later reference.
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25. Motivation, Teaching, and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching, and Learning
Motivation, Relationships, and Sociocultural Contexts
Social
Motives
Sociocultural
Contexts
Social
Relationships
13.25

26. Social Relationships Parents Teachers Peers Motivation to Achieve
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Social Relationships
Parents
should provide
the right
amount of
challenge in a
positive
environment
and model
achievement
behavior.
Teachers
optimize
achievement
when they provide
challenging
tasks in a
supportive
environment.
Motivation to Achieve
Peers
with high
achievement
standards will
support student
achievement in
others.
13.26

27. Sociocultural Contexts
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Contexts
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28. Sociocultural Contexts
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Sociocultural Contexts
Ethnicity
There is DIVERSITY in achievement motivation within ethnic minority groups.
Socioeconomic Status (SES)
When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.
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29. Motivation & Gender Males Females
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation & Gender
Males
Females
Have higher competence beliefs in math and sports
Are more rambunctious
Receive more teacher attention, yet receive lower grades
List more career options
Have higher competence beliefs for English, reading, and social activities
Often experience conflicts between gender roles and achievement
Are more compliant, get less teacher attention, by middle school have lower self-esteem
13.29

30. Motivation, Teaching, and Learning
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Motivation, Teaching, and Learning
Hard-to-Reach
and Low-Achieving Students
Uninterested
or Alienated
Students
Discouraged
Students
13.30

31. Provide constant reassurance as long as student demonstrates
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Discouraged Students
Low Achievers
with Low Expectations
Provide constant reassurance as long as student demonstrates
effort.
Protection
of Self-Worth
by Avoiding
Failure
Includes non-
performance,
procrastination,
and inappropriate
goal-setting.
Failure
Syndrome
Increase
self-efficacy
retraining and
attribution
training.
13.31

32. Hard-to-Reach, Low-Achieving Students
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
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.
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33. Crack the Case The Reading Incentive Program
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the Case The Reading Incentive Program
What are the issues in this case?
Analyze the case from the perspective of extrinsic and intrinsic motivation.
Analyze the case from a goal orientation perspective.
This case is on page 441 of the text.
13.33

34. Crack the Case The Reading Incentive Program
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Crack the Case The Reading Incentive Program
Why do you think Sami went from receiving one star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school?
What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?
This case is on page 441 of the text.
13.34

35. Reflection & Observation
© 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update
Reflection & Observation
Reflection:
How have teachers used games to help you learn?
How have they affected your motivation to learn?
Observation:
How is the competition differentially affecting students? Explain from a motivational perspective.
What are some ways to make learning fun with the problems you observed in this game?
Hyperlink movie action button to Classroom Observation Video: “Competitive Games”
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