1. By: Julie Galarza Erica Zavala Lizette Sandoval Brenda Cortez Chapter 12 Motivation

2. The Effect of Reinforcement Page 407 Students are motivated to complete work when promised a reward. Some rewards could be: Praise or grade Desired object Self-selected activity Although motivational techniques can be useful in the class, there are also some disadvantages.

3. The Effect of Reinforcement Page 407 A student’s attitude about a certain subject or subjects may be a result of a past experience. Positive experience Negative experience

4. Limitations of the Behavioral View Page 408 Extrinsic motivation: a form of incentive inherent in a particular activity such as the positive consequence of becoming more competent or knowledgeable. Intrinsic motivation: a form of incentive based on the system of rewards not inherent to a particular activity.

5. Limitations of the Behavioral View Page 408 There are some dangers to using extrinsic motivation Students may return to their unacceptable behavior once the reward is received. Student may expect a reward each time and for every tasks. Using extrinsic motivation may lessen a student’s intrinsic motivation also known as undermining effect.

6. Social Cognitive View Page 409 There are two factors that influence motivation to learn. Observing others Self-efficacy Modeling may be extremely powerful. http://www.calstat.org/classroom/mod_3/lesson1.html

7. Importance of Self-Efficacy Page 410 Four choices of learning goals 1. Performance Approach –for those that will perform for the specific test, activity, etc. 2. Performance Avoidance- for those that will avoid performing for a specific subject, obstacle, etc, in order hide themselves from possible failure. 3. Mastery Approach- for those that believe intelligence could be improved. 4. Mastery Avoidance- for those that believe intelligence can not be improved Outcome Expectations Students may already have an expectation of what the outcome will be on an assignment. Attributions High Self-efficacy / failure leads to working harder while success leads to great effort and ability Low self-efficacy / failure may be blamed on someone or something else while success is seen as luck.

8. Choices of Learning Goals Cont… Page 410 PerformanceMastery Approach Memorizing material for a test without understanding it. (high self-efficacy) Organizes notes and material to make sense of it, practices often, and makes improvements from mistakes (high self - efficacy) Avoidance Procrastination, scheming through notes or material (low self-efficacy) Avoids participating in discussion in order to hid their incompetence. (low self-efficacy)

9. Other Cognitive View Page 411 There are 5 characteristics that effect students’ intrinsic motivation to learn:  Cognitive development and the need for conceptual organization  The need for achievement  Attribution theory  Beliefs about the nature of cognitive ability  The effect of interest on intrinsic motivation

10. Cognitive Development and the Need for Conceptual Organization Page 411 Cognitive development views is based on Jean Piaget's principle of equilibration, assimilation, accommodation and schema formation. Piaget’s proposed that children possesses and inherent desired to maintain a sense of organization and balance in their conception of the world (equilibrium).  cognitive development view of motivation: strive for equilibration; master the environment.

11. Need for Achievement Page 412 Need for achievement revealed by desire to attain goals that require skilled performance:  High-need achiever prefer moderately challenging tasks  Low-need achievers prefer very easy or very hard tasks

12. Attribution Theory Page 412 A body of research into the ways that students explain their success or failure, usually in terms of ability, effort, task difficulty, and luck. Examples:  “I just have a poor head for numbers.” (lack of ability)  “ I didn’t really study for the exam” ( lack of effort)  “That test was the toughest I’ve ever taken” (task difficulty)  “I guessed wrong about which sections of the book to study” (luck)

13. Beliefs about the Nature of Cognitive Ability Page 413 Children's motivation for learning is affected by their beliefs about the nature of ability.  Changes in beliefs about ability occur during 7 and 8 yrs old and between 10 and 12 yrs old according to Carol Dweck. There is 3 categories that students can be placed on based on their beliefs about the nature of cognitive ability.  Entity theorists  Incremental theorists  Mixed theorists

14. The Effect of Interest on Intrinsic Motivation Page 415 Interest can be described as a psychological state that involves focused attention, increased cognitive functioning, persistence, and emotional involvement. Personal interest marked by intrinsic desired to learn that persists over time.  some factors that influence personal interest are: level of prior knowledge, the degree of competence one attains in a subject or activity. Situational interest is context dependent and short term.  factors that influence situational interest are: the opportunity to engage in hands on activities, the opportunity to observe influential models, the teachers use of novel stimuli, the teachers use of games and puzzles.

15. Limitations of Cognitive Views Page 418 Although cognitive development theory, with its emphasis on people's need for a well-organized conception if the world, can be useful as a means for motivating students, it has a major limitation: it is not always easy or even possible to induce students to experience a cognitive disequilibrium sufficient to stimulate them to seek answers.  Need for achievement difficult to assess on basis of short-term observations  Faulty attributions difficult to change

16. Humanistic View Page 428 Abraham Maslow April 1, 1908 – June 8, 1970 He earned his Ph.D. in a psychology. After graduating he prepared for a career in psychoanalyst and became interested in anthropology. His theory consists of the five level hierarchy of needs.

17. Maslow’s Theory Physiological needs are at the bottom of the hierarchy, followed in ascending order by safety, belongingness and love, esteem, and self-actualization needs. The first 4 needs are often referred to as deficiency needs because they motivate people to act only when they are unmet to some degree. Self-actualization is often called a growth need because people constantly strive to satisfy it. Page 429

18. Implications of Maslow’s Theory Page 429 When deficiency needs are not satisfied, people are likely to make bad choices. When the need for self-actualization is activated is a person likely to choose wisely when given the opportunity. The teacher should do everything possible to see that the lower level needs of students are satisfied so that students are more likely to function as the higher level. The importance of positive teacher-student relationships.

19. Limitations of Maslow’s Theory Page 430 Teachers may be able to satisfy some deficiency needs but not others. You may not be able to determine precisely which of a student’s needs are unsatisfied. You may be quite sure that a student lacks interest in learning because he feels unloved, but you may not be able to do much about it.

20. Teacher Interview Mrs. Rodriguez-4 th grade English teacher at Wilson Elementary School in Harlingen. What method of motivation do you use with your classroom? Praise, encouragement, rewards, token system (treasure box) When you see that a student is not learning because he/she is hungry, what do you do? Quietly I will offer them a snack just to hold them off till lunch. Do you believe Maslow’s theory of hierarchy of needs is a tool for motivation? Yes indeed. The students need to be satisfied with these needs to be able to learn and succeed. If one deficiency need is not met, he or she will not get to that self-actualization stage. As a teacher, do you do everything possible to satisfy the students hierarchy of needs? Of course I do, but at the same time I know that all needs might not be able to be met. As a teacher you can only try your best to help out your students as best as you can.

21. Self-Perception Page 431 Initiated to develop the knowledge of motivation. The book discussed how psychologists perceived the elements of self perception as a component which plays a part in student’s motivation. The following slide displays the table in the textbook, which illustrates the types of self- perception.

22. Comparing Self-Description, Self-Esteem, Self-Concept, and Self-Efficacy Page 431 Type of Self PerceptionMajor CharacteristicsExamples Self description The largely nonevaluative picture people have of themselves. “I am a sixth grader.” “I am five feet one inches tall.” “My favorite subject is history.” Self Esteem The global evaluative judgments people make of themselves. “I am good person.” “I am happy with myself the way I am.: “I feel inferior to most people.” Self Concept The evaluative judgments people make of their competence in specific areas or domains and their associated feelings of self-worth. “I’m pretty good at sports.” “I have always done well in math.” “My academic skills are about average.” Self efficacy The beliefs people have about their ability to carry out a specific course of action. “I believe I can learn how to use a computer program.” “I don’t think I’ll ever figure out how to solve quadratic equations.” “I’m sure I can get at least a B in this course.”

23. Correlating Self-concept with Motivation and Learning Page 432 Studies have shown that high academic self- concept yields higher grades. Vice versa educational success increases self-concept. Mathematically speaking the textbook describes it as a reciprocal of one another.

24. Disadvantages of Self-Perception Page 432 The general evaluation of the components of self-perception. The difference made in a student may take time to develop.

25. Journal Article Motivation and Education by Lisa VanDamme from Captialism Magazine (June 10 th, 2010) EDCI 4322 PP Motivation Article Ref.pptx

26. Implementing both Intrinsic and Extrinsic with the use of Technology Page 435 The text discusses both types of motivation by relating them to one another as a parallel situation. By utilizing a computer students receive a response which illustrates extrinsic motivation and positive improvement which illustrates intrinsic motivation.

27. Does Technology Indeed Increase Motivation? Page 436 Certain reviews have shown technology to show positive effects for a brief period of time, alternatively studies have shown that technology achieves an increment in motivation. Examples of the use of technology utilized, are the LEGO/LOGO and power point programs.

28. Student Survey Student Motivation Survey GENDER: Male or Female AGE: ____________ GRADE: ____________ PLEASE RANK WHAT MOTIVATES YOU TO DO WELL IN SCHOOL – 6 is the highest and most important and 1 is the lowest and least important Recognition, being praised, hearing my teacher tell me I did a “good job.” _____ Learning something that is important to me _____ Being able to participate and contribute ideas in class _____ Having a fun day on Fridays (movie, games, free time) _____ Getting good grades and passing _____ Getting prizes and treats _____

29. Let’s Play Jeopardy… jeopardylabs.com/play/motivation33

30. Three Letters from Teddy http://www.makeadifferencemovie.com/ www.our-kids.org/Archives/Teddys_3_letters.html

31. References: 1. Textbook: Psychology Applied to Teaching. Snowman, McCown, and Biehler. Chapter 12 Motivation 2. Teacher Interview: Mrs. Rodriguez (4 th grade English) 3. Article: Lisa VanDamme. Motivation and Education. Capitalism Magazine (June 10 th, 2010) 4. Survey: Completed survey from all grade levels students 5. Video: http://www.makeadifferencemovie.com/http://www.makeadifferencemovie.com/