1. Motivation, Teaching, and Learning Pertemuan 10 Matakuliah: E1122 - Psikologi Pendidikan Tahun: 2010

2. Exploring Motivation Motivation; the processes that energize, direct, and sustain behavior Bina Nusantara University 2

3. Perspectives on Motivation The Behavioral Perspective; emphasizes extenal rewards and punishment as key in determining a student’s motivation The Cognitive Perspective; according to the cognitive perspective on motivation, students’s thoughts guide their motivation. The cognitive perspective recommends that students should be given more opportunities and responsibility for controlling their own achievement outcomes Bina Nusantara University 3

4. Perspectives on Motivation The Humanistic Perspective; a view that stresses students’ capacity for personal growth, freedom to choose their destiny, and positive qualities. Maslow’s hierarchy of needs Physiological Safety Love and belongingness Esteem Self-actualization Bina Nusantara University 4

5. Perspectives on Motivation The Social Perspective; Need for affiliation or relatedness; the motive to be securely connected with other people Students in schools with caring and supportive interpersonal relationships have more positive academic attitudes and values and are more satisfied with school. Bina Nusantara University 5

6. Achievement Processes Extrinsic Motivation; the external motivation to do something to obtain something else (a means to an end) Intrinsic Motivation; The internal motivation to do something for its own sake (an end in itself) Self –determination and personal choice; research have found that students’ internal motivation and intrinsic interest in school task increase when students have some choice and some opportunities to take personal responsibility for their learning Optimal experiences and flow Interest Bina Nusantara University 6

7. Achievement Processes Cognitive engagement and self-responsibility Phyllis Blumenfeld and her collegues emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. Extrinsic reward and intrinsic motivation Development shifts in instrinsic and extrinsic motivation Some final thought about instrinsic and extrinsic motivation Bina Nusantara University 7

8. Atribution Atribution theory; the theory that in their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes. Bernard Weiner identified three dimensions of causal attributions; –Locus; wheter the couse is internal or external to the actor –Stability; the extent to which the cause remains the same or changes –Controllability; the extent to which the individual can control the cause Bina Nusantara University 8

9. Mastery Motivation Mastery orientation; a personal stance that involves mastery of the task, positive affect, and solution-oriented strategies Helpless orientation; a personal stance taht focuses on personal inadequacies, attribution of difficulty to a lack of ability, and negative affect Performance orientation; a personal stance of concern with the outcome rather than the process; for performance-oriented individuals, winning is what matters and happiness is believed to result from winning Bina Nusantara University 9

10. Self-Efficacy Self efficacy; the belief that one can master a situation and produce positive outcomes. Bandura belief that self efficacy is a critical factor in whether or not students achieve. Self efficacy has much in common with matery motivation and intrinsic motivation. Bina Nusantara University 10

11. Goal Setting, Planning, and Self-Monitoring Researchers found that self-efficacy and achievement improve when students set goals that are specific, proximal, and challenging High-achieving students self-monitor their learning more and systematically avaluate their progress toward a goal more than low-achieving students do. Bina Nusantara University 11

12. Expectation Expectation can exert a powerful influence on students’ motivation Students’ expectations; if the students expect to succeed, they are more likely to work hard to reach a goal than if they are expect to fail. Teachers’ expectations; teachers’ expectations influence students’ motivation an performance Bina Nusantara University 12