1. Motivation (2) EDU 330: Educational Psychology Daniel Moos

2. Who knows…. Question: (1) Which word in the dictionary is spelled incorrectly? Answer: Incorrectly Question: (2) What do the numbers 11, 69, and 88 all have in common? Answer: They read the same backwards and forwards… Question: (3) What five-letter word becomes shorter when you add two letters to it? Answer: Short

3. Overview Last Class: The Behavioral View of Motivation The Social Cognitive View of Motivation Other Cognitive Views of Motivation Today’s Class: Expectancy X Value Theory The Humanistic View of Motivation

4. Attribution Theory: Introduction (II) How do individuals typically attribute their success and/or failure? – Interpret successes and failures in a manner that is most likely to maintain positive self-image Internal External ControllableUncontrollable LuckEffort Difficulty of Test Choice of Study Environments SuccessFailureSuccess/Failure

5. Attribution Theory: Strategies (1)“I am competent” AND “I worked hard” NOT beneficial to completely attribute to ability (2) Students most likely to persist after failing if they attribute failure to a lack of appropriate effort (3) Scaffold student’s understanding of effort (a)Students often confuse spending time doing ineffective activities with effort (b)Students often have incorrect conceptions of their understanding (metacognition) (4) Should assessment include evaluations of effort?

6. Expectancy X Value Theory

7. Motivation: Humanistic views (I)

8. Motivation: Humanistic views (II) Applying humanistic views of motivation to the classroom: Treat students as people first and learners second. Provide students with unconditional positive regard by separating their behaviors from their intrinsic worth. Create safe and orderly classrooms where students believe they can learn, and they are expected to do so.