2. Tony Robbins Asks, “What is your self-schema”

3. Self Schemas Motivation to Learn in school AND

4. Presented By: Jenny Brenneman Kathy Hendrickson Royanna Jackson

5. Self Schemas Entity view of ability Incremental view of ability “I will always be smart” “I will always be dumb” “No matter who you are you can change your intelligence a lot” The belief that ability is fixed and cannot be changed The belief that ability is a set of skills that can be changed

6. Self Efficacy Beliefs about self-efficacy Self efficacy – beliefs about personal competence in a particular situation or given area. It is a future oriented “context specific assessment of competence to perform a specific task”. (Pajares, 1997) Sources of self efficacy Mastery experiences – our own direct experiences – the most powerful source of efficacy information. Vicarious experiences – accomplishments that are modeled by someone else. Social persuasion – a “pep talk” or specific performance feedback.

7. Efficacy and Motivation Greater efficacy leads to greater effort and persistence in the face of setbacks. People with a strong sense of self efficacy for a given task tend to attribute their failures to lack of effort. High sense of self efficacy “I am good at math, so if I did not pass the test, I should have doubled checked my work” Low sense of self efficacy “I am terrible at math, so I am just dumb and never gonna get it”

8. Research indicates… Performance in school is improved and self efficacy in increased when students: –Adopt short term goals, so it is easier to judge progress –Are taught to use specific learning strategies such as outlining or summarizing that help them focus attention; and –Receive rewards based on achievement, not just engagement, because achievement rewards signal increasing competence

9. Teaching Efficacy A teacher’s belief that he or she can reach even difficult students to help them learn, appears to be one of the few personal characteristics of teachers that is correlated with student achievement.

10. Self Determination Self determination is the need to experience choice and control in what we do and how we do it. Students and teachers strive to be in charge of their own behavior –Self determination in the classroom: classroom environments that support student self determination and autonomy are associated with greater student interest, sense of competence, creativity, conceptual learning, and preference for challenge –Cognitive evaluation theory explains how events can influence the student’s intrinsic motivation by a affecting their sense of self determination and competence.

11. Learned Helplessness Learned helplessness – when people come to believe that the events and outcomes in their lives are mostly uncontrollable It appears to cause three types of deficits motivational cognitive affective Students who feel hopeless will be unmotivated and reluctant to attempt work. Once established, it is very difficult to reverse the effects of learned helplessness.

12. Self Worth Mastery-oriented students – tend to value achievement and see ability as improvable, so they focus on mastery goals in order to increase their skills and abilities. They generally attribute success to their own effort, and thus they assume responsibility for learning and have a strong sense of self efficacy. Failure-avoiding students – tend to hold an entity view of ability, so they set performance goals. They lack a strong sense of their own competence and self worth separate from their performance. In other words, they feel only as smart as their last test grade, so they never develop a solid sense of self efficacy. Failure-accepting students – they are convinced their problems are due to low ability. These students attribute failure to low ability and believe ability is fixed. They are likely to become depressed, apathetic, and helpless.

13. Do we base our self worth on the opinion of others?

14. Self Schemas… Lessons for Teachers –Emphasize students progress in a particular area –Make specific suggestions for improvement, and revise grades when improvements are made –Stress connections between past efforts and past accomplishments –Set learning goals for your students, and model a mastery orientation for them

15. Motivation to Learn The tendency to find academics meaningful and worthwhile and to try to benefit from them Motivation to learn involves more than wanting or intending to learn What are our three goals to develop a students motivation? We want to: –Create a state of motivation for a student to learn –Develop a trait of being motivated (so they can educate themselves throughout their lifetime) –Encourage students to be thoughtful and cognitively engaged

16. The TARGET Model for Supporting Student Motivation to Learn TARGET AreaFocusObjectives Examples of Possible Strategies T ask How learning tasks are structured – what the student is asked to do Enhance intrinsic attractiveness of learning tasks Make learning meaningful Encourage instruction that relates to student’s backgrounds and experience Avoid payment for goals A utonomy / Responsibility Student participation in learning and school decisions Provide optimal freedom for students to make choices and take responsibility Give alternatives in making assignments Ask for student comments R ecognition The nature and use of recognition and reward in the school setting Provide opportunities for all students to be recognized for learning Foster “personal best” awards Reduce emphasis on “honor rolls” G rouping The organization of school learning and experiences Build and environment of acceptance and appreciation of all students Broaden the range of interaction Provide opportunities or cooperative learning, problem solving, and decision making Eliminate ability grouped classes E valuation The nature and use of evaluation and assessment procedures Grading and reporting processes Practices associated with use of standardized tests Reduce emphasis on social comparisons of achievement Give students opportunities to improve student performance T ime The scheduling of the school dayProvide opportunities for extended and significant student involvement in learning tasks Allow students to progress at their own rate whenever possible Block scheduling and flexibility

17. Terms to know about TARGET Tasks for learning –academic tasks – the work the student must accomplish, including the content covered and the mental operations required –attainment value – the importance of doing well on a task; how success on the task meets personal needs –intrinsic or interest value – the enjoyment a person gets from a task –utility value – the contribution of a task to meeting one’s goals –authentic tasks – tasks that have some connection to real life problems the students will face outside the classroom –problem based learning – methods that provide students with realistic problems that don’t necessarily have right answers Supporting Autonomy –supporting choices – giving students a range of options that set valuable tasks for them but also allow them to follow personal interests –recognizing accomplishment – students should be recognized for improving on their own personal best, for tackling difficult tasks, for persistence, and for creativity – not just for performing better than others Grouping, Evaluation and Time –goal structure – the way students relate to others who are also working toward are particular goal

18. We could learn a lesson or two from this group about self control and motivation…

19. Can I do it? Building Confidence and Positive Expectations 1.Begin to work at the student’s level and move in small steps 2.Make sure learning goals are clear, specific, and possible to reach in the near future 3.Stress self-comparison, not comparison with others 4.Communicate to students that academic ability is improvable 5.Model good problem solving

20. Do I want to do it? Seeing the value of learning 1.Tie class activities to student interests 2.Arouse curiosity 3.Make learning tasks fun 4.Make use of novelty and familiarity 5.Explain the connections to your students 6.Provide incentives and rewards for learning 7.Use ill structured problems and authentic tasks

21. What do I need to do to succeed? Staying focused on the task 1.Give students frequent opportunities to respond 2.Have students create a finished product 3.Avoid heavy emphasis on grades and competition 4.Reduce task risk without oversimplifying the task 5.Model motivation to learn for your students 6.Teach the particular learning tactics

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28. Words to live by… Listen to the MUSTN’TS, child, Listen to the DON’TS, Listen to the SHOULDN’TS, The IMPOSSIBILITIES, the WON’TS, Listen to the NEVER HAVES, Then listen close to me --- Anything can happen, child, ANYTHING can be. ~ Shel Silverstein ~ “Our aspirations are our possibilities” ~ Robert Browning ~

29. More words to live by… “When you say something is impossible, you have made it impossible.” ~ Bruce Lee ~ “ If I have the belief that I can do it, I shall surely acquire the capacity to do it, even if I may not have it at the beginning.” ~ Gandhi ~

30. Bibliography Information on Self-Efficacy: A Community of Scholars. 26 March 2006. Available:. http://www.des.emory.edu/mfp/self-efficacy.html#info.http://www.des.emory.edu/mfp/self-efficacy.html#info Newman, B. & Newman, P. (2006). Development Through Life: A Psychological Approach. Belmont, CA: Thompson Wadsworth. Woolfolk, A. (2005). Educational Psychology. New York, NY: Pearson, Allyn & Bacon.