1. Agenda What is Motivation? 4 approaches to motivation
Self-Determination
Goal Orientation and Motivation
Interests and Emotion
Self-Efficacy and Attribution Theory
Activity
Skit
Discussion

2. Motivation Intrinsic Motivation Extrinsic Motivation
-An internal state (force that comes from within) that arouses, directs and maintains behaviour as the result of either internal and/or external motivation.
Intrinsic Motivation
The result of internal Influence(s): Engaging in an activity for its inherent satisfactions rather than for some separable consequences
Extrinsic Motivation
The result of external Influence(s): Engaging in an activity in order to attain some separable outcome

3. Four General Approaches to Motivation
Behavioural extrinsic
rewards and incentives
Humanistic intrinsic
competence, self-esteem, and autonomy
Cognitive intrinsic
curiosity, individual thinking
Socio-cultural intrinsic
learning communities

4. Self-Determination Theory
Motivation develops from within us, grounded in our basic human needs to develop our skills and capacities, to act of our own accord, and to connect to others and to our environment
Developed by Edward L. Deci and Richard M. Ryan in 1985

5. Self-Determination Theory Continued...
Often viewed as a modern take on Maslow's hierarchy of needs and a contrast to the behavioural view of motivation
SDT is comprised of 5 mini-theories

6. Fundamental needs for learning
There are THREE fundamental needs required to support people's natural inclination towards learning:
Competence: Belief of effectiveness in a particular area
Autonomy: Desire to have our own wishes and control of our destiny
Relatedness: Desire to establish close emotional bonds and attachments with others

7. Goal Orientation and Motivation
A goal is an outcome or attainment that an individual is striving to accomplish.
According to Locke & Latham (1990), there are four main reasons that goal setting improves performance.

8. Goals
Direct our attention to the tasks at hand.
Mobilize effort.
Increase persistence.
Promote developing new strategies when old strategies fall short.

9. Goals Continued...
Goals that are specific, moderately difficult, and likely to be reached in the relatively near future tend to enhance motivation and persistence (Pintrich & Schunk, 2002; Stipek, 2002).

10. Goal orientations
Are patterns of beliefs about goals related to achievement in school.
Students categorize goals in terms of one of four main orientations:
mastery (learning)
performance (looking good)
work-avoidance
social
(Murphy & Alexander, 2000; Pintrich & Schunk, 2002).

11. Goal Orientations
Mastery: goal is to improve and to learn regardless of the mistakes you make and how awkward you appear.
Performance: the goal is to care about demonstrating your ability to others.
Work-avoidance: the goal is just to avoid work; students don’t want to learn or look smart.
Social: the goal is to be connected to others or to be part of a group (there is a wide variety of needs and motives for this).

12. Interests and Emotions
Students like learning about things they’re interested in .
Trait vs State interests

13. Arousal
Curiosity

14. Anxiety
Cognitive Vs Affective
Interfering with achievement
Coping mechanisms

15. Applications
How Teachers can help Anxious Alessia’s

16. Self efficacy
An individual’s belief in their ability to succeed at a particular task.
Self-efficacy is conditioned by four sources:
1) Mastery experience (previous performance)
2) Vicarious experience
3) Social persuasion
4) Physiological states

17. Theories on Human Intelligence
Entity theory of intelligence: -an internal unchangeable characteristic
Incremental theory of intelligence:
-a characteristic that can increase with effort; malleable

18. Attribution Theory
Developed by Fritz Heider and used by Bernard Weiner to develop an achievement framework
explains how people tend to look for explanations for their successes and failures

19. Three Dimensions of Attribution Theory
Locus: whether the location of the cause is external or internal
Stability: whether the cause stays the same or can change with context
Responsibility: whether the person can control the cause

20. Attribution Theory in Effect

21. Implications for the Classroom
Attributional Training Hypothesis:
- Students who are trained to attribute success or failure to effort are more likely to work harder than students who attribute their performance to ability.
Attributional feedback Hypothesis:
- When a teacher shows sympathy or pity when a student fails, they convey the idea that the student lacks ability.

22. Application Reinforce success based on ‘effort’ instead of ‘ability’
Pay attention to student’s needs and modify tasks when required; leads to success and motivation
Make internal based, simple and appropriate statements

23. QUESTION?
ANY QUESTIONS?