Cognitive Theories. of motivation. Please take 5 minutes to read over your Unit 5 Case Study. Then Nathan will present.

Transcription

1 Cognitive Theories of motivation Please take 5 minutes to read over your Unit 5 Case Study. Then Nathan will present.

2 Goals for Today: 1. Identify and explain the 3 theories of motivation 2. Discuss strategies for helping motivate students in the classroom. 3. Reflect on serious motivational problems for students.

3 # 1: Identify and explain the 3 theories of motivation Expectancy-value Theory Goal Theory Attribution Theory

4 Cognitive Theory # 1 Expectancy-Value Which represents expectancy? Which represents value?

5 Can I succeed? Expectancy (or believing you can succeed) depends on student s. Competency Belief: a judgement you make about your own ability in a certain area in comparison to others ability based on and social and cultural factors How do competency belief and self-efficacy differ?

6 Do I value this task? three different types of value that students place on tasks: 1. intrinsic value - the task satisfies an or provides enjoyment. 2. attainment value - you are motivated because you want to become better at the task 3. utility value - provides an external purpose; useful for accomplishing a or goal.

7 Example of which value? Amanda is taking a sewing class so that she can become a good seamstress like her mother. John is tolerating his biology class because he is determined to pursue his dream to be a doctor. Mr. Roberts is a teacher because each day he finds himself enjoying his work, learning new things, as time flies by! Mark is a perfectionist. In each of his classes he wants to earn an A so that he is the best student he can be. Leah is currently enrolled in a photography course. Her thought is that one day it might make a fun part-time job or at least teach her how to make better pictures.

8 Your turn... Think of a class or task you have completed that had this value. intrinsic value attainment value utility value

9 Cognitive Theory # 2 Goal Theory our goal orientation drives our behavior and choices Two types of goals: mastery or performance goals Two types of attitudes towards: approach or avoidance.

10 Cognitive Theory # 2 Goal Theory Performance Goals a need to achieve and a fear of failure often seeks to outperform others

11 Cognitive Theory # 2 Goal Theory

12 Cognitive Theory # 2 Goal Theory Mastery Goals focus on improving intellectually [or] acquiring new skills

13 Cognitive Theory # 2 Goal Theory Approach Goals reflect a tendency to approach academic goals with effort and perseverance

14 Cognitive Theory # 2 Goal Theory

15 Cognitive Theory # 2 Goal Theory Avoidance Goals reflect tendency to avoid situations that may lead to failure

16 Approach Performance comparison to others Mastery self-focused Avoidance

17 tery Mastery Approach Performance comparison to others Place the following in the correct box. 1. Want highest grade in class so they study a lot. 2. don t want to look stupid so they don t speak out in class. 3. Don t care about the assigned task so they put in no effort. 4. asks excellent questions in class in order to better understand the material Mastery self-focused Avoidance

18 tery Mastery Approach Performance comparison to others Mastery self-focused Avoidance

19 Cognitive Theory # 3 Attribution Theory Humans naturally seek to understand why events have occurred. (p.282) Based on 3 dimensions locus: stability: controllability:

20 Cognitive Theory # 3 Attribution Theory entity view of ability - believe that ability and. Example: I am just not good at science. I ll never be an organized person.

21 Cognitive Theory # 3 Attribution Theory incremental view - believe the view is and. Example: I studied a lot so I did well on the test. If I take good notes in class this week I will get better grades.

22 How do you interpret your academic successes and failures?

23 # 2: Discuss strategies for helping motivate students in the classroom. student techniques classroom techniques

24 Student-level techniques - help students change the attributes they put on their success and failure; provide short-term mastery goals and teach strategies on how to accomplish them - then the students will realize they can succeed based on both effort & ability

25 Classroom-level techniques minimize - which focuses on extrinsic instead of intrinsic motivation for accomplishing tasks; focus moves away from learning; be careful with methods of recognition- process/ performance praise over person praise; don t encourage comparison of grades/scores; share with students the value of what they are learning: how it will help them meet future goals!

26 # 3: Reflect on serious motivational problems for students. learned helplessness & anxiety

27 Learned Helplessness A student who encounters frequent failures will begin to blame their failures on causes outside their control. Behaviors that suggest learned helplessness (p.292). I can t ; doesn t pay attention; easily discouraged; doesn t ask for help;

28 Learned Helplessness What should the teacher do? make sure you value each student s opinion again - avoid competition and comparison help the student set goals and achieve those goals so the student begins to own their learning

29 Anxiety Anxiety is both cognitive and. experience mental worry and nervousness or tension which can hinder academic performance. impacts students at various times (preprocessing, processing, output stage) For ideas of reducing student anxiety see Chart 16.1 on p.294.

30 Self Theories of motivation

31 3 main theories 1. self-efficacy 2. self-worth 3. self-determination *Each theory does focus on intrinsic motivation and competence.

32 Self-efficacy description: our expectation of being able to accomplish a task key terms: self-regulation (p.301), teacher efficacy (p. 302) core needs: we need to believe we can succeed with the task. focus: on one specific area (like math, soccer, writing); formed by: past performance, observing others, verbal encouragement, our emotional responses

33 Self-worth description: our need to maintain a sense of feeling competent; key terms: success-oriented students, over-strivers, failureavoiding & failure-accepting students; core needs: protect our own reputation & prove our ability level. focus: more broad - not based on one specific area or skill formed by: our beliefs and perception, comparisons made with others, and our past experiences

34 Self-determination description: when we feel the freedom to pursue goals and activities we care about; key terms: autonomy, Maslow s hierarchy of needs, internalization core needs: to feel autonomous (that we have control of our actions) focus: does change based on the situation - can vary from one activity to another formed by: internalization process (process of acquiring beliefs/attitudes from external sources - which, over time, become a part of who we are)

35 Self-determination description: when we feel the freedom to pursue goals and activities we care about; key terms: autonomy, Maslow s hierarchy of needs, internalization core needs: to feel autonomous (that we have control of our actions) focus: does change based on the situation - can vary from one activity to another formed by: internalization process (process of acquiring beliefs/attitudes from external sources - which, over time, become a part of who we are)

36 Applying self theories... Students with high self-efficacy, positive self-worth, and selfdetermination are more likely to be These application sections!! provide students with realistic choices - to increase their autonomy of the modules often fit model skills needed for success - to improve a students selfefficacy very nicely into SOLUTIONS help students break down assignments into smaller goals - so that they accept responsibility for their own success! for case studies! Show students you care about them and trust them - which promotes internalization

37 Applying self theories... Students with high self-efficacy, positive self-worth, and selfdetermination are more likely to be!! provide students with realistic choices - to increase their autonomy model skills needed for success - to improve a students selfefficacy help students break down assignments into smaller goals - so that they accept responsibility for their own success! Show students you care about them and trust them - which promotes internalization