MOTIVATION
What is motivation?
That which:
gets a behavior started
and keeps it going (volition)
Motivation affects:
arousal
choice
performance level
persistence
emotions (affect)
flow state
Affect
Refers to the emotional aspects of behavior
Can be positive (approach) or negative (avoidance)
The concept of “flow” refers to the highest level of positive affect where there is a perfect balance of challenge, competence and control.
Too much affect (either positive or negative) yields the Yerkes Dodson curve.
Theories of motivation
Old theories were based on deficit model.
Learners were passive; environment was in control.
Examples: drive theory, needs theories
Newer theories are based on learner interpretation of events.
Learners are active; environment is minimal.
Examples: Expectancy/value theory, attribution theory
Newest theories are based on combining the learner with the environment.
Environmental conditions and learner interpretations interact.
Examples: Social cognitive theory, Situated motivation theory
Old theories
Behavior theory
Drive theory
Cognitive consistency theory
Needs theories (affiliation, approval, achievement)
Maslow’s hierarchy
Self-worth theory (self-handicapping, defensive pessimism, external attributions)
Newer theories
Expectancy/Value theory
Motivation increases as expectation to succeed and value of task increase.
Ways to influence expectancy for success
Ways to influence value of task
Attribution theory
How does the learner explain what is happening to him or her?
What is the cause of the outcome?
Dimensions of causes:
locality
stability
controllability
globality
intentionality
Explanatory style: Mastery vs Learned helplessness
Goal is appropriate attributions for the situation.
Alderman’s Links to Success model for attribution retraining
Goal and Goal orientation theory
Goal as a model (based on social learning theory)
Comparison with goal as source of motivation
Anticipated outcome
Characteristics of good goals
clear
personally relevant
proximal
progress can be seen
interim successes are possible
Learning vs performance goals
Learning goals (the desire to master the task)
Performance goals (the desire to appear competent in the performance of the task or better than others)
Self-determination theory
Motivation equals the degree of perceived control
Things that influence perceptions of self-determination
choices
impositions by others through threats or controlling statements or being watched
getting feedback
getting extrinsic rewards
Intrinsic motivation (emergent motivation)
Motivation comes from engaging in the task itself
Motivation comes from new goals that arise as a consequence of interaction with the environment
Flow (complete involvement)
What teachers can do to enhance motivation (Ames and Ames recommendations)
Reduce social comparison
Increase involvement in learning
Focus on effort by student
Promote beliefs in competence
Increase chances for success
How theories are used to design for motivation
Behavior theory – use reinforcement and punishment
Expectancy value theory – increase expectancy for success and raise value of task
Attribution theory – get learner to focus on effort and controllable causes
Goal theory – set reasonable, mastery-oriented goals
Self-determination theory – give choices and control to learner