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Chapter 8: Motivation

Learning Theories

Denise Perkins

Anni Mizuta

Betty Krygsheld

What’s our motivation?

Personal Outcomes: Denise Perkins

 My interest in this chapter relates to motivating under

achievers and at risk high school students.

 I am interested in learning new methods of

motivating students to love to learn and to look at

new ways to help them set realistic goals.

 I would like to acquire tools that will stimulate or

create the students intrinsic desire to succeed.

What’s our motivation?

Personal Outcomes: Betty Krygsheld

 I chose to review this chapter

• because I am interested in moving students from

the idea of learning for extrinsic reasons----

grades—praise---and toward the intrinsic reasons

that we see so prevalent in young children.

• because I am curious about the child who sets

high unattainable goals—only to fail.

Motivation

Introduction

Motivation to learn is acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)."

- Jere Brophy, 1987

Motivating Influences

At Home

 Children's home environment shapes the initial constellation of attitudes they develop toward learning.  Children raised in a home that nurtures a sense of self-worth, competence, autonomy, and self-efficacy, they will be more apt to accept the risks inherent in learning.  Children that do not view themselves as basically competent and able, their freedom to engage in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished.

Motivating Influences

At School

 Once children start school, they begin forming beliefs about their school-related successes and failures.  The sources to which children attribute their successes (commonly effort, ability, luck, or level of task difficulty) and failures (often lack of ability or lack of effort) have important implications for how they approach and cope with learning situations.

Historical Perspectives

Drive theory

Need-> Drive->Behavior

Conditioning Theory

Reinforcement beliefs ->Human Motivation

Cognitive Consistency Theory

Cognitive + Behaviors->motivation

Balance Theory

Individuals + situation + events -> cognitive balance

Historical Perspectives

Humanistic Theory

 Maslow's hierarchy of needs is often depicted as a pyramid consisting of five levels: the four lower levels are grouped together as deficiency needs associated with physiological needs, while the top level is termed growth needs associated with psychological needs.

 While deficiency needs must be met, growth needs are the need for personal growth.

 The basic concept is that the higher needs in this hierarchy only come into focus once all the needs that are lower down in the pyramid are mainly or entirely satisfied.

Achievement Motivation

 Achievement Motivation:

"the generalized tendency to strive for success and choose goal oriented, success/failure activities," and it is developed early in life. - Slavin, 2006

 New Ideas:

• Psychological needs as well as physiological needs impact motivation.
• Individual differences are seen in a person’s psychological make up as compared to one’s physiological make up. Thus individual needs must be met.
• Individuals specific needs are acquired over time and can be shaped.

Achievement Motivation

Murray: Theory of Psycogenic Needs (1938)

 Murray focused on an individual’s psychological needs as they relate to motivation. His research focused on 3 important needs:

• Dominance: the need to be in control of the situation and others
• Affiliation: the need to form friendships
• Achievement: the need to meet or exceed standards

 Devised the TAT test to measure the strength of the dominance, affiliation, and achievement needs in individual

• Weaknesses: TAT test suffers from problems that include low reliability and low correlation with other achievement measures – Schunk, pg 342

Achievement Motivation

Instructional Implications

 To develop a high sense of achievement the teacher

must:

• Encourage their children to attempt difficult but realistic tasks.
• Reward and praise the child when success is achieved.
• Not complain or punish when the child fails, but encourage the child to try again or try another method. - Morris,

Achievement Motivation

Atkinson: Expectancy Value Theory (1957)

 What determines a student’s achievement motivation?

• Achievement behaviors are determined by achievement motives, expectancies for success, and incentive values. - Wigfield, Tonks, Eccles, 2004

expectancy for success = an individual’s perception of their probability for success

incentive for success = the desirability of success in a task versus the probability of success work 18 hours/day

Achievement Motivation

Instructional Implications

• Students must engage in work that is meaningful, but is gauged to their developmental level so as to reduce the fear of failure.
• The task must not be too easy because this reduces the satisfaction or value of the task.
• Repeated success builds the perception of competence.
• Self efficacy increases the likelihood of a student choosing to move on to more difficult tasks.
• Modify the environment - it must be positive with regard to education and point to the value of each educational domain.

Achievement Motivation

Contemporary Views: Eccles, Wigfield & Tonk

What shapes our expectancy of success and our valuing of a task?

• Task specific self concepts: an individuals perception of their ability in a specific domain - ―I’m just no good at math‖
• Task difficulty: the individual's perception of the difficulty.
• T asks have value to an individual because of
  • The importance of doing well on the task
  • The task is of interest to the individual
  • The tasks have value relative to future goals
• Eccles, Wigfield & Tonk believe these perceptions are shaped by the environment