Issues

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Issues Explanations of Motivation
Agricultural Education 230
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Objectives

• Define and explain motivational issues.
• Define four points of view towards the concept of
  motivation.
• Understand Maslows Hierarchy of Needs.
• Discussing how motivational effects of success,
  failure, and beliefs about ability (efficacy).
• Describe the roles of interests and emotions in
  motivation.
• Explain the relationship between self-efficacy,
  self-determination, and motivation.
• Describe the characteristics of mastery-oriented,
  failure-avoiding, and failure-accepting students.

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Issues Explanation of Motivation

• Motivation An internal state that arouses,
  directs, and maintains behavior.
• Intrinsic motivation Motivation associated with
  activities that are their own reward.
• Ex Attending ATI to improve yourself,
  challenge yourself, and for the sake of
  learning.
• Extrinsic motivation Motivation created by
  external factors like rewards punishments.
• Ex Attending ATI to earn degree to earn .
• Locus of causality The location- internal or
  external of the cause of behavior.

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Defining the Concept of Motivation

• From 4 points of view
• Behavioral (extrinsic)
• Humanistic (intrinsic)
• Cognitive (intrinsic)
• Socio-cultural (intrinsic)

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Behavioral views of motivation

• Extrinsic in nature. An understanding of student
  motivation begins with a careful analysis of the
  incentives and rewards present in the classroom.
• Reward An attractive object or event supplied as
  a consequence of a behavior.
• Incentive An object or event that encourages or
  discourages behavior.

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Humanistic views of motivation

• Intrinsic in nature. Approach to motivation that
  emphasizes
• personal freedom,
• choice,
• self-determination,
• and striving for personal growth.

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Cognitive views of motivation

• Intrinsic in nature. Determined by our thinking,
  not simply by whether we have been rewarded or
  punished for the behavior in the past.

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Socio-cultural views of motivation

• Intrinsic in nature. Perspectives that emphasize
• participation,
• identities, and
• interpersonal relations
• within communities of practice.

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Maslows Hierarchy of Needs

• 7 levels of needs and give a classroom example of
  each.
• 2c. Self-Actualization Fulfilling ones
  potential.
• 2b. Aesthetic Appreciation Appreciating
  appearance, value, and worth.
• 2a. Need to know and understand Hook clarifies
  the students desire to need to know. If done,
  they will participate, learn, and understand.
• 2nd Level Being (Growth) Needs
• intellectual achievement, aesthetic appreciation,
  self actualization.
• 1d. Self-Esteem Teacher built up through
  positive attitude and encouragement.
• 1c. Belongingness and Love Teacher models
  interest in students.
• 1b. Safety No fear or anxiety.
• 1a. Physiological Shelter, warmth, light.
  Hunger is not of control of teacher
• 1st Level Deficiency Needs
• Survival, safety, belongingness, and
  self-esteem.

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How Motivation affects success and failure and
how these effects relate to beliefs about ability.

• Success can be attributed to ability, effort,
  mood, knowledge, luck, help, and interest.
• Success high self esteem pride increased
  motivation choose more difficult academic tasks
  putting out more effort persisting longer in
  schoolwork.

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Attributions of failure do to lack of ability or
effort

• When failure is attributed to
• Lack of Ability, the sequence is as follows
• Uncontrollable Not Responsible Shame -
  Embarrassment Withdraw Performance Declines.
• Lack of Effort, the sequence is as follows
• Controllable Responsible Guilt Engagement
  Performance Improves.

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Set motivating goals for yourself and your
students

• A motivating goal for myself Improve student
  learning as measured by the Test 2 average test
  score.
• A motivating goal for my students If student has
  earned an A going into the final, the final is
  optional for those students (If we had a final).

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Roles of interests and emotions in motivation

• The roles of interests in motivation Must
  discover students interests, utilize and
  incorporate the interest, and tie in important
  learning objectives.
• DO NOT stray from those objectives. Stay
  focused!
• The roles of emotions in motivation Keep level
  of arousal right for the task at hand. If
  sleepy, wake the students up by surprise. (Dont
  slap them! o)

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Relationship between self-efficacy,
self-determination, and motivation.

• Self-efficacy beliefs about personal competence
  in a particular situation.
• Self-determination is the need to experience
  choice and control in what we do and how we do it.

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What happens when a student chooses to be
internally motivated?

• the student has personal competence in a
  particular situation, and
• wants to experience choice and control in what
  the student does and the choice is done.
• students self-efficacy will work with the
  students self determination to complete the
  task.
• Ex 2002 Buckeyes

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Characteristics of mastery-oriented,
failure-avoiding, and failure-accepting students.

• Mastery-oriented students are focused on learning
  goals because they value achievement and see
  ability as improvable.
• Failure-avoiding students avoid failure by
  sticking to what they know, by not taking risks,
  or by claiming not to care about their
  performance.
• Failure-accepting students believe their failures
  are due to low ability and there is little they
  can do about it.