Motivation in the classroom

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Motivation in the classroom

• EDU 330 Educational Psychology
• Daniel Moos

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Motivation Warm-up questions

• To what extent do you think teachers should
  promote competition in the classroom? Does your
  answer depend on the developmental level?
  Content-area?
• Defend and justify one of these polar positions
  Take care of learning and motivation takes care
  of itself VERSUS All learning begins with
  motivation.

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Motivation in the classroom Learning vs.
performance performance
Mastery, improvement
High grades, doing better than others
Effort, improvement
High grades, demonstration of high ability
Meeting challenges, hard work
Doing better than others, success with minimum
effort
A basis of concern and anxiety
A normal part of learning
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Motivation in the classroom Learning vs.
performance performance
Student learning
Student performance
Increased understanding
High grades, doing better than others
Incremental, alterable
An entity, fixed
Determine grades, compare students to one another
Measure progress toward present criteria, feedback
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Motivation in the classroom A model for
promoting Learner Motivation
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Motivation in the classroom Self-regulation (I)
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Motivation in the classroom Self-regulation (II)

• She demonstrates metacognition when she says,
  But, all the quizzes are application. Just
  memorizing the definitions wont work.
• She sets the goal of doing and understanding all
  the items on the practice quiz in the study
  guide, as well as those on the website.
• She monitors progress toward her goal with her
  chart.
• She adapts her strategy if she doesnt
  understand some of the items on the practice
  quizzes, she goes to see her instructor.

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Self-Regulated Learning (SRL)

• Definition (Pintrich, 2000)
• Learning that involves
• Actively constructing an understanding of a
  topic/domain
• Regulating cognition, motivation, and behavior
• Guidance by goals and the contextual features in
  the environment

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SRL (assumptions and definition)

• Four Basic Assumptions
• (1) Active, construction assumption
• (2) Potential for control assumption
• (3) Mediators
• (4) Goal, criterion, or standard assumption

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SRL Framework (Pintrich, 2000)
Prior knowledge activation
Task interest, utility, difficulty
Time and effort planning
Perception of task/context
Monitoring motivation
Metacognitive monitoring
Monitoring changing task/context
Monitoring of time, effort
Strategy selection for managing motivation
Selection of cognitive strategies
Change behavior
Change/leave task/context
Evaluate task/context
Cognitive attributions
Affective Reactions
Behavioral Attributions
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Motivation in the classroom Self-regulation (III)

• Increasing Learner Self-Regulation
• Emphasize the relationship between accepting
  responsibility and learning.
• Solicit student input in the process of
  establishing class procedures that include
  student responsibility.
• Help students understand responsibility by
  treating it as a concept and linking consequences
  to actions.
• Model responsibility, a learning focus, and
  metacognition, and guide students as they
  initially set goals.
• Provide concrete mechanisms to help students
  monitor and assess goal achievement.

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Motivation in the classroom Connecting the
teacher, SRL, and motivation

• What are some developmental issues with SRL?
• What is the relationship between SRL
  (particularly SRL process related to
  metacognition and cognition) and motivation?
• How critical are SRL processes in successful
  academics?