Motivation for Learning

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Motivation for Learning

• By Carly Ingersoll

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Overview of Motivation
Extrinsic
Intrinsic
Self-Determination Theory
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Intrinsic Motivation
Extrinsic Motivation

• Behaviors engaged
• in due to a
• consequence
• Material is not
• fulfilling in and
• of itself

• Behaviors that are
• engaged in for
• the satisfaction
• of the student
• Students engage
• in material that
• is interesting
• Increases positive
• emotions, enjoyment
• of school, and
• self-esteem

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Self-Determination Theory
Self-determination theory, when applied to the
realm of education, is concerned primarily with
promoting in students an interest in learning, a
valuing of education, and a confidence in own
capacities and attributes (Deci Ryan, 1985,
1991).
Self-Determined Actions
Controlling Actions

• Engaged in by personal
• choice
• Internal locus of control
• E.g. Completing homework because a student
• enjoys the topic

• Engaged in due to
• compliance
• External locus of control
• E.g. Student completing homework in order to
  deter a failing grade

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Classroom Environment
Controlling
Autonomy-supporting

• Fosters intrinsic
• motivation

Decreases intrinsic motivation and promotes
resistance
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Factors Determining the Classroom Environment

• Six main factors
• 1. Nature of the Materials
• 2. Task Constraints
• 3. Teacher Expectations
• 4. Student Expectations
• 5. Evaluations
• 6. Rewards

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Nature of the Materials
Autonomy-Supporting Environment

Selected by the student
Familiar
Moderate in difficulty
Interesting
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Task Constraints

• Tasks Should Be

Match students achievement goals
Understandable
Moderately difficult
Varied in order to increase interest
Involve active participation and integration
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Teacher Expectations

• The classroom environment is dependent upon the
• type of feedback and actions given by the
  teacher
• In order to promote intrinsic motivation and an
• autonomous environment the teacher will

• Engage students
• in interesting
• and challenging
• tasks

• Give appropriate
• responses that
• enhance
• effort and
• strategies

• Evaluate
• students
• in a
• non-threatening
• manner

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Feedback
Information-oriented
Performance-oriented

• Emphasizes how
• performance can be
• improved

Emphasizes how well a student has preformed in
relation to other students
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Student Expectations

• Students create the classroom environment based
  on their self-beliefs

Capacity
Control
Whether a student can control their academic
progress
Whether the student has the access to resources
in order to accomplish a set goal
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Student Expectations Continued Classroom Factors

• Two Types of Personal Learning Goals

Distal
Proximal
Short-term, enhance intrinsic motivation, and
provide feelings of competence
Long term, require more effort, and do not
promote autonomy
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Evaluations
Norm-referenced
Criterion-referenced
Evaluations are formed by making comparisons
between students
Evaluations are created by comparing students
to a pre-determined standard
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Rewards
Controlling
Informational
Gives students feedback and therefore,
increases intrinsic motivation
Tries to shape or control behavior which
will decrease intrinsic motivation
Reward-withdrawal effect
When you give students rewards for everyday
tasks and then curtail the rewards, there is a
noticeable decrease in interest for the task
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Rewards Continued
Guidelines for the Use of Rewards
Use rewards sparingly
All students must be ableto meet thecriteria
forearning the reward
Eliminate the reward whenno longerneeded
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Conclusion

• An autonomous classroom environment is key to
  promoting intrinsic motivation in student
• Intrinsic motivation will enhance learning and
  achievement for students
• As educators, we must keep in mind the factors
  that influence the classroom environment