Motivational Theories

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Motivational Theories

• Elizabeth C. Rodriguez
• Jessica Pettyjohn
• Chapter 11
• Week 10

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What is Motivation?

• Motivation is the process of instigating and
  sustaining
• goal-directed behavior.

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Model of Motivated Learning

• The Model of Motivated Learning reflects a
  cognitive model because it views motivation
  arising largely from thoughts and beliefs. This
  model portrays three phases
• Phase I Pre-task
• Phase II During Task
• Phase III Post-task
• This is a convenient way to think about the
  changing role of motivation during learning.

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Model of Motivated Learning Example
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Historical Perspectives of Motivation
1. Drive Theory was the motivational force that
energized and prompted people into action 2.
Conditioning Theory explains motivation in terms
of responses elicited by stimuli or emitted in
the presence of stimuli 3. Cognitive Consistency
Theory assumes that motivation results from
interactions of cognitions and behaviors 4.
Humanistic Theory as applied to learning is
largely constructivist and emphasizes cognitive
and affective processes. It addresses peoples
capabilities and potentials as they make choices
and seek control over their lives.
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Maslows Hierarchy of Needs
This hierarchy helps teachers understand and
create an environment to enhance learning.
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Achievement Motivation
Achievement Motivation refers to striving to be
competent in effortful activities (Elliot
Church, 1997) Examples of historical foundations
of achievement motivation theory include
Expectancy-Value Theory Familiar
Influences Fear of Success
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Example of Model of Achievement Motivation
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Achievement Motivation
Various factors in the social world affect the
types of cognitive processes and motivational
beliefs that students have.
Social influences include factors associated with
culture, the behaviors of important socialization
influences in the persons environment and past
performance outcomes.
Students initial motivational beliefs center on
goals, task-specific self-concepts, and
perceptions of task difficulty.
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Attribution Theory
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Weiners Model of Casual Attribution
In his model, Weiner outlined the processes
through which learners form causal beliefs
(Weiner 1985, 2005). A basic assumption of
Weiner's model of attributions is that learners
are affected by both environmental factors (e.g.,
characteristics of the students' home or school)
and by personal factors (e.g., prior experiences
and prior knowledge). These background variables
affect the types of attributions that individuals
are likely to make.
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Social Cognitive Theory

• Important to pay attention to the link between
  motivation and learning
• Goals and expectations are learning mechanisms
• Goals and Expectations
• Goal setting and self-evaluation of goal progress
• Outcome expectations self-efficacy
• Bandura (1986) reinforcement informs people about
  the likely outcomes of behaviors and motivates
  them to behave in ways they believe will result
  in positive consequences

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Social Comparison

• The process of comparing ourselves with others
• Positive effect on learning, increases self
  efficacy of others
• Developmental level is important ability to use
  comparative information depends on cognitive
  level
• Social comparison changes with levels of
  development, especially in school environments

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Goal Theory

• Goal theory states that important relations exist
  among goals, expectations, attributions,
  conceptions of ability, motivational
  orientations, social and self comparisons, and
  achievement behaviors (Ames, 1992)
• Different from goal setting theory goal theory
  explains and predicts students achievement
  behaviors
• Goal orientation refers to the purpose and
  focus of an individuals engagement in
  achievement activities

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Goal Orientations

• Students reasons for engaging in academic tasks
  a variety
• Learning goal is what knowledge, behavior, skill
  or strategy students are to acquire
• Learning goals focus students attention on
  processes and strategies that help them acquire
  capabilities and improve their skills
• Performance goal is what task students are to
  complete
• Performance goals focus attention on completing
  tasks
• There are emotional consequences of motivation in
  a school setting

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Conceptions of Ability

• Two theories of intelligence entity and
  incremental
• Entity theory is the belief that intelligence is
  relatively fixed, stable, and unchanging over
  time and with conditions (Difficulties
  obstacles)
• Incremental theory roughly equates intelligence
  with learning, that intelligence can change and
  increase with experience, effort and learning
  (Difficulties challenges)

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Implications for Teaching
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Perceptions of Control

• Perceived control over task engagement and
  outcomes is critical
• Control Beliefs
• Strategy Beliefs
• Capacity Beliefs
• Control Beliefs

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Learned Helplessness

• A psychological state involving a disturbance in
  motivation, cognitive processes, and emotions
  because of previously experienced
  uncontrollability

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Students with Learning Problems

• Learned helplessness is experienced by many
  students with learning problems
• Lower expectations, judge themselves lower in
  ability emphasize lack of ability
• Females may be more helpless orientated
• Reading deficiencies make problems worse
• Teachers can help these students!

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Self Concept

• Refers to ones collective self- perceptions
• Formed through experiences with and
  interpretations of the environment and
• Heavily influenced by reinforcements and
  evaluations by significant other person
• Important multidimensional parts
  Self-Esteem, Self-Confidence, Self-Concept
  Stability, Self-Crystallization

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Four Sources of Intrinsic Motivation

• 1. Challenge
• 2. Curiosity
• 3. Control
• 4. Fantasy
• Intrinsic Motivation vs. Extrinsic Motivation

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Motivation Self-Regulation

• Volition the act of using the will for ones
  wants
• Values students opinion of learning
• Self-Schemas cognitive manifestations of goals,
  aspirations, fears and threats
• Help Seeking self-regulation fosters asking for
  help

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Summary Questions