Presented by:

Wan Maisarah Bt Wan Shuhaimi

 What is MOTIVATION? Needs Goal Orientations

Beliefs and Self-Perceptions

Interest, Curiosity, Emotions and Anxiety Motivation to Learn in School : On Target

 Motivation is an internal state that arouses, directs, and maintains

behavior. (Woolfolk, 2010)

The study of motivation focuses on how and why people initiate actions

toward specific goals, how long it takes them to get started in the activity, how intensively they involved in the activity, how persistent they are in their attempts to reach these goals, what they are thinking and feeling along the way.

Intrinsic motivation

Extrinsic motivation

Motivation associated with activities Motivation created by external factors that are their own reward. such as rewards and punishments. When we are intrinsically motivated, we We are not really interested in the do not need incentives or punishments, activity for its own sake; we care only because the activity itself is satisfying about what it will gain us. and rewarding (Anderman & Anderman, 2009; Deci & Ryan, 2002; Reis, 20040
Locus of causality

The location internal or external of the cause of behaviour inside or outside the person. If the locus in internal, the motivation is intrinsic; if the locus is external, the motivation is extrinsic.

Behavioral

Humanistic

Cognitive

Social Cognitive

Socioculltural

Source of Extrinsic motivation Important influences Reinforces, rewards, incentives, & punishers

Intrinsic Need for selfesteem, selffulfillment, & selfdetermination Maslow Deci

Intrinsic Beliefs, attributions for success & failure, expectations Weiner Graham

Intrinsic & Extrinsic Goals, expectations, intentions, selfefficacy

Intrinsic Engaged participation in learning communities; maintaining identity through participation in activities of group. Lave Wenger

Key Theories

Skinner

Locke & Latham Bandura

Maslows hierarchy of needs

Self-determination: Competence, Autonomy, and Relatedness

Self determination theory
we all need to feel competent and capable in our interactions in the world, to

have some sense of control over our lives, and to be connected to others
Need for autonomy: is the desire to have our own wishes, rather than

external rewards or pressures, determine our actions

Cognitive evaluation theory: suggests that evens affect motivation through

the individuals perception of the events as controlling behavior or providing information

The need for relatedness is the desire to establish close emotional bonds and

attachments with others.

Needs: Lessons for Teachers

teachers should limit controlling messages allow and encourage students to make choices help students plan actions to accomplish self selected goals hold students accountable provide rationales for limits, rules, and constraints acknowledge that negative emotions are valid reactions to teacher control use non-controlling, positive feedback

 Goals that are specific, moderately difficult, and likely to be reached in the near future tend

to enhance motivation and persistence (Schunk, Pintrich, & Meece, 2008; Stipek, 2002).
A Goal is an outcome or attainment an individual is striving to accomplish. A Goal Orientation is a pattern of beliefs about goals related to achievement in school.
Goal Orientations Approach Focus

Mastery goal

A personal intention to improve abilities and learn, no matter how performance suffer. Task-involved learners are students who focus on task or solving problem. A personal intention to seem competent or perform well in the eyes of others. Ego-involved learners are concerned with the evaluation of their work by others. Students who dont want to learn or to look smart, but just want to avoid work. A wide variety of needs and motives to be connected to others or part of a group.

Performance goal

Work-avoidance Social Goals

Epistemological beliefs

Example: They believe that ability is fixed while they tend to set performance goals and strive from failure.

Example :
It may lead students to try to connect all new knowledge with previous knowledge in a meaningful way.

Incremental view of ability

Entity view of ability

Beliefs about the structure, stability, and certainty of knowledge and how knowledge is best learned.

Belief that ability is a stable, uncontrollable trait a characteristic of the individual that cannot be changed.

Belief that ability is unstable and controllable an everexpanding repertoire of skills and knowledge

Attribution theories of motivation

According to Weiner, he describe how the individuals explanations, justifications, and

excuses, can be characterized in terms of three dimensions (1. locus, 2. stability, controllability)
A student who faces an attribute failures to stable, uncontrollable causes may seem

3.

resigned to failure, depress, helpless which can be called as unmotivated.

How does self-worth influence motivation?

Mastery-oriented students tend to value achievement and see ability as improvable, so

they focus on mastery goals, take risks and cope with failure constructively.
A low sense of self worth seems to be linked with: o Failure-avoiding strategies are students who avoid failure by sticking to what they

know, by not taking risks, or by claiming not to care about their performance. o Failure-accepting strategies are students who believe their failures are due to low ability and there is little they can do about it.

INTERESTS AND EMOTIONS

Learning and information

CURIOSITY
Curiosity : the tendency toward interest in

processing are influenced by emotion. Students will pay attention to learn, remember events, images, and readings that provoke emotional responses that are related to their personal interests.

a variety of things. Students curiosity is guided by their interests, provides them with a self-driven motivation to explore new ideas. Can be powerful motivational to maintain students attention in school.

Teachers role to stimulate curiosity in their subject area.

Tapping into students interests Illustrating connections between course

material and applications Allowing students to find these connections for themselves.

Arousal: Excitement and Anxiety in Learning

a physical and psychological reactions causing a person to be

alert, attentive, and wide awake. Individuals are naturally motivated to seek novelty, surprise, and complexity. Curiosity arises when attention is focused on a gap in knowledge. (Piagets concept of disequilibrium)

Anxiety

- general uneasiness, a feeling of tension, feeling of self-doubt > Trait anxiety is the tendency to be anxious. > State anxiety is anxiety provoking situations. - interferes with learning and test performance: focusing attention, learning, testing.

Coping with Anxiety (for Teachers)

> Use competition carefully > Avoid situations in which highly anxious students will have to perform in front of large groups > Make instructions clear > Avoid unnecessary time pressures > Remove some pressure from major

tests/exams
> Alternatives to written tests > Teach self-regulation strategies

Motivation to learn
The tendency to find academic activities meaningful and worthwhile and to try

to benefit from them. student motivation to learn is both a trait and a state. Involves taking academic work seriously, trying to get most of it and applying appropriate learning strategies.

Target Area
Task

Focus How learning tasks are structured-what the student is asked to do

Objectives Enhance intrinsic attractiveness of learning tasks Make learning meaningful

Examples of possible strategies Encourage instruction that relates to students experience Foster goal setting & self-regulation Give alternatives in making assignments Encourage students to take initiatives & evaluate their own learning Establish leadership opportunities for all students Foster personal best awards Reduce emphasis on honor rolls Recognize and publicize a wide range of school-related activities of student

Autonomy/ Responsibility

Student participation in Provide optimal freedom for learning / school decisions students to make choices and take responsibility

Recognition

Nature & use of recognition& reward in the school setting

Provide opportunities for all students to be recognized for learning Recognize progress in goal attainment Recognize challenge seeking and innovation

Target Area Grouping

Focus The organization of school learning & experiences

Objectives

Examples of Possible Strategies

Build an environment of acceptance and appreciation of all students Broaden the range of social interaction, particularly of at-risk students Enhance social skills development Grading and reporting processes Practices associated with use of standardized tests Definition of goal and standards

Provide opportunities for cooperative learning, problem solving, & decision making Encourage multiple-group membership to increase range of peer interaction Reduce emphasis on social comparisons of achievement Give students opportunities to improve their performance. Encourage student participation in the evaluation process Allow students to progress at their own rate whenever possible Give teacher greater control over time usage through (eg:block scheduling)

Evaluation

The nature & use of evaluation & assessment procedure

Time

The scheduling of the school day

Provide opportunities for extended and significant student involvement in learning tasks. Allow the learning task and student needs to dictate learning

 Woolfolk.A. (2010). Educational psychology: Global edition. (11th ed.) Pearson

Education International: United States of America