Chapter Twelve

Motivation
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12-2
Overview
The behavioral view of motivation
The social-cognitive view of motivation
Other cognitive views of motivation
The humanistic view of motivation
The role of self-perceptions in motivation
Motivating students with technology
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12-3
Types of Motivation
Extrinsic motivation
Occurs when learner does something to earn
external reward
Intrinsic motivation
Occurs when learner does something to
experience inherently satisfying results
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12-4
The Behavioral View of Motivation
Motivation is due to reinforcement and
external rewards.
Students are motivated to complete a task by
being promised some type of reward.
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12-5
Dangers of Extrinsic Motivation
Changes in behavior may be temporary;
the student may revert to earlier behaviors
as soon as the rewards stop.
Students may develop a materialistic
attitude toward learning.
Giving students extrinsic rewards for
completing a task may lessen the intrinsic
motivation they may have for that activity
(undermining effect).
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12-6
The Social Cognitive View of Motivation
Two factors that influence motivation:
The models to which people are exposed
The level and influence of peoples self-
efficacy
Choice of learning goals
Outcome expectations
Attributions
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12-7
The Role of Self-Efficacy in Motivation
Choice of learning goals
Task mastery goals
Ego/social goals
Work-avoidant goals
Outcome expectations
Attributions
Ability, effort, luck, task difficulty
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12-8
Cognitive Views of Motivation
Cognitive-Developmental
Motivation is influenced by a persons need to
master his/her environment and to work
towards equilibration.
Need for Achievement
Motivation is influenced by a persons need to
attain certain goals.
Attribution Theory
Motivation is influenced by how a person
attributes his/her successes and failures.
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12-9
Cognitive Views of Motivation
Beliefs about the Nature of Cognitive Ability
Motivation for learning is affected by ones
beliefs about the nature of ability.
Effect of Interest on Intrinsic Motivation
Motivation is influenced by how interested
one is in a task or subject.
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12-10
Individual Factors that Influence Interest
Ideas and activities that are valued by ones
culture or ethnic group.
The emotions that are aroused by the subject or
activity.
The degree of competence one attains in a
subject or activity.
The degree to which a subject or activity is
perceived to be relevant to achieving a goal.
Level of prior knowledge.
A perceived hole in a topic that the person
already knows a good deal about.
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12-11
Situational Factors that Influence Interest
The opportunity to engage in hands-on
activities.
The state of cognitive conflict or
disequilibrium.
The opportunity to work on a task with others.
The opportunity to observe influential models.
The teachers use of novel stimuli.
The teachers use of games and puzzles.
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12-12
Limitations of Cognitive Views
It is not always easy or possible to induce
students to experience a cognitive
disequilibrium sufficient to stimulate them to
seek answers.
Need for achievement view lacks efficient
and objective instruments for measuring its
strength.
Changing students attributions can be a
difficult and time-consuming task.
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12-13
Humanistic Views of Motivation
Maslows Theory of Growth Motivation
Motivation is influenced by fulfilling different
levels of need.
Deficiency needs must be met in order for a
student to be motivated to learn.
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12-14
Maslows Hierarchy of Needs
(Maslow, 1943)
Self-actualization (e.g.,
maximizing ones potential)
Esteem
(e.g., respect)
Belongingness and love
(e.g., acceptance, affection)
Safety
(e.g., nurturance, money)
Physiological
(e.g., food, water, oxygen)
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12-15
Limitations of Humanistic Views
It is often difficult to know how to meet
students deficiency needs.
You may have many forces working against
you as you try to meet students needs.
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12-16
Role of Self-Perceptions in Motivation
Self-concept
Self-esteem
Self-efficacy
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12-17
Comparing Self-Concept, Self-Esteem, and
Self-Efficacy
- Im a sixth
grader.
- I am five feet
one inch tall.
- My favorite
subject is history.
- The nonevaluative
picture people have of
themselves.
- Made up of
components that are
hierarchically arranged.
For example, academic
self-concept = verbal self-
concept + mathematical
self-concept + science
self-concept, etc.
Self-Concept
Example Characteristics Type of Self-
Perception
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12-18
Comparing Self-Concept, Self-Esteem, and
Self-Efficacy
- Im pretty smart at
math.
- Im not attractive
because my nose is
too big for my face.
- Im disappointed
that most people dont
like me.
- Im satisfied with
how well I speak and
understand a foreign
language.
- The evaluative judgements
we make of the various
components of our self-
concepts.
- Self-concept describes who
you are; self-esteem indicates
how you feel about that
identity.
Self-Esteem
Example Characteristics Type of Self-
Perception
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12-19
Comparing Self-Concept, Self-Esteem, and
Self-Efficacy
- I believe I can
learn how to use a
computer
program.
- Ill never be able
to figure out how
to solve quadratic
equations.
- The evaluative
judgements we make of
how capable we think we
are at organizing and
carrying out a specific
course of action.
Self-Efficacy
Example Characteristics Type of Self-
Perception
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12-20
Limitations of the Self-Perceptions Approach
Lack of useful, commercially prepared
measures of self-efficacy and academic
self-concept
Whatever success you may have in
changing the sense of self-esteem and
academic self-concept of students is likely
to be slow in coming
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12-21
Motivating Students with Technology
Including both extrinsic and intrinsic
motivation
e.g., Jasper Challenge Series
Using technology to increase motivation to
learn