Motivation and Affect

The Nature of Motivation

Motivation: what energizes us

directs behavior toward goals

leads to increase energy

determines which consequences are reinforcing and punishing

All children are motivated in one way or another

Students interested in classroom topics seek challenging work and actively participate

Motivation to do well is based on cognitive and sociocultural factors

Students are interested in activities with social or cultural origins

Classroom conditions play a major role in student motivation to learn

Talking to students about their personal well being can improve motivation

Time on task: motivation increases students' physical and cognitive

Extrinsic v Intrinsic

Extrinsic: motivation from external factors

Students taking a class to earn either an A or B to gain a scholarship

Intrinsic: motivation from internal/personal factors

Students who love to write and want to be better writers to gain a scholarship

Basic Human Needs

Arousal - need for some degree of stimulation

Students can't sit with nothing to do

Competence and Self-Worth - need to believe they can deal effectively with their environment and are capable individuals

Students who receive poor grades will make excuses and undermine their future chances of success

Self-Determination - desire for self direction

"I want to do this..."

Relatedness - need to feel socially connected

Some students place higher priority on interacting with friends than getting school work done

Universality and Diversity in Basic Needs

Not all cultures stress the importance of positive self evalution

East Asia: importance on how well other people view you

Amounts of self determination differs

Asian & African American: give children less autonomy

Cultural differences in how children address needs for relatedness

Asian: spend less time with peers and more on school work, apt to have friends that encourage academic achievement

A Possible Hierarchy of Needs: Maslow's Theory

Physiological

Safety

Love & Belonging

Esteem

Cognitive and Sociocultural Factors in Motivation

Interests - find topic or activity intriguing and engaging

intrinsic motivation

cognitive arousal

Learners will devote more time and attention

Have students make a mosaic from items they've found on a scavenger hunt

Expectancies and Values - have high expectations of success and is beneficial

courses or extra-curriculars that students choose

Goals

Mastery goals

Performance goals

Achievement goals

Give students short term, concrete goals

Attributions - self constructed explanations of their successes and failures

"You studied hard" or "You studied the wrong things"

Teacher Attributions and Expectations

Based on students day to days classroom behavior

Depends on previously determined student motivation levels and abilities

Expectation affect future attributions

If a student fails to finish an assignment on time, your attributions may be she didn't study enough because she's lazy causing you to giver her an incentive to motivate her next time.

Diversity in Cognitive and Sociocultural Factors Affecting Motivation

Some cultures emphasize learning for learning sake

Girls are more concerned about doing well in school than boys

Students in low-income background want to do well in schools but lack resources from teachers and schools

Students with learning disabilities may be easily discouraged by challenging tasks

A TARGETS Mnemonic for Remembering Motivational Strategies

Task

ask students to conduct research on a topic that concerns them

Autonomy

let students choose ways of accomplishing a goal

Recognition

commend students for completing a task successfully

Grouping

have students work in small groups

Evaluation

Give students concrete criteria to evaluate their own work

Time

Give students hands on activities to see what they learn in action

Social support

Identify students specific strengths and giver them opportunities to showcase their expertise

Affect and its Effect

Affect and Motivation

People act in ways that will make them happy and comfortable

Affect and Learning and Cognition

While learning how to perform a task, students simultaneously learn whether or they like doing it

Anxiety in the Classroom

Learners sometimes develop feelings of anxiety about particular situations through the process of classical conditioning

Diversity in Affect

Americans and Mexicans can be expressive

East Asian cultures are more reserved and more reluctant to confide in others

Girls express themselves more than boys do

Student in low-income background are more prone to anxiety and depression