theories on factors affecting motivation in facilitating learning

Bandura, A. All students will feel more self-determined and therefore more motivated if they have choices of some sort. Kohn, A. The non-academic personal interests may sometimes conflict with academic interest; it may be more interesting to go to the shopping mall with a friend than to study even your most favorite subject. Accommodating the differences can be challenging, but also important for maximizing students motivation. A child's behaviour in learning is energised by motives, selected by motives and directed by motives. As you might suspect, the way that these attributions combine affects students academic motivations in major ways. The attitude is similar to depression, a pervasive feeling of apathy and a belief that effort makes no difference and does not lead to success. Journal of Educational Psychology,84, 261-271. A distinction between effort and interest is often artificial, however, because the two motives often get blended or combined in students personal experiences. LESSON PROPER/PROCEDURE A. He also wrote shorter answers in his journal and gave one of the shortest oral reports. If you attribute a top mark to the effort you put in to studying, then the source of success is unstableeffort can vary and has to be renewed on each occasion or else it disappears. always wanted to be the best in everything, regardless of whether it interested her. Then, along with thesecognitive motivation theories, we will examine a motivational perspective calledself-determination theory, which attempts to reconcile cognitive theorys emphasison intrinsic motivation with more traditional notions of human needs and drives. These factors include intelligence, motivation, emotions, interests, attitudes, beliefs, values, learning styles etc. If a teacher (and sometimes also fellow students) put too much emphasis on being the best in the class and if interest in learning the material therefore suffers, then some students may decide that success is beyond their reach or may not be desirable in any case. However, if you are here because you want to get a college degree to make yourself more marketable for a high-paying career or to satisfy the demands of your parents, then your motivation is more extrinsic in nature. Cognitive & Metacognitive Factors Motivational & Affective Factors. Fortunately the first three can be influenced by teachers directly, and even the fourth can sometimes be influenced indirectly by appropriate interpretive comments from the teacher or others. High levels of self-efficacy imply high levels of competence. Intrinsic motivation comes from within the individual, while extrinsic motivation comes from outside the individual. Below is a description of the three factors, according to the model, that influence motivation. As you will see, differences in motivation are an important source of diversity in classrooms, comparable in importance to differences in prior knowledge, ability, or developmental readiness. Among your students, for example, some individuals might read books that you have suggested, and others might listen attentively when you explain key concepts from the unit that you happen to be teaching. Recommended. Urdan, T. (2004). It is not especially effective if praise is very general and lacking in detailed reasons for the praise; or if praise is for qualities which a student cannot influence (like intelligence instead of effort); or if praise is offered so widely that it loses meaning or even becomes a signal that performance has been substandard. In reality, our motivations are often a mix of both intrinsic and extrinsic factors, but the nature of the mix of these factors might change over time (often in ways that seem counter-intuitive). Some compromise between cooperative and individualistic structures seems to create optimal motivation for learning (Slavin, 1995). Self-worth and autonomy are important factors for students to experience in their learning environment to allow for optimal learning (Clapper 2010; Hanrahan 1998; Knowles 1979). Unlike food (in behaviorism) or safety (in Maslows hierarchy), you can never get enough of autonomy, competence, or relatedness. We willexamine several cognitive motivation theories: interest, attribution theory,expectancy-value theory, and self-efficacytheory. ), Cambridge handbook on motivation and learning. Many concepts from operant conditioning, in fact, can be understood in motivational terms. They are also affected by students interests, both personal and situational. But there are nonetheless cautions about adopting this view. Bong, M. & Skaalvik, E. (2004). the factors affecting the motivation of students is learning & teaching factor. It usually helps both motivation and achievement if a student attributes academic successes and failures to factors that are internal and controllable, such as effort or a choice to use particular learning strategies (Dweck, 2000). This can lead to extinguishing intrinsic motivation and creating a dependence on extrinsic rewards for continued performance (Deci et al., 1999). As a teacher, you can encourage the development of your own relationships with class members. As such, mastery goals have been found to be better than performance goals at sustaining students interest in a subject. Jason, on the other hand, enjoys the challenges of balancing chemical equations. Theories on Factor Affecting Motivation ruthmagsacay 217 views26 slides Motivational and affective factors report (facilitating learning) Ninia Joyce Macay 26.5K views5 slides Facilitating Learning Module 4 Blair Torres 29.6K views10 slides More Related Content Slideshows for you (20) Module 19 Angelito Pera 13.4K views Module 11 ), Improving academic achievement (pp. Providing a quality education for all lies at the heart of the Education 2030 Agenda. In addition to being influenced by their goals, interests, and attributions, students motives are affected by specific beliefs about the students personal capacities. This is the perspective of behaviorism. This is probably a desirable behavior in many situations, unless the persistence happens to interfere with other, more important tasks (what if you should be doing homework instead of working on crossword puzzles?). Video 6.1.1. [https://edtechbooks.org/-IJ]. Educational Psychology by Nicole Arduini-Van Hoose is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. Careers in Academia: The Secret Handshake, 998. Authenticity refers to how much a task relates to real-life experiences of students; the more it does so, the more it can build on students interests and goals, and the more meaningful and motivating it becomes. Motivationthe energy or drive that gives behavior direction and focuscan be understood in a variety of ways, each of which has implications for teaching. Short-term and long-term consequences ofachievement goals. Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal. For one, physical reinforcement (such as money) and verbal reinforcement (such as praise) may affect an individual in very different ways. The explanations that you settle upon may reflect the truth accuratelyor then again, they may not. But there is evidence that performance-oriented students do not actually learn material as deeply or permanently as students who are more mastery oriented (Midgley, Kaplan, & Middleton, 2001). Mindset: The new psychology of success. There are some strategies that are generally effective even if you are not yet in a position to know the students well. Students interests vary in how deeply or permanently they are located within students. Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring, while extrinsically motivated behaviors are performed in order to receive something from others. First, we will describe some early motivational theories that focus on innate needs and drives. We will examine instinct theory, drive theory, and arousal theory as early explanations of motivation. ), Handbook of Competence and Motivation, pp. Skinner, B. F. (1957). well, work. Attribution studies have three commonalities. Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. So she was easily distracted, and that cut down on getting her work done, especially about her journal entries. Then there was Lindseythe one who . The model has since been refined to include cost as one of the three major factors that influence student motivation. Baking has become work in a way that changes her motivation to do it. Dowson, M. & McInerney, D. (2003). One perspective on motivation comes from behaviorism, and equates underlying drives or motives with their outward, visible expression in behavior. He did the work, but just barely. Education is an avenue of gaining knowledge and skills that will, in turn, support economic growth. Franks learning is based on effort compared to Jasons, whose learning is based more fully on interest. Suppose that you get a low mark on a test and are wondering what caused the low mark. Motivation is enhanced if students feel a degree of autonomy or responsibility for a learning task. 34. Opportunities and Challenges with Digital Open Badges, 42. it explains that we attribute our successes or failure or other events to several factors. The Proper Way to Become an Instructional Technologist. Rosemary then moved to administration in 2004, becoming CSUs Director of Assessment, then Vice Provost for Undergraduate Studies, and finally Vice Provost for Academic Programs. In theory, too, people have both deficit needs and growth needs, and the deficit needs must be satisfied before growth needs can influence behavior (Maslow, 1970). Rochester, NY: University of Rochester Press. Seligman called this behavior learned helplessness. Effort and its results appear relatively immediately; a student expends effort this week, this day, or even at this very moment, and the effort (if not the results) are visible right away. Imagine, for example, that a student learns by operant conditioning to answer questions during class discussions: each time the student answers a question (the operant), the teacher praises (reinforces) this behavior. Achievement goals in social interactions: Learning withmastery versus performance goals. No contest: The case against competition. As it happens, help with being selective and thoughtful can be found in the other, more cognitively oriented theories of motivation. Reward induces further success. At a more abstract level, unusual or surprising topics of discussion can also arouse interest when they are first introduced. Too many choices can actually make anyone (not just a student) frustrated and dissatisfied with a choice the person actually does make (Schwartz, 2004). And Zoey: she was quite a case! Suppose that two high school classmates, Frank and Jason, both are taking chemistry, specifically learning how to balance chemical equations. If a student looks at the teacher intently while she is speaking, does it mean the student is motivated to learn or only that the student is daydreaming? . Module20 Theories on Factors Affecting Motivation Activity 1 Here are some quotations. Once a student adopts this attitude, he or she may underachieve more or less deliberately, doing only the minimum work necessary to avoid looking foolish or to avoid serious conflict with the teacher. What kinds of achievement goals do students hold? Old Concerns with New Distance Education Research, 39. Therefore, as online learning platforms are abundantly available in Malaysia, the urban poor in the Klang Valley have a means of improving their knowledge and skills to generate more income. Oftentimes, after stocking shelves at her grocery store job, she often whips up pastries in the evenings because she enjoys baking. Slavin, R. (1995). Psychological Review, 84,191-215. Personal interests are relatively permanent preferences of the student and are usually expressed in a variety of situations. (2006). The Family Law professor has a rather intimidating classroom: He likes to put students on the spot with tough questions, which often leaves students feeling belittled or embarrassed. If the persons are students, their learning will suffer. Create a quick feedback survey with . As we indicate below, large discrepancies between self-efficacy and ability can create motivational problems for the individual. If you attribute a top mark on a test to your ability, then the locus is internal; if you attribute the mark to the tests having easy questions, then the locus is external. . Lindsay, for her part, is primarily concerned about avoiding a poor or failing mark. A theory that supposes that one attempts to understand the behavior of others by attributing feelings, beliefs, and intentions to them. Others say that our actions are driven by external rewards (working out daily to win a cash prize). One is whether merely providing choices actually improves students learning, or simply improves their satisfaction with learning. According to Maslow and his hierarchy of needs, individuals must satisfy physical survival needs before they seek to satisfy needs of belonging, they satisfy belonging needs before esteem needs, and so on. Harackiewicz, J. M., Barron, K. E., Tauer, J. M., & Elliot, A. J. If you believe that you can solve crossword puzzles, but encounter one that takes longer than usual, then you are more likely to work longer at the puzzle until you (hopefully) really do solve it. Motivation and Emotion, 31, 61-70. (2004). Each explanation attributes the failure to a different factor. You are sure to find some elements of your own thinkingabout motivation in each of them. How so? So when Zoey attempted chitchat with them, the conversations often ended up focusing on the assignment anyway! However, online learning requires technical readiness. According to this theory, there are two forms of goal: performance goals and mastery goals. As Barbara Fullers recollections suggest, students assign various meanings and attitudes to academic activitiespersonal meanings and attitudes that arouse and direct their energies in different ways. Approaches that are exclusively behavioral, it is argued, are not sensitive enough to students intrinsic, self-sustaining motivations. These theories explain the processes that people engage in as they make sense of information, and how they integrate that information into their mental models so that it becomes new knowledge. 33. Understanding how incentive theory works can help you better recognize . All in all, then, it seems important for teachers to encourage internal, stable attributions about success. Motivation: What teachers need to know. I noticed him looking a lot at other students insect collections and at their journal entries. Much of education focuses on comparisons in grades, test scores, publications, and awards. Other times it means expecting active responses in all interactions with students. These use the goals, interests, and beliefs of students as ways of explaining differences in students motives and in how the motives affect engagement with school. Learning together and alone: Cooperative, competitive, and individualistic learning, 5th edition. Not so long ago, a teacher named Barbara Fuller taught general science to elementary years students, and one of her units was about insects and spiders. Bandura, A. A major current perspective about motivation is based on self-efficacy theory, which focuses on a persons belief that he or she is capable of carrying out or mastering a task. Furthermore, providing students with activities that are challenging, yet doable, along with a rationale for engaging in various learning activities can enhance intrinsic motivation for those tasks (Niemiec & Ryan, 2009). Somehow or other, teachers must persuade students to want to do what students have to do anyway. A focus on comparing students, as happens with competitive structures, can distract students from thinking about the material to be learned, and to focus instead on how they appear to external authorities; the question shifts from What am I learning? to What will the teacher think about my performance? A focus on cooperative learning, on the other hand, can have doubleedged effects: students are encouraged to help their group mates, but may also be tempted to rely excessively on others efforts or alternatively to ignore each others contributions and overspecialize their own contributions. They tend to attribute the source of a problem to themselves, to generalize the problem to many aspects of life, and to see the problem as lasting or permanent. Self-efficacy: The exercise of control. Dweck, C. (2000). What Is Technological Pedagogical Content Knowledge? In addition, culture may influence motivation. As explained earlier, students experience tasks in terms of their value, their expectation of success, and their authenticity. Performance-approach goals: Good for what, for whom, andunder what conditions, and at what cost? The most common version of the behavioral perspective on motivation is the theory of operant conditioningassociated with B. F. Skinner (1938, 1957). A possible reason is that measures of performancesuch as test scoresoften reward relatively shallow memorization of information and therefore guide performance-oriented students away from processing the information thoughtfully or deeply. Studies have shown that increased student engagement is correlated with improved learning outcomes and overall positive results for students. In certain ways self-determination theory provides a sensible way to think about students intrinsic motivation and therefore to think about how to get them to manage their own learning. He is the editor of two online journals, the Canadian Journal of Educational Administration and Policy (CJEAP) and Teaching Educational Psychology (TEP). In that case, Odessas motivation to bake in her free time might remain high if, for example, customers regularly compliment her baking or cake decorating skills. In 1983 she accepted a teaching position at Cleveland State University and became a tenured professor. THEORIES ON FACTORS AFFECTING MOTIVATION Attribution theory What is attribution theory ? In these cases, discerning the students inner motivations may take more time and effort. Seifert, K. & Sutton, R. (2018). Riding & S. Rayner (Eds. People frequently blame internal factors for their successes and external factors for their failures. When students blame themselves for failing, motivation tends to rise since effort is something that can be managed. Much depends, however, on how this is done; as discussed earlier, praise sometimes undermines performance. Unusual sights, sounds, or words can stimulate situational interest. Because it involves significant restructuring of existing cognitive structures, successful learning requires a major personal investment on the part of For convenience, the recommendations can be grouped according to the basic need that they address, beginning with the need for autonomy. (2012), goal setting is the process of establishing specific and effective targets for task performance. According to another Many of these paradoxical effects are described by self-determination and self-efficacy theory (and were explained earlier in this chapter). Skinner, B. F. (1938). A model of motivation that integrates many ideas about motivation, including those in this chapter, has been developed by Carole Ames (1990, 1992). A major part of supporting autonomy is to give students choices wherever possible (Ryan & Lynch, 2003). What do students say about their motivational goals? As we mentioned, behaviorist perspectives about motivation do reflect a classroom reality: that teachers sometimes lack time and therefore must focus simply on students appropriate outward behavior. Despite its popularity, no model exists that describes the motivation that affects instructors' opinions and beliefs regarding online learning. Punishment or failure induces action for achievement. Cognitivemotivation theories share strong ties with the cognitive and social learning theories that we discussed previously. These are relatively specific beliefs and tasks. Own sterling academic performance. Teachers can support students motivation by recognizing their achievements appropriately. According to this criticism, the distinction between inner motives and expressions of motives in outward behavior does not disappear just because a teacher (or a psychological theory) chooses to treat a motive and the behavioral expression of a motive as equivalent. Cognitive theories of motivation assume that behavior is a result of cognitive processes. The structure and . It is important, furthermore, to offer choices to all students, including students needing explicit directions in order to work successfully; avoid reserving choices for only the best students or giving up offering choices altogether to students who fall behind or who need extra help. Cooperative learning, 2nd edition. If your student traces his good grade to It is based on two psychological principles: the motive of an individual to achieve success and the motive of an individual to avoid failure. Self-efficacy is a belief that you can write an acceptable term paper, for example, or repair an automobile, or make friends with the new student in class. The drive reduction theory of motivation suggests that people have these basic biological drives, and our behaviors are motivated by the need to fulfill these drives. Worst of all for academic motivation are attributions, whether stable or not, related to external factors. Except that instead of bringing a diversity of creatures as Jose was doing, she just brought more and more of the same onesalmost twenty dead house flies, as I recall! They are self-constructed, meaning that they are personally developed perceptions. The acronym or abbreviated name for the program is TARGET, which stands for six elements of effective motivation: Each of the elements contributes to students motivation either directly or indirectly. Low achievement and motivation by peers affect an individuals academic motivation more in elementary school than in high school, more in learning mathematics than learning to read, and more if there is a wide range of abilities in a classroom than if there is a more narrow range (Burke & Sass, 2006).

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