Motivation and Affect
Affect and its Effect
Diversity in Affect
Student in low-income background are more prone to anxiety and depression
Girls express themselves more than boys do
East Asian cultures are more reserved and more reluctant to confide in others
Americans and Mexicans can be expressive
Anxiety in the Classroom
Learners sometimes develop feelings of anxiety about particular situations through the process of classical conditioning
Affect and Learning and Cognition
While learning how to perform a task, students simultaneously learn whether or they like doing it
Affect and Motivation
People act in ways that will make them happy and comfortable
Cognitive and Sociocultural Factors in Motivation
A TARGETS Mnemonic for Remembering Motivational Strategies
Social support
Identify students specific strengths and giver them opportunities to showcase their expertise
Time
Give students hands on activities to see what they learn in action
Evaluation
Give students concrete criteria to evaluate their own work
Grouping
have students work in small groups
Recognition
commend students for completing a task successfully
Autonomy
let students choose ways of accomplishing a goal
Task
ask students to conduct research on a topic that concerns them
Diversity in Cognitive and Sociocultural Factors Affecting Motivation
Students with learning disabilities may be easily discouraged by challenging tasks
Students in low-income background want to do well in schools but lack resources from teachers and schools
Girls are more concerned about doing well in school than boys
Some cultures emphasize learning for learning sake
Teacher Attributions and Expectations
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.
Expectation affect future attributions
Depends on previously determined student motivation levels and abilities
Based on students day to days classroom behavior
Attributions - self constructed explanations of their successes and failures
"You studied hard" or "You studied the wrong things"
Goals
Give students short term, concrete goals
Achievement goals
Performance goals
Mastery goals
Expectancies and Values - have high expectations of success and is beneficial
courses or extra-curriculars that students choose
Interests - find topic or activity intriguing and engaging
Have students make a mosaic from items they've found on a scavenger hunt
Learners will devote more time and attention
cognitive arousal
intrinsic motivation
Basic Human Needs
A Possible Hierarchy of Needs: Maslow's Theory
Esteem
Love & Belonging
Safety
Physiological
Universality and Diversity in Basic Needs
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
Amounts of self determination differs
Asian & African American: give children less autonomy
Not all cultures stress the importance of positive self evalution
East Asia: importance on how well other people view you
Relatedness - need to feel socially connected
Some students place higher priority on interacting with friends than getting school work done
Self-Determination - desire for self direction
"I want to do this..."
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
Arousal - need for some degree of stimulation
Students can't sit with nothing to do
The Nature of Motivation
Extrinsic v Intrinsic
Intrinsic: motivation from internal/personal factors
Students who love to write and want to be better writers to gain a scholarship
Extrinsic: motivation from external factors
Students taking a class to earn either an A or B to gain a scholarship
Time on task: motivation increases students' physical and cognitive
Motivation: what energizes us
Classroom conditions play a major role in student motivation to learn
Talking to students about their personal well being can improve motivation
Motivation to do well is based on cognitive and sociocultural factors
Students are interested in activities with social or cultural origins
All children are motivated in one way or another
Students interested in classroom topics seek challenging work and actively participate
determines which consequences are reinforcing and punishing
leads to increase energy
directs behavior toward goals
