Vital Principles of Motivation

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. 2. What rouses you to realize in a scholarly setting?To what degree is absence of inspiration an issue in your classroom?How do you address the problem?How would you evaluate the achievement of your intercessions?. A Social Cognitive View of Motivation [Contrast to Behavior Modification]. 3. A Different approach to consider Motivation: Learner Centered Social

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Basic Principles of Motivation MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN EDUCATION, ROSANNE YOST, CURRICULUM AND INSTRUCTION UNIVERSITY OF SOUTH DAKOTA PLEASE PICK UP EACH OF THE MULTICOLORED SURVEYS AND COMPLETE THEM BEFORE WE BEGIN FOR THE ACADEMIC MOTIVATION SCALE, SUBSTITUTE "Go to STAFF DEVELOPMENT" FOR "Go to COLLEGE"

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What persuades you to realize in a scholarly setting? Whatever degree is absence of inspiration an issue in your classroom ? How would you address the issue? How might you evaluate the achievement of your mediations?

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A Social Cognitive View of Motivation [Contrast to Behavior Modification] A Different approach to consider Motivation: Learner Centered Social—Learners "read" the social and scholarly desires of the setting Cognitive—Mind Mediated Motivation is a STATE not a characteristic

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The Ultimate objective of Education: Self-Regulated Learners who. . . Acknowledge duty regarding their own learning Are adaptable in their reasoning and critical thinking Develop and utilize self-checking abilities Are communitarian in errand centered aptitudes will look for help and support from others Focus on individual advance Focus on adapting as opposed to evaluations or test scores Welcome test How does this contrast with the learners we develop now?

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3 Basic Principles Motivation can be characterized as our ability to Engage  Commit Persist in a scholastic undertaking [challenge] Motivation convictions are put away in associations in our long haul memory, [schema] in light of our encounters and translations of them. Our inspiration is impacted by our Expectations for Success and Value for the Task E duplicated by V

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Schemata Mental sorting out structures—existing thought systems - that guide discernment and classify encounters Whether we know about them or not, these systems decide how we decipher our encounters and concentrate significance from them Motivation constructions can be Adaptive , or Mal-versatile What happens when an inspiration mapping is Mal-versatile?

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Expectancy x Value Judgments Our eagerness to consume the exertion on a scholarly errand relies on upon Our Expectations for accomplishment with sensible exertion Our evaluation of the Value and seriousness of the undertaking.

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Value for the Task What sorts of assignments do your understudies VALUE? Why? What do you see when they don't esteem an assignment?

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Value is Enhanced When the Task is Meaningful Connected Relevant Useful How would we do that?

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Reasonable Expectations for Success Where do they originate from? How do learners with desires for achievement approach undertakings? How do learners with lower desires for achievement approach assignments ?

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Student Responses Based on E x V

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Expectations for Success are Enhanced when learners. . . Trust in incremental as opposed to inborn insight Learn for disguised, self-controlled purposes Pursue authority objectives Have high self-viability Attribute achievement and additionally inability to an inside locus of control Have important learning techniques and instruments

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"Inspiration Constructs" Each of the past proclamations speaks to an arrangement of thoughts that people hold—thoughts that impact their ability to "connect with commit, and particularly PERSIST " in a scholarly assignments Each locations learners' desires for accomplishment in a given undertaking setting

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Intrinsic/Extrinsic Goal Orientation Beliefs about Knowledge Self Efficacy Hope Motivation Attributions

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#1: Beliefs About Intelligence & Knowledge What is Knowledge? Who has it? How would we get it? Where does it originate from?

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Beliefs about Knowledge Assumptions people hold about The way of information Certainty Complexity How information is accomplished Role of natural capacity Role of exertion

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Beliefs about Learning Survey [blue] Factor 1: Fixed Ability. Is capacity settled.. . . . . on the other hand is it. . . . . . Incremental? [high points] [low points] Factor 2: Simple Knowledge Is learning straightforward. . . On the other hand is it. . . Complex? [high points] [low points] Factor 3: Certain Knowledge Is information sure. . . On the other hand is it. . . . Relative? [high points] [low points] Factor 4: Quick Learning Accomplished rapidly. . . . On the other hand. . . with supported exertion? [high points] [low points]

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How are these convictions significant to instructors and their practices?

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Implications: Recognize That. . . Everybody holds convictions about insight and information that impact their learning AND practices. These convictions influence the way we reason Beliefs about learning are NOT emphatically identified with capacity, yet they are firmly identified with engagement and inspiration issues

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#2: Intrinsic and Extrinsic Motivation Extrinsic inspiration: for outside thought processes, for example, motivators and prizes Intrinsic inspiration: for inner intentions, please in the errand for it's own particular purpose Which do schools most effectively advance? Why? How would you know? What is the message to learners? Which is the most effective approach for learning?

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The continuum approach: Self Determination Assumption: the component that characterizes the distinction amongst Extrinsic and Intrinsic inspiration is how much the individual decides errand esteem and significance - "Purchase IN"— otherwise known as "Engagement "

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Levels of undertaking purchase in Based on "Who starts the inclusion and why?" Extrinsic Motivation has 4 levels External Regulation Introjected Regulation Identified Regulation Integrated Regulation

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Buy-In Extrinsic Completely started outside… Reward or discipline… External Regulation Introjected Regulation Accepts norms other have indicated Identified Regulation Values measures… Willing engagement… Integrated Regulation Fits possess extreme objectives Intrinsic

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Think of a learning background in which YOU "moved along the continuum." What happened to your realizing? How was your experience identified with Expectation for Success and Value for the Task ? So HOW would we move learners "along the continuum"?

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Basic Learner Needs Competence Belief that one can finish the assignment Autonomy Self start, self heading, and self control Relatedness To others in the learning setting Connections to general learning objectives

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Implications: Support for Basic Needs Competence: Attention to errand definition Clear Manageable Challenging Criterion referenced achievement gauges Autonomy: Choices Time adaptability Alternative approaches to achieve objectives Participation in basic leadership Relatedness: De-underscore rivalry Emphasis on exertion Collaboration Social development How would You be able to bolster each of these?

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Academic Motivation Scale [white] What did this instrument enlighten you concerning your characteristic/extraneous adjust? Did it appear to be precise? Why/why not? Remarks?

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#3. Objective Orientations Beliefs people hold about the reasons for realizing Why we learn For whom How achievement is accomplished IMPACT: How we approach testing undertakings Two essential sorts of objectives Mastery Goals Performance Goals

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Underlying Theories of Intelligence Entity Theories Incremental Theories

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Performance : Goal is to increase positive judgments & stay away from antagonistic judgments of capacity [Prove] Mastery Goal is to build ability and individual competence [Improve] Goal Orientation

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Theory of Intelligence Entity Performance : Intelligence Goal is to pick up is a fixed positive judgments trait & maintain a strategic distance from pessimistic judgments of capacity [Prove] Incremental Mastery Intelligence Goal is to expand is ability and individual malleable competence [Improve]

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Typical Behavior Entity Performance : Helplessness Intelligence Goal is to gain Avoid hazard is a fixed positive judgments Give up effortlessly trait & keep away from adverse Make pardons judgments of capacity [Prove] Incremental Mastery Effort Intelligence Goal is to expand Seek challenge is ability and personal Persist malleable competence Take duty [Improve] Problem Solve

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Competence creates through exertion & rehearse Enjoyment of testing assignments Easy errands saw as exhausting Effort skill More inborn inspiration to learn Use of learning procedures for profound understanding Self-evaluative Errors are seen as valuable Failure can be instructive Teacher seen as asset/guide Which learner do you favor? Why? Skill—you have it or you don't! Evasion of testing assignments Easy errands are attractive Effort = low capability More extraneous inspiration Reliance on repetition learning Comparison of self to others Errors seen as disappointments Failure = low capacity Teacher saw as judge, rewarder, and punisher Goal Orientations Beliefs: Compare/Contrast Performance Orientation Mastery Orientation

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Quadrants Mastery Orientation HIGH LOW HIGH Performance Orientation LOW

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Goals Inventory [yellow] Eliminate #s 7, 9, & 13 Mark the accompanying with "P": 2, 10, 11, 12, 15, 17, 18 Mark the accompanying with "M" 1, 3, 4, 5, 6, 8, 14, 16 Add P scores and gap by 7 Add M scores and gap by 8

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PERFORMANCE 5 LM/HP HM/HP 4 3 2 1 5 4 MASTERY HM/LP LM/LP 2 1

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Students with a solid dominance introduction are more fruitful learners , REGARDLESS of whether execution introduction is high or low. Suggestions?

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#4: Self-Efficacy Beliefs about the level of "impact" we can have on

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