Motivation to Learn

Motivation to Learn

1. What is motivation to learn?

   • Processes that direct and sustain students’ behavior toward learning
     • Intrinsic
       • the motivation to be involved in a learning activity for its own sake
     • Extrinsic
       • the motivation to be involved in a learning activity as a mean to an end (aim to get something)
   • Flow (Csikszentmihalyi, 2003)
     • The motivational state characterized by becoming extremely focused and absorbed in an activity, losing track of time and completely ignoring anything else that is happening in the environment outside of such activity
     • Apathy
     • Flow
     • Anxiety
       • negative affective state (feeling of fear/apprehension)
       • Sources of anxiety 1. School transitions 2. Math anxiety 3. Test anxiety
     • Boredom

2. Diversity in Motivation and Affect

   • Diversity in Students’ Need to Feel Autonomous
   • Diversity in Students’ Need to Feel Accepted
   • Diversity in Intrinsic Motivation

3. Affect in the Classroom

   • Positive affect effects
     • – Activate mental schemas – Make meaningful associations – Consolidate long-term memories – Become more creative and flexible during problem solving – Take more risks – Display more prosocial behaviors
   • Negative affect effects
     • Inhibits learning and memory – May influence students to distance themselves socially

4. Motivation Theories

   • Behavioral theory
     • Reinforcements and punishments are motivators
     • School incentives
       • Rewards
         • Informational rewards
         • Controlling rewards
       • Feedback
         • Performance versus informational feedback
       • Praise/Criticism
         • Praise could be interpreted as a low ability cue and Criticism could be interpreted as a high ability cue
       • Social recognition
       • Obligation removal
   • Cognitive theories
     • Interest theory
       • Dispositional interest (individual)
       • Situational interest (activated by environment)
       • Seductive details – ‘false advertising’!
     • Goal theory
       • Mastery goal
       • Performance goal
       • Performance-avoidance goal
       • Social goal
     • Self-determination theory
       • Classrooms
         • Autonomy-supporting classrooms – Controlling classrooms
       • Three psychological needs
         • – Competence – Control (similar to locus of control) – Relatedness (similar to need for belonging)
   • Sociocognitive theories
     • Expectancy X value
       • – Intrinsic interest – Importance – Utility (engagement in a task based on task value) – Cost (time etc.)
     • Self-efficacy theory
       • Struggling learners often have low self-efficacy
       • Factors: – History of success – Positive modeling – Verbal persuasion
       • Judgment about ability to perform
     • Attribution theory
       • - Locus of control – Stability – Controllability
   • Humanistic theories
     • Maslow hierarchy of needs – Deficiency – Being

5. Affect and cognition

   • There is strong relation between affect and cognition
     • Motivated learning
       • People become emotionally biased in thinking when they have strong emotional stake in an issue
     • Hot cognition
       • – Emotion is certainly implicated/influenced cognitive processes

6. Psychosocial Needs

   • 1. Natural tendency to learn and grow 2. Need to feel safe 3. Need to feel accepted 4. Need to feel competent 5. Need to feel autonomous

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