11/19/21

Daily Message Board

Think about (and share with the
people around you):

•What is motivating you to work

hard in this program?

•What is getting in the way of you

working hard in this program?

Motivation
Dr. Surita Jhangiani
EPSE 308

Outline

What is motivation?
What is the role of motivation in learning ?
How does it impact student’s engagement ?
What can we do to motivate students for learning?

Photo by Samuel Zeller on Unsplash

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What does motivation mean to you?

What is motivation?

“an internal state that arouses,

directs and maintains
behaviour”

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In the context of learning, motivation influences the

direction, intensity, persistence, and quality of the
learning behaviors in which students engage.

Photo by Rachel on Unsplash

Motivation has many aspects…

•What are the two main types of

motivation?
•Intrinsic motivation--the internal
desire to be competent and do
something for its own sake
•Extrinsic motivation--influenced by
external rewards and punishments

Motivation
•Which type of motivation would
you mostly fall under?
•We usually ascribe internal
motivation to ourselves and
external to others.
•How might this influence our
pedagogical practices?

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Which type of motivation is

better?

Which should we try to

promote? Why?

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Duncker (1945) Candle-wall problem

Affix the candle to the wall so that wax doesn’t fall
on the table using only these items:

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Effects of rewards on performance

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Effects of rewards on performance

(Glucksberg, 1966)

Timed problem solving:

•1st group—to establish average time for problem
solving
•2nd group—$ if you are in the top 25%, more $
for fastest

Money group (Extrinsic) took 3.5 minutes

LONGER

Done again with the box separated from other

items—the $ group did much better….Why?
Ease of task vs. creativity
-extrinsic rewards hamper creativity

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Drive—Daniel Pink:

• As you watch this video, please

notice what other theories you can
see being described (along with
motivation of course).
• As well, note the 3 things to improve
motivation

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Drive—Daniel Pink:

http://www.youtube.com/watch?v=u6XAPnuFjJc

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Intrinsic motivation

How can teachers increase intrinsic

motivation?
•Explain WHY what they are learning
is important
•Create curiosity
•Use variety
•Provide games and simulations
•Set goals for learning
•Relate learning to student needs
•Help student develop plan of action
•Help students learn to reward
themselves and each other

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Brain Break

ABC - 123:
• Stand Up
• Use your index finger and write a large
"A" in the air out in front of you and at
the same time say
• out loud the number "1".
• Now use your index finger and write a
large "B" in the air out in front of you
and at the same
• time say out loud the number "2".
• Continue writing the letters in the air
and saying the numbers out loud as far
as you can go or
• until the end of the alphabet.

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Other aspects of motivation…

Guiding Question:
How can we catalyze motivation in our class?
Photo by Alex Radelich on Unsplash

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What determines a student’s expectation for success?

Photo by Guille Álvarez on Unsplash

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Expectancy-Value Theory

Photo by Tegan Mierle on Unsplash

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Motivation

Expectancy
Beliefs

Motivation
Goals

Values

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Beliefs
refers to how you think you will do on different tasks or activities

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Beliefs
Definition: an individuals’ expectation
about how well they will do on
upcoming tasks, either in the
immediate or longer- term future.

1. Outcome expectancies: the belief that

specific actions will bring about a desired
outcome
2. Efficacy Expectations: beliefs about
whether one can effectively perform the
behaviors necessary to produce the
outcome

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Influences on Achievement
Our beliefs about ourselves influence:
• what we attempt to do,
• how long we will persist
• and how successful we will be.

• BUT…have we gone too far?

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Achievement
•Achievement motivation--the desire
to accomplish something, to reach a
standard of excellence and to expend
effort to excel.
•Achievement oriented individuals:
•have a stronger hope for success
than fear of failure
•are moderate rather than high or
low risk takers
•and persist for appropriate lengths
of time in solving difficult
problems.

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How might we promote an

achievement orientation in
students?
•Thinking about your own
achievement motivation and,
what you saw on your
practicum and…
•Brainstorm as many ideas as
you can with the people
around you.

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The Perils of Positive Thinking

• “Contrary to what we might think, positive
thinking about the future does not only not
help but also in fact hurts effort and success.
In fact, it decreases energy and impairs
successful performance in life domains as
diverse as work, interpersonal relations, and
health.”
• “However, there is a way to overcome the
pitfalls of positive future thinking:
complementing it with the obstacles of
present reality that stand in the way of
realizing the desired future.” (Oettingen & Reininger, 2016,
p. 591).

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Smart kids love to learn and seek out challenges?

True or False

When you praise kids’ intelligence, they become

more confident and able to achieve goals.
True or False

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Carol Dweck

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Intelligence Theory/Growth Mindset

• Students who believe that intelligence is

malleable generally have higher motivation
for academic tasks.
• Fixed intelligence “theory” can lead to:
• higher levels of anxiety
• Lower achievement
• Lower motivation
• What does this mean in the classroom?
• believing that learning new material
increases one’s intelligence can increase
motivation and academic mastery

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Is it enough to praise effort?

Photo by Caleb Woods on Unsplash

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Carol Dweck - A Study on Praise and Mindsets

https://www.youtube.com/watch?v=NWv1VdDeoRY

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Praise as motivation:
Can be both effective and ineffective.

The best praise is:

•specific
•provides information about
competence or the value of
accomplishments
•is given in recognition of
noteworthy effort (or success at
difficult tasks)
•Orients students towards better
appreciation of their own effort
and achievement

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What we say: What students hear

“You’ve learned that If I don’t learn
so quickly! You’re so something quickly,
smart.” I’m not smart.
“That essay was I better not fail my
amazing. You’re such next essay or I’ll be a
a good writer. I am so disappointment.
proud of you.”
“It’s ok, not everyone I guess I can’t do
is good at math.” math and there is no
point trying.
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Fostering a Growth Mindset

• When they succeed: Praise process and

growth.
• When they struggle: Give them constructive
feedback.
• Emphasize challenge, not success.
• Give a sense of progress.
• Grade for growth.
• And when they say they can’t: Add “yet.”
Photo by rawpixel on Unsplash

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Brain Break
• Say 21
• With a partner you are going to count to 21
• The person who is the one to say 21 is the
winner
• You can say 1 or 2 digits each time
• For example:
• Person 1: “1, 2”
• Person 2: “3”
• Person 1: “4”
• Person 2: “5, 6”
• Person 1: “7”
• Person 2: “8, 9”
• ….
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Motivation

Expectancy
Beliefs

Motivation
Goals

Values

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Values:
Student’s Interest in Learning

Photo by Diane Helentjaris on Unsplash

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Value: Components
1. Attainment Value: the personal importance
of doing well on the task
2. Intrinsic Value: the enjoyment the
individual gets from performing the activity
or the subjective interest the individual has
in the subject
3. Instrumental value/Utility Value: how well
a task relates to current and future goals
4. Cost Value: negative aspects of engaging in
the task

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Values:
Some key questions…
•What can teachers do to
accommodate the diverse
interests of learners?
•How can they increase the
likelihood students will feel
“involved” in their class and
motivated for learning?

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Motivation and Values

https://www.youtube.com/watch?v=uhiCFdWeQfA

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Strategies to Establish Value

•Connect material to students’ interests

•Provide authentic, real-world tasks
•Show relevance to students’ current
academic lives
•Demonstrate the relevance of higher-
level skills to students’ future
professional lives
•Show your own passion and
enthusiasm in teaching

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Fostering Motivation in the classroom

Photo by Kristopher Roller on Unsplash

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Wrap-up Discussion

With the person beside you come what 3

things that stood out from today’s lecture
that we can do to help motivate our
students?

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