Motivation and cognitive dissonance in learning

process
Motivation and cognitive dissonance

The need to maintain our self-esteem to a level as high as

possible is one of the main motivators of our actions. Many of the
behaviors that we make are directed toward meeting our own
standards of living.

One student, who is caught cheating on a test, can try to justify

their behavior (and believe that) by:

• Ideas like "they all do it"

• The fact that the teacher gave a test unduly hard, so he is

entitled to resort to such behavior

• Simply denies that he cheated despite any evidence.

The psychological theory relating to the behavior and

explanations and excuses used to maintain a positive self-image is
called cognitive dissonance theory. (Festinger, 1957).

The cognitive model of dissonance (after Lefrançois, 1980)

The subject can reduce dissonance and reduce his discomfort:

1) Modification of a cognitive dissonant element (belief, attitude)

making it consonant; or reduce the importance given to that item or
ignoring it;
2) Change of perception;

3) Change the justifications and excuses awards scratchy behavior;

4) Changing behavior

Cognitive dissonance lies strictly in a intra individual context.

Festinger and Carlsmith's results (1959) were based on the idea of
"forced agreement". “Forced consent" means the circumstance in
which an individual agrees to perform an act which does not agree.
This agreement is forced in the sense that the person cannot
actually refuse the task required.

The relevance of cognitive dissonance for education

The theory of cognitive dissonance can often be applied where

students receive feedback on their academic performance
unpleasant.

For example, a student who has only nine and ten, sometime
receive a five for his paperwork. This note is inconsistent with his
own self-image, and is creating a state of discomfort. To solve this
situation, on the one hand, decides to learn more, so that the
situation does not happen again ever on the other hand, he is
trying to rationalize getting this little note in this way:

“The questions were ambiguous it was too hot in the classroom”.

These excuses will help the student to justify the receipt of bad
grades.