Motivation

Strategies
DR KHAIRUL JAMALUDIN
What will you learn?

• Concept of self-regulation in learning

• Concept of motivation
• Theories of motivation
• Motivational strategies
ACADEMIC SELF-
• Self-regulation involves self-
REGULATION: reflective, motivational, and
behavioral process (Zimmerman,
Your opinion? 2015)
• Help to control the factors
influencing learning
• Successful learners find a way to
excel!
Intelligence &
self-regulation?
Is intelligence the main
factor to success?

“After years of research in learning &

motivation, educators have found that students
can learn how to become more successful
learners by using appropriate strategies to
manage their motivation, buehaviour &
learning”
(Seli & Dembo, 2020)
 • Self-regulation involves self-
ACADEMIC SELF- reflective, motivational, and
behavioral process (Zimmerman,
REGULATION 2015)
• Help to control the factors
influencing learning
• Successful learners find a way to
excel!
Scenario…
Let’s scrutinize his actions
• Established a goal and action plan how he was
going to prepare for the exam
• Used a variety of learning strategies
(underlining, developing answering questions,
making chart to compare and contrast)
• Monitored his understanding of the materials as
he studied
What if other students who did
not have self-regulation like
Robert?
• As you develop the personal qualities (self-regulation) to manage your
learning, you’ll find that you can apply the same skills to other situations.
• Self-regulation strategies used is helpful not only for learning but also
personal and work lives (Seli & Dembo, 2020)
I WASN’T BORN INTELLIGENT!

Faulty belief about their ability, learning &

Why are some motivation.

students less • Other than learning disabilities, students’ inner belief is the
factor that stops them
• Believe that intelligence is fixed; people are born with a certain
successful amount of ability
• Self-discipline is more important in predicting performance
learners? than intelligence (Duckworth & Seligman, 2005).
I DID STUDY, LIKE EVERYDAY, BUT...

Unaware of ineffective learning behaviour

Why are some
students less 1. More time studying = more successful
2. But how you study is more important than quantity
3. Restructuring how they study is helpful to gain confidence
successful and motivation

learners?
METHOD OF MONITORING
MOTIVATION
LEARNING PERFORMANCE

SIX MAJOR
COMPONENTS OF
ACADEMIC SELF-
REGULATION

PHYSICAL USE OF TIME SOCIAL

ENVIRONMENT ENVIRONMENT
 • What makes you excited to come
ASK YOURSELF: today?
• What are my reasons to eat
WHAT’S healthy?
• What steps do I need to take to
MOTIVATION? get 4.00?
 • Internal process (goals, beliefs,
perceptions & expectations) that give

Defining
behavior its energy & direction
• the process that initiates, guides,

Motivation
and maintains goal-oriented behaviors. ​
• is what causes us to act
• involves the biological, emotional,
social and cognitive forces that
activate behavior.

"The term motivation refers to factors that

activate, direct, and sustain goal-
directed behavior... ​
​
Motives are the "whys" of behavior - the needs or
wants that drive behavior and explain what we
do”
Motivation & behaviour

Guides
Activates (gets you Maintains (keeps (determines Behaviour over
Motivation
going) you going) where are you time
trying to go)
 Covington and Roberts (1994):

“many different Desire to success

motivational patterns
can be identified in any Low High
group of students.
Low
Failure acceptors Success-oriented
These motivational students
Motive to
patterns are based on avoid failure Failure avoiders Over strivers
High
our relationship with
success and failure”
 Covington and Roberts (1994):

• Successful Sheila/Success-Oriented Student: This student, high in motivation for success and low in
fear of failure, is likely to be highly engaged in academic activities and not anxious about her
performance. The success-oriented student uses effective learning strategies, sets goals, and self-
regulates her learning.

• Defensive Dimitri/Failure Avoider: For this type of student, the desire to avoid failure outweighs the
anticipation of success. He puts his energy into preventing anyone from interpreting his poor
performance as evidence of lack of ability. He uses a number of failure-avoiding strategies, such as
studying at the last minute so that if he fails, he has a ready excuse. He relies on memorization as the
easiest way to get an adequate grade and puts in a great deal of time the last day or so as a way of making
up for weeks of neglect and disinterest in coursework. Underneath the seeming apathy, though, he remains
concerned about the implications of failure and defensively maneuvers to avoid looking not capable.
 Covington and Roberts (1994):
• Anxious Anna/Overstriver: This student is high in both motives. She seeks success but greatly fears
failure at the same time. In fact, she can be characterized as attempting to avoid failure by succeeding.
This student is highly anxious about her performance,often over-prepares for assignments and exams, and
seeks extra credit whenever possible. Though in the short term, it may seem that she is successful as her
grades are exemplary, in the long term, her excessive worry about failure and doubts about her adequacy
may result in exhaustion and actual health problems.

• Hopeless Henry/Failure Acceptor: This student is low in both motives, reflecting an absence of both
hope and fear. He is basically indifferent to achievement, believing that more effort and better learning
strategies will make no difference in his history of academic failure. In addition to loss of hope, this
indifference may also reflect hidden anger. He is not concerned about the implications of academic failure
as at some point he has told himself that the lessons to be learned in school hold no relevance for his life.
 Keep these questions in
mind:
Do any Funnel
Marketing of these
1. identify the factors that
students resemble
A Marketing Funnel maps your company’s
marketing activities at each stage of the
influence motivation;
2. assess your beliefs and
anyone you know? Or
customer journey. The goal is to create a
system, which is measurable at every level of
perceptions to account for
your own motivation.
maybe yourself?
the journey. Use the blank framework on the
next page to start filling out your own
marketing funnel.
Motivation
Theories
(4 perspectives)
Behavioural Social
• Classical conditioning (Pavlov, • Social learning (Bandura, 1977)
1897) • Achievement motivation
• Operant conditioning (Skinner, (Atkinson, 1957)
1938)

Cognitive Humanistic
• Attribution (Weiner, 1986) • Hierarchy of Needs (Maslow,
• Expectancy (Vroom, 1964) 1943)
• Cognitive dissonance (Festinger,
1957)
COVINGTON’S SELF-WORTH THEORY (1992)
Self-worth: The need for
students to maintain a positive image
of themselves and their ability.
individuals learn that society
values people because of
their accomplishments.
when individuals are faced
with the possibility of failure,
they will avoid the situation
or develop strategies to
prevent any inferences to a
lack of their ability.
Success enhances the sense
of worth. However, if a
person fails at a task, the
feedback evokes the
possibility of a lack of ability
and creates feelings of
unworthiness and self-
rejection.
It is this fear of failure and
not lack of caring or interest
in the subject matter that
often leads to inappropriate
academic behavior.
Social Learning theory
• controlled experiments with two groups
(Bandura, 1977) Developed of children.
based on: Group A: witnessed adults physically
& verbally abused the doll
Group B: witnessed adults caressing &
talking affectionately to the doll
• Children imitated the behaviour

• Observational process is important

Bandura • Behaviour modification is achieved by:
suggests: • Observing
• Mentally rehearsing
• Initiating behaviour
Assess Initiate
observe
appropriateness behaviour (Bates, 2020)
ATTRIBUTION: 1. explain why individuals respond differently to
An individual’s perception of the causes the same outcomes.
of their own success or failure. 2. How students perceive the causes of their prior
successes and failures is the most important
factor determining how they will approach a
particular task in the future and how long they
Attribution theory will persist at it.
3. Attribution:
(Weiner, 1986) • Internal: factors internal to a person (level of
efforts, personality traits, attitudes, abilities)
• External: factors internal to a person (luck,
other people, situational factor)

Stability Controllability
How permanent/ consistent the The degree of control the person
behavior is has over the behaviour
 Internal External

Stable ABILITY TASK DIFFICULTY

Attribution theory
(Weiner, 1986)
EFFORT LUCK
Unstable
Expectency theory (Vroom, 1967)

Motivation = Expectation x Valence x Instrumentality

• Is based on the belief that a person will behave in a certain way based on their belief (E) that a specific act will
be reward (V) once the act has been completed satisfactorily (I).
• Expectation: a subjective measure of the learner’s belief in themselves & their confidence in being able to
achieve the results expected from them
• Valence: measures the value the learner attaches to a given reward
• Instrumentality: measures the extent to which the learner believes their teacher will deliver the rewards
promised.
Cognitive Dissonance (Festinger, 1957)

People continually seek When these routines are **CD makes someone
to bring order or disrupted/ opinions are with a strong conviction
meaning to their learning contradicted, the unlikely to change
by developing routines & individual starts to feel opinion even they are
opinions that may give uncomfortable (cognitive presented with a rational
rise to irrational & dissonance) argument
sometimes
maladaptive
behaviour
 3 important assumptions:

1. People are sensitive to inconsistencies

between action and belief
Marketing Funnel
Action
2. Recognition of these inconsistencies
will cause dissonance which the
A Marketing Funnel maps your company’s individual will motivate to resolve
marketing activities at each stage of the 3. Dissonance can be resolved by either:
Learning Dissonance Conviction
customer journey. The goal is to create a a) Changing their beliefs
system, which is measurable at every level of b) Changing their actions
the journey. Use the blank framework on the c) Changing their perception of action
Belief
next page to start filling out your own
marketing funnel.
 Yesterday I was
Motivation Strategies clever, so I wanted
to change the world.
Today I am wise, so
I am changing
myself.
(Rumi)

Pintrich’s (1994)
model of motivation
Marketing Funnel
A Marketing Funnel maps your company’s
marketing activities at each stage of the
customer journey. The goal is to create a
system, which is measurable at every level of
the journey. Use the blank framework on the
next page to start filling out your own
marketing funnel.
1. sociocultural factor: made
up of such influences as
one’s prior educational
experiences, socioeconomic
status, as well as peer,family,
and cultural experiences.
2. classroom environmental
factor: classroom
environment, instructional
methods and behavior, and
type of assignments given to
students.
3. internal factor: such as
students’ perceptions and
beliefs.
1. Sociocultural factor:
1. Cultural groups may emphasize different norms, values, and
expectations.
2. a minority group’s perception of the college environment as accepting of
their cultural values and norms is an important factor in determining
whether they are likely to persist in college (Castillo et al., 2006).
3. Risk Factors:
• Lack of Access to Financial Resources: The schools in low- SES
communities are historically poorer-performing and may not be able to
provide students the extra educational experiences that benefit them.
• Stereotype Threat: can influence an individual’s motivation and
achievement by suggesting to the target of the stereotype that a
negative label could apply to one’s self or group.
2. Internal factor: 1. Students’ goals, beliefs, feelings, and
perceptions determine their
motivated behaviors and, in turn,
academic performance.
2. Seli & Dembo (2020): internal factors
include:
• Value orientation: degree of
enjoyment, usefulness,
engagement, & benefits of the task
to oneself
• Possible selves: images of yourself
in the future
• Goals: Learning as much as
possible for the purpose of self-
improvement, irrespective of the
performance of others.
2. Internal factor:
• Goals orientation: An orientation
toward learning in which
outperforming others is a major
concern.
• Self-Efficacy: The belief that one
can successfully complete a
specific task.
• Attribution: An individual’s
perception of the causes of their
own success or failure.
 3. Classroom factor (Liam, 2001):
nature of instruction
• structured subjects (clear instructions
and assignments & immediate
feedbacks)
instructors encouraged Small group tutorial & 1-to-1
students to work together supervision
• Group works/tasks • Mentoring / training

Acknowledgement of racial Involve school-level/ faculty-

and ethnic diversity level activities
• Learn from other students who came • know and learn with other students
from different backgrounds—ethnic,
political, religious, or economic
Goal setting (Seli & Dembo,
2020)
Identity

What is identity?

• A consistent, self-constructed image of who one is, what one values, and
one’s related goals.
• developing identity involves the search for a consistent, self-constructed
image of who one is and one’s values and goals (Erikson, 1968)
• gender, race, sexual orientation, socioeconomic status, religion, political
affiliation
 How can you apply
Your turn these theories into
developing an
effective motivation
strategy in your
T&L?

Strengthen the valence link
• By finding out what students want
out of the session.
• Create rewards that really cherish
students.
Strengthen the expectation link
• By supporting your students to
believe in themselves.
• Acknowledge their efforts as
much as you do achievement.
How to apply? Vroom?
Strengthen the instrumentality
link
• By keeping your promises.
• Never make one that you cannot
keep.
Your opinion?
Think about a group/ individual
student that you are teaching. Which
do you think is: a) the most and b)
the least important to them?
 How to apply? Cognitive Dissonance?

Resistant Forcing So? How?

• There will be resistant to your
teaching – students with a strong
conviction.
• Trying to get them act in a way
that is inconsistent with their
beliefs / convictions is likely to
cause CD
• Making them feel bad / guilty
about their actions is not a great
way of teaching
• Going to cause even greater CD
• Try to get them to think about
their actions in a different
manner / context so that it no
longer appears to be inconsistent
with their conviction.
• Try to accept and work around it
• Reflection is helpful
 Research indicate that…

♦ Extrinsic motivation can be effective over the short term in encour- aging
mechanical tasks and compliance, but tends to be destructive in advancing
creative and higher-order thinking (Pink, 2009, p. 46).

Nurturing
Marketing Funnel ♦ Extrinsic motivators, though possibly effective in the short term to gain
compliance to do a task, tend to diminish intrinsic motivation for that same
Intrinsic & activity over the long term (Deci et al., 1999, p. 659).

Extrinsic ♦ A recent study of 200,000 employees found that that those who were more
intrinsically motivated were three times more engaged in their work than

Motivation those who focused more on external rewards (Chamorro-Premuzic, 2013).

 Considerations:

• develop achievable tasks

• Some learners, if they have experienced repeated

failure, will become totally de-motivated and will not
Motivation
Marketing Funnel
want to engage in learning new material in any way
at all.
by task • it is important that children can experience success
before they become de-motivated.
• task is broken down into small steps and that every
step represents an achievable and rewarding outcome
for a learner.
 Considerations:

• can help develop important social skills: turn taking

and sharing and listening to other people’s opinions.

Social motivation
Marketing Funnel • This process can itself be motivating.
• A constructive and positive group working
harmoniously can be a significant motivator.
• A motivated group will be able to pull the resources
of all the members of the group together and this can
be a strong motivating force.
 Considerations:

• feedback is often used as a means of grading or

correcting. Why not to motivate?

Motivation
Marketing Funnel • It is important that feedback is seen as different from
correcting work.
by feedback • should be continuous and formative and should not
necessarily come at the end of a task.
• should be positive or framed in a positive manner.
 Considerations:

• make them aware of their own success.

• Students may measure or perceive success in a

Motivation
Marketing Funnel different way to others. HELP them to recognize!

by achievement • Achievement is not necessar- ily reaching the goal set

by the teacher.
• Achievement depends on the learner and their
readiness for the task.
 Considerations:

• it is important to help an individual find the best

learning environ- ment for him/her, it is unrealistic
to be able to accommodate every environmental
Motivation
Marketing Funnel preference in a classroom.

by environment • But effort can be made to ensure that the class- room
environment caters for a range of preferences.
• quiet reading corner
• social area/windows
• communal discussion area
• main work area
24 Strategies (Reid, 2007)
Encourage diversity in
learning styles
offering them choice and giving them
the opportunity to utilise their own
learning style in the classroom.
Encourage creativity
• many creative people can only
take control of their own learning
after they leave education
• For many learners creativity is the
principal motivating factor.
• Design lessons that encourage
creativity
Ensure success with
small achievable steps
• ensure that a learners meet with
success.
• ensure that each of the steps is
achievable and to ascertain that
knowledge of a child’s learning
style and previous knowledge is
available.
24 Strategies (Reid, 2007)
Provide feedback to
students about their own
personal progress
• the criteria for progress are not
generalised but instead should be
individualised.
• Once it has been decided what
exactly constitutes progress for an
individual this should be discussed
and negotiated with them.
• Then personal goals can be
established and progress more
easily identified.
Learners need to believe
in their own abilities
• Help them to recognise and
acknowledge any achievements –
no matter how small they may
seem to others.
• Provide positive feedback to
ensure that they can believe in
their own abilities.
Acknowledge the
individual styles of each
child
• This is important although it can
be challenging in today’s inclusive
classrooms.
• If a young person is made aware
of his/her learning style this can
set them up for independent
learning at home and beyond
school.
24 Strategies (Reid, 2007)
Ensure a task is age and Observe your students Focus on the task and the
interest related closely curriculum

Obtaining age-appropriate materials • Use observation to begin with to • the aims of the curriculum may
for learners with reading difficulties get to know the learning and have to be revised and this
is essen- tial in order to develop environ- mental preferences of the revision can make a difference
motivation. children in your class between success and failure.
24 Strategies (Reid, 2007)
Use a range of learning
styles in class lessons.
• Each lesson must have elements of
the auditory, visual, tactile and
kinaesthetic throughout.
• This is important to ensure that
each child’s learning style is
accommodated for in some way.
Ensure lessons are
meaningful
• check on his/her level of
understanding and knowledge of
the key concepts involved in the
lesson.
Minimise pressure
• Some children need some
pressure to be motivated – for
example, deadlines and
competition.
• This should however be used
carefully: too much pressure
can result in total de-
motivation as a student may not
see a goal as achievable.
24 Strategies (Reid, 2007)
Group work
• should be closely monitored and
each group should report on their
progress after short intervals.
Self-assessment
• Theyshould be encouraged to
assess their own progress and this
can be a motivator in itself.
• Self-assessment encour- ages self-
reflection and this helps to
develop higher order thinking
skills.
Show progression
• Let them recognise
progression.
• A framework or even a
checklist can help a learner
note his/her progression.
24 Strategies (Reid, 2007)
Avoid potential stigma Develop student Encourage student choice
responsibility

• Suport should be provided without • Encourage student autonomy • provide learners with control
any embarrassment to them. • allow some control over their and independence in learning.
learning.
24 Strategies (Reid, 2007)
Give students
responsibility for their
own learning
• Responsibility can be given in
small ways to begin with, but
ultimately this should be the aim
of all learning programmes.
Focus on learning as well
as teaching
• focus on children’s learning as
well as teaching and to consider
this in the preparation of
materials.
Involve the class in
decisions
• They need a sense of
ownership over tasks and
learning experiences.
• it is useful if they can be
involved in deci- sion making as
much as possible.
24 Strategies (Reid, 2007)
Celebrate success
• can develop team spirit and
enhance group motivation.
Use positive feedback
• Feedback can be ‘purely
informational feedback about
one’s performance’ but if the
information communicates
appreciation for the quality of
work, then the verbal feedback
can enhance intrinsic motivation.
Encourage self-
evaluation
• can min- imise the need for
teacher approval.
• ndicates that a student has
taken some responsibility for a
task and should be able
eventually to gain insights into
the learning processes involved
in it.
The use of video game
Because video games are so
to motivate learning popular with young people,
researchers have explored
ways to use game play to
engage students in school
subjects
(Peppler & Kafai, 2007;
Rockwell & Kee, 2011;
Small, 2011)
 as an activity that is voluntary and enjoy-
able, separate from the real world,
What is game? uncertain, unproductive in that the activity
does notproduce any goods of external
value, and governed by rules (Caillois,
1961)

a simulationas a representation of some real-world system

Whitehall and McDonald(1993) and Ricci
that can also take on some aspects ofreality for participants
et al. (1996) found that instruction
or users. Key features of simulations are that they
incorporating game features led
representreal-world systems; they contain rules and
toimproved learning.
strategies that allow flexible and variablesimulation activity
to evolve; and the cost of error for participants is low,
protectingthem from the more severe consequences of
mistakes (Crookall & Saunders, 1989).
MUSIC model
of motivation
(Jones, 2015)

eMpower Success Caring

Feel empowered to Believe that they
make decisions can succeed if they Believe that the
about some aspects put forth the effort instructor and
of their learning required others in the
learning
environment care
Usefulness Interest about their
Understand why Are interested in learning and about
what they are the content and them
learning is useful instructional as individuals
for their short- or activities
long-term goals
 • Social media post and ads
TOFU (Top of the Funnel) • Email marketing
Activities that facilitate awareness. Make your target audience • Promotional video
aware of the problem you’re addressing • Press
and how you’re solving it • Release

•
MOFU (Middle of the Funnel) •
Discounts
Exclusive offers
Activities that facilitate evaluation • Free trial
Convert those who are aware into leads • Event

•
BOFU (Bottom of the Funnel) •
Demo
Feedback
Activities that facilitate conversion • Success stories
Guide the leads in making an informed purchase decision • Comparison sheets

PDF) Games, Motivation, and Learning: A Research and Practice Model. Available from:
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Game dimension

Strategy, Tactics,
and Execution
A strategy, a list of tactics, and knowing
how to execute them are integral in the
attainmentof your company goals. Use the
blank framework on the next page to start
filling out yourown strategy, tactics, and
execution
 Fantasy
• Games represent an activity that is separate from real life in that there is no
activityoutside the game that literally corresponds.
• Games involve imaginary worlds.
• environment that evokes “mental images of physical or social situations that do
notexist”
• Malone and Lepper (1987) noted that fan-tasies can offer analogies or metaphors
for real-world processes that allow the user toexperience phenomena from varied
perspectives. I

Rules/Goals oriented
• the rules and constraints of ordinary life are temporarily suspended and replaced
by a set of rules that are operative within the fixed space and time of the game.
• One of the most robustfindings in the literature on motivation is that clear,
specific, and difficult goals lead toenhanced performance (Locke & Latham,
1990).

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 Sensory stimuli
• Sound effects, dynamic graphics, and other sensory stimuli that arestrange or
unfamiliar can be attention grabbing.
• Rieber (1991) argued that animated graphics enhance themotivational appeal of
instructional activities and found that students overwhelminglychoose to return to
practice activities that include dynamic graphics.

Challenge
• Malone and Lepper (1987) have claimed that individuals desire an optimal level
ofchallenge; that is, we are challenged by activities that are neither too easy nor
too diffi-cult to perform.
• Goals should be clearly specified, yet the possibility of obtain-ing that goal
should be uncertain.
• Games should employ progressive difficulty levels,multiple goals, and a certain
amount of informational ambiguity to ensure an uncertainoutcome.
• Performance feedback and score keeping allows the individual to track prog-ress
toward desired goals.
• Finally, goals must be meaningful to the individual.

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 Mastery
• Most experts agree that curiosity reflects a human tendency to make sense of the
worldand that we are curious about things that are unexpected or that we cannot
explain(Loewenstein, 1994).
• mystery evokes curios-ity in the individual, and this leads to the question of
what constitutes mystery.Research suggests that mystery is enhanced by
incongruity of information, complex-ity, novelty, surprise and violation of
expectations (Berlyne, 1960), incompatibilitybetween ideas and inability to predict
the future (Kagan, 1972), and information that isincomplete or inconsistent (Malone
& Lepper, 1987).
Control
• refers to the exercise of authority or the ability to regulate, direct, or com-mand
something.
• Morrison, Ross, and Baldwin (1992) found that students who were allowed to
choose the amount and the context of practice problems reported more positive
attitudes.
• Games evoke a sense of personal control when users are allowed to select
strategies, manage the direction of activity, and make decisions that directlyaffect
outcomes, even if actions are not instructionally relevant.

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User judgement
criteria
Expected learning
outcomes
What’s your opinion on:
a) The suitability of video
games in learning?
b) How to monitor
The suitability of video
success/ learning?
games in learning?
 What’s your opinion… What’s your opinion…

The suitability of How to monitor

video games in success/ learning?
learning?
• Effort is withheld when previous experiences have failed to
achieve success.

• Breaking down learning tasks into achievable challenge

segments, in which students experience, and are aware of,
success on route to learning goals (e.g. analytic rubrics, effort-
to-progress graphs)

• and reflect on what they learned and how they learned,

• builds their confidence that their effort can bring them closer to
their goals.
Available for both Wii and Nintendo DS,
this linguist-developed game will help
students improve their verbal
communication skills through six different
fun, word-related games. Even better, the
game comes complete with a built-in
dictionary loaded with over 17,000 words. Examples of video
games for learning

The Reader Rabbit series has reading-

related educational games that touch a
variety of learning levels and topics. The
one we've linked to here is for second
graders, but there are others for lower and
higher grades. All get kids involved in
reading through a series of fun mini-
games.
Bolster your kids' geographic knowledge
with the help of this fun Xbox game,
which allows players to quiz themselves,
complete puzzles, or explore the world.

Examples of video
games for learning

This Jump Start title is one of many the

company offers on the Wii platform.
Through it, young learners engage with a
3D environment that helps them to
practice math, reading, and critical
thinking skills, earning virtual rewards as
they go.
Thank you
See you next week!