8. Motivation
Initial Reflection on Motivation
Students rate motivation levels: beginning of 1st semester vs. current.
The Ikigai Concept
Ikigai Model: Intersection of four components:
What you are GOOD AT
What you LOVE
What you can be PAID FOR
What the world NEEDS
Ikigai: The central point, representing a person's reason for being.
Motivation, Teaching, and Learning
Quote by Anatole France: "The part of teaching is the art of awakening the curiosity of young minds."
Chapter Outline on Motivation
Exploring Motivation: Define motivation and compare different perspectives.
Achievement Processes: Discuss important processes in motivation to achieve (e.g., Extrinsic/Intrinsic Motivation, Attribution, Mindset, Self-Efficacy, Goal Setting, Expectations, Delay of Gratification, Values/Purpose).
Motivation, Relationships, and Sociocultural Contexts: Explain how relationships and sociocultural contexts impact motivation.
Exploring Achievement Difficulties: Recommend interventions for students with achievement difficulties (e.g., low-achieving, failure-avoidant, procrastinators, perfectionists, high anxiety, uninterested/alienated).
Exploring the Power of Purpose
Case of Terry Fox: Displayed remarkable motivation by running a marathon daily for five months with a prosthetic leg, inspiring reflection on the meaning of motivation.
Definition of Motivation
Motivation: Involves processes that energize, direct, and sustain behavior.
Perspectives on Motivation
Four Main Perspectives:
Behavioral: Emphasizes external rewards and punishments.
Humanistic: Highlights personal growth and fulfillment of basic needs (Maslow’s hierarchy).
Cognitive: Focuses on students' thoughts, belief systems, and attributions.
Social: Stresses affiliation, relatedness, and social connections.
Maslow’s Hierarchy of Needs
A theory stating individuals must satisfy lower-level needs before addressing higher-level needs.
Class Activity to Explore Motivation
Group task to discuss factors affecting motivation in studies and strategies for academic success.
Overview of Motivation Factors
Key Factors: Extrinsic vs. Intrinsic Motivation, Attribution, Mindset, Goal Orientation, Self-Efficacy, Goal Setting, Planning, Self-Monitoring, Expectations, Delay of Gratification, Values and Purpose.
Extrinsic vs. Intrinsic Motivation
Extrinsically Motivated Students: Engage in activities to obtain rewards or avoid punishments.
Intrinsically Motivated Students: Engage in activities for their own sake, leading to higher self-motivation with personal choices.
Encouraging Self-Determination and Personal Choice
Students need to feel their efforts are self-directed.
Teachers should encourage setting personal goals, planning, and monitoring progress.
Flow in Learning
Definition of Flow: Occurs when students feel mastery during high concentration on activities that suit their skills and intellectual challenges.
Creating Flow (Teacher Strategies): Provide adequate challenge, relate assignments to students' lives, encourage choices, set clear goals, give consistent feedback, cultivate constructive relationships, incorporate hands-on exercises, infuse humor.
Stimulating Interest in Students
Use authentic tasks resembling real-world experiences.
Utilize technology to enhance motivation and engagement.
Attribution Theory
Key Components in Attribution:
Locus: Internal (effort) vs. external (luck) perception of causality. Internal attribution for success yields higher self-esteem.
Stability: Stable (ability) vs. unstable (effort) causes lead to expectations of future success.
Controllability: Internal failures may induce guilt; external failures may cause anger.
Understanding Student Attributions
Causal Attributions for Failure (Examples): Low aptitude, lack of studying, illness, poor luck, instructor bias.
Support for Misattributed Failures: Guide re-evaluation of perceived ability and focus on effort rather than fixed traits.
Goal Orientation
Mastery Orientation: Prioritizes learning and strategy over outcomes.
Performance Orientation: Focuses on outcomes and success rather than the learning process.
Mindset Perspectives
Growth Mindset: Belief that failures and challenges promote growth; success comes from effort and learning.
Fixed Mindset: Belief that abilities are static and unchangeable; challenges are avoided.
Examples of Goal Orientation in Practice
Susan: Helpless orientation; avoids homework due to perceived inability.
Shana: Mastery orientation; seeks help, studies hard, celebrates improvements.
Sally: Performance-oriented; seeks to outperform peers.
Steve: Goal-oriented; enjoys challenge, seeks deep understanding.
Self-Efficacy in Motivation
Definition of Self-Efficacy: Belief in one’s capability to achieve goals; integral to long-term success.
Fostering Self-Efficacy: Encourage achievements, provide problem-solving opportunities, promote positive atmosphere, use peer modeling, set meaningful goals, enable self-assessment.
Goal Setting and Planning
Students should establish both short-term and long-term goals matching their skills and aspirations.
Encourage strategic planning and self-monitoring of progress.
The Role of Expectations in Motivation
High expectations from students and teachers lead to greater self-esteem and achievement.
Delay of Gratification
Concept: Ability to postpone immediate rewards for more significant future rewards.
Correlation: Preschool delay ability is linked with academic and life success.
Values and Purpose in Student Motivation
Self-Reflection (Key Questions): What is essential in life? Why do specific goals matter? How would one like to be remembered?
Influence: Students' work effort is shaped by their perceived value of goals, informed by cultural contexts.
Social Relationships and Motivation
Motivation is linked to social needs of students, evolving from parental influences to peer relationships as they age.
Teachers' Impact on Motivation Through Relationships
Effective Behaviors: Providing appropriate challenge, fostering a supportive and engaging classroom.
Ineffective Behaviors: Introducing monotony, ignoring students, or failing to engage.
Addressing Achievement Difficulties in Students
Categories of Students: Low achievers, those protecting self-worth, procrastinators, perfectionists, students with high anxiety, and uninterested or alienated students.
Helping Students Overcome Achievement Issues
Strategies for Specific Issues:
Low Achievers: Build realistic goals and reinforce progress.
Procrastinators: Support with time management and task organization.
Perfectionists: Encourage accepting imperfection and focusing on realistic time frames.
High Anxiety Students: Modify negative self-talk through constructive engagement.
Uninterested or Alienated Students: Create positive relationships to enhance intrinsic interest in learning.
Inspirational Quote
Queen Elizabeth II: "It is often the small steps, not the giant leaps, that bring about the most lasting change."