2. Learning Objectives
You should be able create at least
one workable definition of
„motivation‟
You should be able to differentiate
between hard skills and soft skills
You should be able to investigate for
„personal learner motivation
attributes‟
3. Lesson Objective(s)
Improve awareness of student
motivation
Clarify reasons for variable motivation
Create tools that become part of your
teacher/advisor toolbox
4. Defining Motivation
Think ‘emotionally-driven’ actions
Motivation may be defined as “an
internal state that arouses
learners, steers them in a particular
direction and keeps them engaged
with certain activities” (Lei, 2010, p.
153).
7. Which Type of Motivation is
MORE useful to Higher Ed.
professionals
A
B
8. Student Scenario
Susan is a new student who is
attending classes at the college.
Immediately, you notice that she never
makes eye contact with you, she avoids
group conversations and repeatedly
misses appointments that you
scheduled.
10. Motivation: Just the Facts
Many students are not ready for the
challenges encountered in college
(Balduf 2009)
Studies suggest that issues of time-
management tasks and self-discipline
“proved more challenging” than
anticipated upon enrollment to college
(Balduf, 2009).
Morrow & Ackermann (2012) found that
learners who are unable to form positive
motivational “attitudes” towards goal
fulfillment are at greater risk of dropping
from program.
Sparkman, Maulding & Roberts (2012)
note parental education
accomplishments as influential on learner
motivation and persistence in college.
Intrinsic
Intrinsic
Intrinsic
Intrinsic
11. Question:
- What data is currently
available in your class (or
daily interactions) that
can offer potential
information on a
student‟s presence or
absence of „motivation‟?
Put another way:
- How can you tell if
motivation exists?
14. 3-2-1
Offer 3 big ideas (about the
discussion/activity)
Draft 2 questions (to ponder once the
discussion/activity has concluded)
List 1 action that will be taken
(because of today‟s lesson)
15. Reference List
Engagement and motivation. (n.d.). Retrieved from
http://kumardeepak.wordpress.com/2012/06/01/engagement-motivation-and-learning/
Homer thinking. (2013). Retrieved from http://www.newgrounds.com/art/view/gamenovice19/homer-thinking
Lei, S. (2010). Intrinsic and extrinsic motivation: evaluating benefits and drawbacks from college instructors'
perspective. Journal of instructional psychology, Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7561ffa-953d-4b17-96a8-
061cc4704cbc@sessionmgr111&vid=8&hid=108
Sparkman, L., Maulding, W. S., & Roberts, J. G. (2012). Non-cognitive predictors of student success in
college. College student journal, 46(3), 642-652. Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3b-eac7-4d11-91da-
acc4e88f76d0@sessionmgr15&vid=5&hid=12
Taylor, J. (2012). Students‟ perspective on intrinsic motivation to learn: a model to guide educators.
ICCTE, 7(2), Retrieved from http://icctejournal.org/issues/v6i1/v6i1-wilson/
Notas del editor
Intrinsically motivated learners, however, are more likely to continue learning following the conclusion of a lesson, activity or term because of a self-driven connection to internal rewards. Intrinsic motivation works off of an internal reward mechanism that is significantly personal. As previously mentioned, one particular theory that helps to explain why the concept “motivation” is so important in the minds of students (and teachers) is the Attribution theory. Malone and Lepper (1987) have defined intrinsic motivation more simply in terms of what people will do without external inducement.
Motivation, as a broad topic within education, may be defined as “an internal state that arouses learners, steers them in a particular direction and keeps them engaged with certain activities” (Lei, 2010, p. 153). Extrinsic motivators (external rewards) within the classroom are controlled by the teacher. “Most educators would agree that their primary goal is to help students learn the material for their specific grade level and content area during the course of the term. A higher goal, however, consists of helping students not only learn the content for the term at hand, but motivating students to continue to learn once the term ends” (Taylor, 2012). The external rewards of learning are self-limiting and dependent on the learner’s interpretation.
