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Motivation,[object Object],Kingdom of Saudi Arabia,[object Object],The Royal Commission at Yanbu,[object Object],Yanbu University College,[object Object],Yanbu Al-Sinaiyah x,[object Object],EDU 301 EDUCATIONAL PSYCHOLOGY,[object Object],Semester 102,[object Object],2011-2012,[object Object],Dr. Hala Fawzi,[object Object]
What is Motivation?,[object Object],[object Object]
Motivations  tries to explain why we are engaged in certain behaviour.
Motivation is “something that drives people to do what they do”. (Cohen, 1990).,[object Object]
4,[object Object],Why do we need to know about Motivation?,[object Object],The role of others in developing motivation is central to teaching and education.,[object Object],Can we give motivation to our students?,[object Object],No!,[object Object],[object Object]
They are not responsible of the motivation of their students.They can only influence motivation. (Taylor and Thornton 1995). ,[object Object]
Types of Motivation?,[object Object],5,[object Object]
Types of Motivation?,[object Object],In general, motivation can be considered as either extrinsic(behavioural) or intrinsic(biological, cognitive, affective, cognitive, or spiritual.,[object Object],Intrinsic and extrinsic,[object Object],6,[object Object]
Types of Motivation:Intrinsic,[object Object],Ahmed  and Amal example,[object Object],“To do something when we don’t have to”.,[object Object],Intrinsicmotivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise capabilities. ,[object Object],7,[object Object]
Types of Motivation:Intrinsic,[object Object],When we are intrinsically  motivated, we do NOT  need incentives or punishments, ,[object Object],because  the activity itself is satisfying and rewarding.,[object Object],Do you know  what are  incentives ?,[object Object],Objects or events that encourages or discourages behaviour. ,[object Object],8,[object Object]
Types of Motivation:Extrinsic,[object Object],Extrinsicmotivation is created by external factors such as grades, rewards and punishments ,[object Object],Based on factors NOT related to the activity itself. ,[object Object],We are NOTreally interested in the activity for its own    sake; ,[object Object],we care ONLY  about what it will gain us,[object Object],9,[object Object]
10,[object Object],Intrinsic vs. Extrinsic motivation,[object Object],[object Object],Behaviour that is performed for its own sake.,[object Object],2.  Includes recognition ,status, authority, participation etc.,[object Object],[object Object],    1.  Behaviour that is performed to acquire material or social rewards,  or to avoid punishment.,[object Object],	2.  Includes incentive, bonus, reward etc.,[object Object]
Adopting intrinsic vs. extrinsic concept   ,[object Object],11,[object Object],Impossible to identify any of them by just looking to,[object Object], the behaviour and punishments. ,[object Object],The essential difference between the intrinsic and extrinsic motivation is the person's (student’s) reason for acting.,[object Object],locus of causality ,[object Object],Meaning== whether the location of the causefor the action is internal or external- inside or outside the person.,[object Object]
How does locus of causality apply to motivation? ,[object Object],12,[object Object]
How does locus of causality apply to motivation? ,[object Object],Students who practice painting may have freely chosen this ,[object Object],activity based on their personal interests ….,[object Object],(internal locus of causality/intrinsic motivation),[object Object],OR… ,[object Object],because someone or something else outside is influencing them...,[object Object],(external locus of causality/extrinsic motivation),[object Object],13,[object Object]
How does locus of causality apply to motivation? ,[object Object],14,[object Object],If the locus is internal==motivation is intrinsic.,[object Object],If the locus is external==motivation is extrinsic ,[object Object],.,[object Object]
15,[object Object]
Attribution theory (Weiner 1974),[object Object],16,[object Object],It is the location  (internal or external)  of the cause of behaviour. ,[object Object],Internal locus of control – believing that success or failure is attributable to one’s own effort or ability.,[object Object],External locus of control – attributing success or failure to factors outside of one’s control (e.g. luck, poor teaching, etc).,[object Object], ,[object Object],High achievers attribute success to internal and stable (fixed or unchangeable) causes,[object Object],High achievers attribute failure to external and stable causes (test was not fair) or internal and unstable causes (I didn’t revise). Go to table 7.3, page 128.,[object Object]
Are intrinsic and extrinsic motivation two end of a continuum?,[object Object],There are two explanations that avoid either/or thinking:,[object Object],17,[object Object],No!,[object Object],First explanation ,[object Object],Fully self –determined ,[object Object],Fully determined by others ,[object Object],Intrinsic motivation,[object Object],Extrinsic  motivation,[object Object]
Are intrinsic and extrinsicmotivation two end of a continuum?,[object Object],Are you thinking about your own motivation now?,[object Object],intrinsic OR extrinsic,[object Object],18,[object Object],Spending hours to study educational psychology to become a good English language teacher,[object Object],It’s in between!,[object Object],You are freely choosing to accept outside causes, such as license requirements, and then trying to get the most benefit from the requirement. ,[object Object],You have internalized an external cause.,[object Object]
Are intrinsic and extrinsicmotivation two end of a continuum?,[object Object],19,[object Object],Second  explanation ,[object Object],Intrinsic and extrinsic motivation are NOT two end of a continuum.,[object Object],Most motivation has  elements of both.. At any given time, we can ,[object Object],be motivated by some of each.,[object Object],Extrinsic and extrinsic maybe two separate tendencies:-both can operate at the same time in a given situation.,[object Object]
“Mastery orientated”,[object Object],20,[object Object],Dweck and Leggett 1988,[object Object],Termed ‘Mastery orientated’,[object Object],[object Object]
Low achievers attribute success to internal unstable causes
(I passed because I did lots of revision) or external causes such as ‘the test was easy’ or ‘I was lucky my favourite topics ,[object Object],came up’.,[object Object],[object Object]
Label themselves as thick and useless.
They have low expectations and lower levels of motivation. ,[object Object]
21,[object Object]
Learned Helplessness Seligman and Maier (1967),[object Object],22,[object Object],[object Object]
Conditions changed, dogs did not escape.
Linked  it to the apathy in depression-feeling helplessness. “ It is seen as the state where motivation to engage in adaptive behavior is extremely low or non-existent”. ,[object Object],p.130-133 improving motivation and reducing learned helplessness ,[object Object]
Do you remember slide 14? Attribution theory (Weinger 1974),[object Object],23,[object Object],It is the location  (internal or external)  of the cause of behaviour. ,[object Object],Internal locus of control – believing that success or failure is attributable to one’s own effort or ability.,[object Object],External locus of control – attributing success or failure to factors outside of one’s control (e.g. luck, poor teaching, etc).,[object Object], ,[object Object],High achievers attribute success to internal and stable (fixed or unchangeable) causes,[object Object],High achievers attribute failure to external and stable causes (test was not fair) or internal and unstable causes (I didn’t revise). Go to table 7.3, page 128.,[object Object]
Learned Helplessness in Motivation,[object Object],24,[object Object],1. “Nothing I did matters==zero or low motivation to try.(Hayes 1994),[object Object],2. Learned Helplessness influence self-esteem==“chronic low self-esteem is due to Learned Helplessness. (Renshaw1990),[object Object],Suggestions to help in increasing motivation: (Deweck (1999),[object Object],If Learned Helplessness is due to:,[object Object],A faulty attributional  style=== attributional  training.,[object Object],Ones’ belief that he/she no control over the environment===e,[object Object],ncouraging greater participations’ ,[object Object],making choices, decisions and setting personal targets. ,[object Object],Chronic low self-esteem===measuring to boost self-esteem.,[object Object]
25,[object Object],A form of ‘learned helplessness’ (Dweck 1978).,[object Object], ,[object Object],Point out – cognitive approach,[object Object],Remedy – Teacher has to persuade the child to think differently about themselves.,[object Object]
Motivation and Teaching ,[object Object],26,[object Object],[object Object]
Teachers CANcreate intrinsic motivation by connecting to students’ interests and supporting growing competence.
Teachers MUST  encourage and nurture intrinsic  motivation while making sure that extrinsic motivation supports learning.To be able to this, teachers NEED to know about the factors that influence motivation,[object Object]
Key factors in motivation according to  learning theories,[object Object],27,[object Object],1. Drive theories,[object Object],[object Object]
Saw motivation in terms of need states and drive activities.
Works as follows: recognition of a need __ drive activity trigged to behave in such a manner to reach the goal stimulus, which in turn would reduce the need.
Centered on biological needs such as hunger and thirst.,[object Object]
How can it be applied to psychological needs (need to achievement)?“Physiological needs can be satisfied, but psychological needs are never satisfied”. (leFrancois 1997),[object Object]
Key factors in motivation according to  learning theories,[object Object],29,[object Object]
The role of arousal: the Yerkes-Dodson Law ,[object Object],Physiological component to motivation: Arousal  is “the changes in heart rate, brain and activity and respiration.,[object Object],30,[object Object],Psychological component to motivation: Arousal  is “the degree of focused attention”.,[object Object]
The role of arousal: the Yerkes-Dodson Law ,[object Object],There is a relationship between level of arousal, complexity of task and effectiveness of performance.,[object Object],31,[object Object]
The role of arousal: the Yerkes-Dodson Law ,[object Object],Arousal can be equated with motivation :more arousal results in more motivation, resulting in maximum performance.,[object Object],.,[object Object],32,[object Object]
The role of arousal: the Yerkes-Dodson Law ,[object Object],Greater levels of arousal lead to greater level of achievement.,[object Object],Examples: Your book, p.123. ,[object Object],33,[object Object]
34,[object Object]
Key factors in motivation according to  learning theories,[object Object],35,[object Object],2. Humanistic approach to motivation,[object Object],Emphasized intrinsic  sources of motivation as a person's needs for “self-actualization” (Maslow), the inborn “actualizing tendency” (Rogers), the need for “self-determination” (Ryan),[object Object],To motivate means to encourage  people's inner resources;  their self competence, self-esteem and self-actualization. ,[object Object],Maslow theory.,[object Object]
Key factors in motivation according to  learning theories,[object Object],36,[object Object],3. Cognitive approaches to motivation,[object Object],Behavior is determined by our thinking, not by how we are rewarded or punished. Behavior is initiated are regulated by plans, schemas, expectations and attributions.,[object Object], People are viewed as active and curious, searching to solve problems.,[object Object],Thus, cognitive theories emphasized intrinsic motivation.,[object Object]
Bandura’s theory of self-efficacy,[object Object],37,[object Object],3. Cognitive approaches to motivation,[object Object],self-efficacy :,[object Object],The concept is crucial because it determines what the individual chooses to do + the amount of effort that they expend in the task + the motivation  to engage in the task.,[object Object],The higher the level --- the greater the individual’s persistence in the face of difficulty.,[object Object]
38,[object Object],Questions:”If I try hard, can I succeed?”, If I succeed, will the outcome be valuable or rewarding to me?”,[object Object],(Bandura’s theory of self-efficacy).,[object Object]

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Motivation, Educational Psychology

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  • 3. Motivations tries to explain why we are engaged in certain behaviour.
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  • 23. Low achievers attribute success to internal unstable causes
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  • 25. Label themselves as thick and useless.
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  • 29. Conditions changed, dogs did not escape.
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  • 35. Teachers CANcreate intrinsic motivation by connecting to students’ interests and supporting growing competence.
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  • 38. Saw motivation in terms of need states and drive activities.
  • 39. Works as follows: recognition of a need __ drive activity trigged to behave in such a manner to reach the goal stimulus, which in turn would reduce the need.
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  • 62. All these needs are arranged in a hierarchy
  • 63. Once one level is satisfied, the next level will emerge as the depressed need seeking to be satisfied
  • 64. The physiological and security needs are finite but the needs of higher order are infinite and are likely to be dominant in persons at higher levels in the organization.
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Notas del editor

  1. In general, motivation can be considered as either extrinsic (behavioural) or intrinsic (biological, cognitive, affective, cognitive, or spiritual.
  2. Examples:Doing something just because you think it's the right thing to do, not because you hope to get a reward or avoid punishment.Writing poetry to express your innermost thoughts and feelings, even though you may not be attempting to sell a book or publish for money.Studying something on your own because you desire to know that subject matter. You may not be doing this for any class or for any grade.
  3. Examples Ahmed studies chemistry outside the class. He reads about it for hours and knows more than the teacher. He gets C and and Bs. He never returns homework at time. but he is so happy about it.Amal gets back to the teacher about every step. She wants to be perfect. Once a teacher gave her a bonus for art work. Now, she does it every time. She wont accept losing marks. If the topic is not in the exam, she is not interested.
  4. Weiner theory examined how an individual interpreted success or failure. The explanation we give ourselves for our successes or failures will determine our expectations of experiencing future successes or failures and as a result, our motivation to engage in tasks where success or failure is possible outcome. Example: students may choose to work hard on activities they do but they don’t find enjoyable but the know that they are important to reach a valued goal.
  5. Emotive influences can be linked to Yerkes-Dodson. Too much emotional arousal will cause a decrease in self-efficacy and thus a drop in motivation and performance.
  6. LeFrancois (1997) points out that physiological needs can be satisfied and psychological needs are never completely satisfiedAir, water, food2. security, protection, freedom,danger,threat3. love, affection, belongingness,acceptance4. Status, strength,creativitySelf actualization needs: desire for personal achievement or mission of his life.Self – actualized persons have frequent occurrence of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self- actualization.3. Love Belongingness Affection
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  8. Rewards and Reinforcement Cox (1991) believes that motivation is a drive that can be influenced and purposefully changed by well thought-out environmental manipulations. A behaviourist view. Cox (1991)Primary motivation – derived from activity itself (Intrinsic rewards) Secondary motivation – Influence from outside the activity (e.g. praise and other rewards) (Extrinsic Rewards)  Positive motivation  Primary – your appraisal of how well you are doing (Intrinsic) Secondary – positive comments and encouragement from others (Extrinsic) Negative motivation Primary – Feeling bad about what you are attempting Secondary – bad marks for work.
  9. What are key factors in motivation according to behavioural viewpoint? A humanistic viewpoint? A cognitive viewpoint? A social cognitive point of view? A sociocultural point of view?Behaviorists tend to emphasize extrinsic motivation caused by incentives, rewards and punishments. Humanistic views stress the intrinsic motivation created by the need for personal growth, fulfillment, and self-determination. Cognitive views stress t person’s active search for meaning, understanding and competence and the power of the individuals attributions and interpretations. Social cognitive theories take into account both the behaviorists’ concern with the consequences of behavior and the cognitivists’ interest in the impact of individual beliefs and expectations. Many influential social cognitive explanations of motivation can be characterized as expectancy x value theories. Socialcultural views emphasize legitimate engaged participation and identity within a community.
  10. Abraham was born in Brooklyn since 1908 – 1970.Maslow was a psychologist who studied the lives and activities of individuals that he found considered them to be “successful and productive”. Maslow is a famous theorist which encompass everything from basic needs to self-actualization in order to demonstrate what motivates people.  The basis of Maslow's theory of motivation is that human beings are motivated by unsatisfied needs, and that certain lower needs need to be satisfied before higher needs can be addressed. Per the teachings of Abraham Maslow, there are general needs (physiological, safety, love, and esteem) which have to be fulfilled before a person is able to act unselfishly. These needs were dubbed "deficiency needs." While a person is motivated to fulfill these basal desires, they continue to move toward growth, and eventually self-actualization. The satisfaction of these needs is quite healthy. while preventing their gratification makes us ill or act evilly.