Contingency Management Lecture 5 in Kuwait

1. ContingencyManagement.weebly.com

8. Activity Time:
Interest Inventory

11. I like to…
I am good at…
I am proud that I…
My favorite food is…
My favorite animal is…

12. Quotes that represent me…
If I could only save
three things…
Images that represent me…I am proud that I…

16. Self-Regulated Learning
Students are self-regulated when
they are, “metacognatively,
motivationally, and behaviorally
active participants in their own
learning process.”
(Zimmerman 1989, p. 329)

17. • Competence
• Autonomy
• Control
• Goal Pursuit
• Persistence
• Challenge
• Interest
Motivation
is Complex

18. Intrinsic Motivation
(Self-Determination Theory)
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest
Relatedness

19. Intrinsic Motivation
Relatedness
Competence
Autonomy

20. RELATEDNESS...
Feeling connected to others
and having a sense of
belonging to a community.
IntrinsicMotivation

21. Intrinsic Motivation
Relatedness
Competence
Autonomy

22. (Otta & Tavella, 2010)
Autonomyw/Competence

23. (Otta & Tavella, 2010)
Autonomyw/Competence
IntrinsicMotivation

24. (Otta & Tavella, 2010)
TooEasyorTooHard
IntrinsicMotivation

25. Individuals cannot
perceive a
relationship between
their behavior and the
outcomes of that
behavior.
Amotivation: Intrinsic Motivation:
Individuals’ behavior
stems from an
internal desire for
self-satisfaction or
the pleasure of
engaging in a
behavior.

26. Amotivation
IntrinsicMotivation
External Regulation:
Behavior is externally motivated
by punishment, reward, or need
for compliance.

27. Amotivation
IntrinsicMotivation
Introjection:
Individual acts to gain approval
but do not understand the
purpose of their actions.
External Regulation:
Behavior is externally motivated
by punishment, reward, or need
for compliance.

28. Amotivation
IntrinsicMotivation
Identification:
Individual’s behaviors become
personally meaningful.
Introjection:
Individual acts to gain approval
but do not understand the
purpose of their actions.
External Regulation:
Behavior is externally motivated
by punishment, reward, or need
for compliance.

29. Amotivation
IntrinsicMotivation
Integration:
Individual’s behaviors become
central to their self-identity.
Identification:
Individual’s behaviors become
personally meaningful.
Introjection:
Individual acts to gain approval
but do not understand the
purpose of their actions.
External Regulation:
Behavior is externally motivated
by punishment, reward, or need
for compliance.

30. 6 Universal ethical principles
(Principled conscience)
5 Social contract orientation
(Recognize mutual benefit)
4 Social-order maintaining orientation
(Law and order morality)
3 Interpersonal accord and conformity
(Social norms / Good girl/boy attitude)
2 Self-interest orientation
(What's in it for me?)
1 Obedience and punishment orientation
(How can I avoid punishment?)

31. What steps might
we take to increase
students motivation
in our classrooms?

32. • Interesting
• Integral to one’s
vision of the
future
• Immediately
useful
• Tied to one’s identity
Achievement Motivation

33. Activity Time:
Interest Inventory

34. ONTARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-worth
(Reeve, 2002)

35. ONTARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
(Reeve, 2002)
• Preference for optimal challenge
• Enjoy optimal challenge
• Stronger perceptions of control
• Greater creativity
• Higher rates of retention

36. ONTARGET
Educational Benefits of
Autonomy-Supportive Teachers
(Reeve, 2002)
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-esteem

37. ONTARGET
Educational Benefits of
Autonomy-Supportive Teachers
(Reeve, 2002)
• Greater conceptual understanding
• Greater flexibility in thinking
• Greater ability to process information
•Greater creativity
• Higher rates of retention

38. ONTARGET
In Short…
(Reeve, 2002)
• Autonomously motivated
students thrive in educational
settings
• Students benefit when
teachers support their
autonomy

39. • Autonomy support is not:
–Permissiveness
–Neglect
–Independence
–Laissez-faire interaction style
Avoid Misconceptions

40. Avoid Misconceptions
• Autonomy support and
structure are two different
classroom elements which
have different aims and
different effects
• They are NOT the same, but
can be mutually supportive

41. • Spend less time holding
instructional materials
• Provide time for independent
work
• Provide hints but resist giving
answers
• Encourage conversation
• Listen – even more than you do
now
Tips for Teachers

42. • In conversation w/ students
• Praise mastery w/ specifics
• Respond to student generated
questions
• Make statements that are
empathetic and rich in perspective
taking
Tips for Teachers

43. • Avoid
• Directives or “Taking Charge”
• Steering students toward a right
answer
• Being critical or evaluative
• Motivating through external rewards
• Motivating through pressure
Tips for Teachers

44. Parents and students
rate controlling teachers as
significantly
more competent than
autonomy-suppor5ve teachers.

49. Decide the WHO not WHAT
• Focuses on core competencies &
satisfactions
• Allows one to define what to do and
necessary resources
Achieving
YOUR Destiny

50. Pragmatic HONESTY
• What’s physically possible?
• What are the limitations of the
environment?
• What are the available resources?
Achieving
YOUR Destiny

51. Focus, focus, FOCUS...
• Clear definition of goals
• Create filters to prevent wasting time
• Ignore the Naysayers!
Achieving
YOUR Destiny

52. Don’t Settle for Mediocrity
• Push the limits of your potential
• Push the limits of available resources
• Constructive criticism is good --
Embrace it!
Achieving
YOUR Destiny

54. Activity Time:
Goal Mapping

56. Future Self

57. Future Self
• Research shows that people
think of their current selves and
future selves as different people.
(Pronin & Ross, 2006; Wakslak et al., 2008)

58. Future Self
• Limited ability to imagine one’s
future self leads to opting for
immediate gratification.
(van Gelder, Hershfield, & Nordgren, 2013)

59. Seeking
Immediate Gratification
• Future consequences are not considered
• Respond reflexively rather than
intentionally and with control
• Negatively related to “joy” and “happiness”

60. • Living in the “here and now” is one
of the strongest correlates of
delinquent behavior.
• People with a “here and now”
orientation respond to tangible
stimuli and are unable to defer
gratification.
Future Self
(Gottfredson & Hirshchi, 1990; Pratt & Cullen, 2000)
(Nagin & Pogarsky, 2003)

62. in20years.com

63. Activity Time:
Remember the Future

64. CreativeVisualization
A process of visualizing specific
behaviors or events occurring in
one’s life.
Assumes students’ have
experience with creative thinking
and creative problem solving.

65. CreativeVisualization
• What do you see?
• What do you feel?
• What do you hear?
• What does it smell like?

66. Visualize
Yourself
in the
Future

67. CreativeVisualization

68. The best time to plant a tree
was 20 years ago.
The second best time is now.
Chinese Proverb

69. CreativeVisualization
NOT JUST ONE TIME!
Once the schema is clear, the
visualization can be repeated to
support continuation toward goal
attainment.

71. Writing Prompt
● I would like to improve…
● Some people are unhappy with…
● I want to learn more about…
● An idea I would like to try…
● Something I think would really make a
difference is…
● Something I would like to change is…

76. S
M
A
T
R
pecific
easureable
ttainable
ealistic
ime-bound

77. Effective Goal Setting:
More Than SMART
Prioritized
Reviewed Periodically
Revised as Needed
Accountable to Others

78. Effective Goal Setting:
More Than SMART
Periodically review
goals and modify to
reflect changing
priorities and
experiences.

79. Effective Goal Setting:
More Than SMART
Share your goals and
engage with successful,
motivated people who
also set goals.

80. Avoid Unrealistic Goals
✦ Insufficient Information
✦ Goals Set by Other People
✦ Always Expecting Best

81. Activity Time:
Goal Map

82. www.liftinternational.com

83. Goal attainment is
not luck,

84. Goal attainment is
not luck,
it takes time and
requires effort.

85. Cyclical
&
Ongoing

86. Learning &
Performance
Environment &
Behavior
Life Outside
School
Digital Access
full electronic participation
in society
Digital Security & Safety
electronic precautions to
guarantee safety
Digital Law
electronic responsibility for
actions & deeds
Digital Communication
electronic exchange of
information
Digital Etiquette
electronic standards of
conduct or procedure
Digital Health & Wellness
physical & psychological
well-being in a digital world
Digital Literacy
teaching & learning about
technology and its use
Digital Rights &
Responsibilities
freedoms extended to
everyone in a digital world
Digital Commerce
electronic buying and
selling of goods

87. Regulation
Motivation &
Engagement
in the Digital Age

88. Digital
Identity

89. Volume
The amount of information there is about
you on the internet

90. Relevancy
The usefulness of the information that exists
about you and how consistent that
information is with you you say you are and
what you claim to value

91. Purity
The amount of information that comes up in
an Internet search that is about you and not
someone with a similar name or similar
interests

92. Diversity
The mixture of information found when you
are searched online:
• Do you have a website?
• Are you found in real time content?
• Are there images and video of you?

93. Activity Time:
Online ID