Download - Beliefs & Choices About Motivation
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Beliefs & Choices About Motivation
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Part 1. What Works for Youas a Student
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1. I like a class more if the readings, activities, and assignments are interesting in themselves.
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1. I like a class more if the readings, activities, and assignments are interesting in themselves.
• High intrinsic motivation
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2. I work harder and enjoy a class more when I want to learn the content, especially if it will be
useful in my future.
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2. I work harder and enjoy a class more when I want to learn the content, especially if it will be
useful in my future.
• Mastery goal• High value
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3. I learn better when I feel connected to the teacher and other students, and when I don’t feel
uncomfortable or unpopular.
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3. I learn better when I feel connected to the teacher and other students, and when I don’t feel
uncomfortable or unpopular.
• Need for affiliation met• Need for relatedness/intimacy met• Need for safety met • Low debilitating anxiety
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4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it
eventually.
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4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it
eventually.
• High expectancy• High self-efficacy• Need for self-determination met
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5. I like challenge, but not too much. It keeps me focused, but not freaked out.
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• Facilitating anxiety• Wobbly Place (ZPD)
5. I like challenge, but not too much. It keeps me focused, but not freaked out.
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6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front
of others, because I'm still learning.
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• Wobbly Place (ZPD)• Mastery goal• Need for safety met
6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front
of others, because I'm still learning.
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7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work
harder or try a different approach next time.
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7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work
harder or try a different approach next time.
• Attribution: internal, controlled• Positive self-fulfilling prophecy• Resilient self-efficacy• Need for self-determination met
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Part 2. Controversies About Teaching
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8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for
students to succeed.
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8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for
students to succeed.
• Self-efficacy• Debilitating anxiety (Wobbly Place?)
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9. Structure and routine can become boring. So a teacher should make every class
unpredictable and exciting.
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9. Structure and routine can become boring. So a teacher should make every class
unpredictable and exciting.• Intrinsic motivation• Need for safety
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10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities.
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10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities.
• Intrinsic motivation• Value
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11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should
closely monitor students' work.
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11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should
closely monitor students' work.
• Need for self-determination• Attribution: external• Metacognition• Learned helplessness
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12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if
an activity seems “academic” (or artificial).
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12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if
an activity seems “academic” (or artificial).
• Value• Debilitating anxiety • Wobbly Place (ZPD)
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13. Big, complex ideas can confuse students. So a teacher should simplify the content and only
present small ideas at a time.
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13. Big, complex ideas can confuse students. So a teacher should simplify the content and only
present small ideas at a time.
• Mastery goal• Teaching for understanding
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14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters
like criminals and punish them harshly.
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14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters
like criminals and punish them harshly.• Self-efficacy• Performance goal• Self-handicapping
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15. A content area is built on fundamental facts and models. So if a student can remember these facts
accurately and use these models correctly, that student has learned.
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15. A content area is built on fundamental facts and models. So if a student can remember these facts
accurately and use these models correctly, that student has learned.
• Mastery goal
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The End