marcy reisetter, counseling and psychology in education, rosanne yost, curriculum and instruction...
TRANSCRIPT
MARCY REISETTER, COUNSELING AND PSYCHOLOGY IN EDUCATION,
ROSANNE YOST, CURRICULUM AND INSTRUCTION
UNIVERSITY OF SOUTH DAKOTA
PLEASE PICK UP EACH OF THE MULTICOLORED SURVEYS AND COMPLETE THEM BEFORE WE BEGIN
FOR THE ACADEMIC MOTIVATION SCALE, SUBSTITUTE “ATTEND STAFF DEVELOPMENT” FOR “ATTEND COLLEGE”
1
Essential Principles of Motivation
2
What motivates you to learn in an academic setting?
To what extent is lack of motivation an issue in your classroom? How do you address the problem? How would you assess the success of your
interventions?
A Social Cognitive View of Motivation [Contrast to Behavior Modification]
3
A Different way to think about Motivation: Learner Centered Social—Learners “read” the social and
academic expectations of the settingCognitive—Mind Mediated
Motivation is a STATE not a trait
The Ultimate goal of Education: Self-Regulated Learners who. . .
4
Accept responsibility for their own learningAre flexible in their thinking and problem solvingDevelop and use self-monitoring skillsAre collaborative in task-focused skillsAre willing to seek help and support from othersFocus on personal progressFocus on learning rather than grades or test
scoresWelcome challenge
How does this compare to the learners we cultivate now?
3 Basic Principles5
Motivation can be defined as our willingness to Engage Commit Persist in an academic task [challenge]
Motivation beliefs are stored in connections in our long term memory, [schema] based on our experiences and interpretations of them.
Our motivation is influenced by our Expectations for Success and Value for the Task
E multiplied by V
Schemata6
Mental organizing structures—existing idea networks-- that guide perception and categorize experiences
Whether we are aware of them or not, these networks determine how we interpret our experiences and extract meaning from them
Motivation schemas can beAdaptive, or Mal-adaptiveWhat happens when a motivation
schema is Mal-adaptive?
Expectancy x Value Judgments7
Our willingness to expend the effort on an academic task depends onOur Expectations for success with reasonable effort
Our assessment of the Value and meaningfulness of the task.
Value for the Task8
What kinds of tasks do your students VALUE?
Why?What do you see when they don’t value a task?
Reasonable Expectations for Success
10
Where do they come from?How do learners with expectations for
success approach tasks?How do learners with lower
expectations for success approach tasks?
Student Responses Based on E x V
Has low success expectations
Has high success
expectations
Does not value the task
Rejection:
Refuses to participate
Evasion:
Does the minimum required
Values the task
Dissembling:
Moves to protect image of competence
Engagement:
Seeks to learn
Expectations for Success are Enhanced when learners. . .
12
Believe in incremental rather than innate intelligence
Learn for internalized, self-regulated purposes
Pursue mastery goalsHave high self-efficacyAttribute success and/or failure to an internal
locus of controlHave necessary learning strategies and tools
“Motivation Constructs”13
Each of the previous statements represents a set of ideas that individuals hold—ideas that influence their willingness to “engagecommit, and particularly PERSIST” in an academic tasks
Each addresses learners’ expectations for success in a given task setting
14
Motivation
Intrinsic/
Extrinsic
Goal Orientatio
n
SelfEfficacy
Attributions
Beliefs about
Knowledge
Hope
#1: Beliefs About Intelligence & Knowledge
What is Knowledge?Who has it?How do we get it?Where does it come from?
Beliefs about Knowledge
Assumptions individuals hold about
The nature of knowledgeCertaintyComplexity
How knowledge is attainedRole of innate abilityRole of effort
Beliefs about Learning Survey [blue]
Factor 1: Fixed Ability.Is ability fixed.. . . . . or is it. . . . . . Incremental? [high points] [low points]Factor 2: Simple KnowledgeIs knowledge simple. . . Or is it. . . Complex? [high points] [low points]Factor 3: Certain KnowledgeIs knowledge certain. . . Or is it. . . . Relative? [high points] [low points]Factor 4: Quick LearningAccomplished quickly. . . . Or. . . with sustained effort? [high points] [low points]
Implications: Recognize That. . .19
Everyone holds beliefs about intelligence and knowledge that influence their learning AND behaviors.
These beliefs affect the way we reasonBeliefs about knowledge are NOT strongly
related to ability, but they are strongly related to engagement and motivation issues
#2: Intrinsic and Extrinsic Motivation
20
Extrinsic motivation: for external motives, such as incentives and rewards
Intrinsic motivation: for internal motives, please in the task for it’s own sake
Which do schools most actively promote? Why? How do you know? What is the message to learners?
Which is the most powerful approach for learning?
The continuum approach: Self Determination
21
Assumption: the element that defines the difference between Extrinsic and Intrinsic motivation is the degree to which the individual determines task value and importance--
“BUY IN”—aka “Engagement”
Levels of task buy in 22
Based on “Who initiates the involvement and why?”
Extrinsic Motivation has 4 levelsExternal RegulationIntrojected RegulationIdentified RegulationIntegrated Regulation
Buy-In
Extrinsic
Intrinsic
External Regulation
Introjected Regulation
Identified Regulation
Integrated Regulation
Completely initiated outside…Reward or punishment…
Accepts standards other have specified
Values standards…Willing engagement…
Fits own ultimate goals
24
Think of a learning experience in which YOU “moved along the continuum.”
What happened to your learning?How was your experience related to
Expectation for Success and Value for the Task?
So HOW do we move learners “along the continuum”?
Basic Learner Needs25
Competence Belief that one can accomplish the task
Autonomy Self initiation, self direction, and self
regulationRelatedness
To others in the learning setting Connections to overall learning goals
Implications: Support for Basic Needs
26
Competence: Attention to task definition Clear Manageable Challenging Criterion referenced success standards
Autonomy: Choices Time flexibility Alternative ways to reach goals Participation in decision making
Relatedness: De-emphasize competition Emphasis on effort Collaboration Social construction How could YOU support each of
these?
Academic Motivation Scale [white]
27
What did this instrument tell you about your intrinsic/extrinsic balance?
Did it seem accurate? Why/why not?Comments?
#3. Goal Orientations
Beliefs individuals hold about the purposes of learningWhy we learnFor whomHow success is achievedIMPACT: How we approach challenging
tasksTwo basic types of goals
Mastery GoalsPerformance Goals
Performance:
Goal is to gainpositive judgments & avoid negativejudgments of ability [Prove]
MasteryGoal is to increaseability and personalcompetence
[Improve]
Goal Orientation
Theory of Intelligence
Entity Performance:Intelligence Goal is to gainis a fixed positive judgments trait & avoid negative
judgments of ability [Prove]
Incremental MasteryIntelligence Goal is to increaseis ability and personalmalleable competence
[Improve]
Typical Behavior
Entity Performance: HelplessnessIntelligence Goal is to gain Avoid riskis a fixed positive judgments Give up easilytrait & avoid negative Make excuses
judgments of ability [Prove]
Incremental Mastery EffortIntelligence Goal is to increase Seek challengeis ability and personal Persistmalleable competence Take responsibility
[Improve] Problem Solve
Goal Orientations Beliefs: Compare/Contrast
Competence develops through effort & practice
Enjoyment of challenging tasks
Easy tasks viewed as boring Effort competence More intrinsic motivation to
learn Use of learning strategies for
deep comprehension Self-evaluative Errors are viewed as useful Failure can be informational Teacher seen as
resource/guideWhich learner do you prefer?
Why?
Competence—you have it or you don’t!
Avoidance of challenging tasks Easy tasks are desirable Effort = low competence More extrinsic motivation Reliance on rote learning Comparison of self to others Errors seen as failures Failure = low ability Teacher viewed as judge,
rewarder, and punisher
Mastery Orientation
Performance Orientation
Quadrants
High MasteryHigh Performance
Low MasteryHigh Performance
High MasteryLow Performance
Low Mastery Low Performance
Mastery OrientationHIGH LOW
HIG
HL
OW
Perf
orm
an
ce
Ori
en
tati
on
Goals Inventory [yellow]
Eliminate #s 7, 9, & 13Mark the following with “P”:
2, 10, 11, 12, 15, 17, 18
Mark the following with “M” 1, 3, 4, 5, 6, 8, 14, 16
Add P scores and divide by 7Add M scores and divide by 8
37
Students with a strong mastery orientation are more successful learners , REGARDLESS of whether performance orientation is high or low.
Implications?
#4: Self-Efficacy38
Beliefs about the degree of “effect” we can have on a learning situation.
Think about a situation in which you perceive you can have an impact. Now think of one where you don’t believe you can have much. Compare your motivation to engage in each of these settings
Context and topic specific
Perception!
High self-efficacy learners
Low self-efficacylearners
Task Orientation
Accept challenging tasks Avoid challenging tasks
Effort Expend high effort when faced with challenging tasks
Expend low effort when faced with challenging tasks
Persistence Persist when goals are initially reached
Give up when goals are not initially reached
Beliefs
Believe they will succeed
Control stress and anxiety when goals not met
Believe they are in control of the environment
Focus on feelings of incompetency
Experience anxiety and depression when goals not
met
Believe they are not in control of their environment
Strategy Use Discard unproductive strategiesPersist with unproductive
strategies
PerformancePerform higher than low-efficacy students of equal
ability
Perform lower than high-efficacy students of equal
ability
Factor Example
Past PerformancePast success in solving algebra equations
increases individuals’ beliefs in their capability to solve other algebra problems.
ModelingObserving others successfully solving algebra equations increases observers’ beliefs in their
capabilities to solve them.
Verbal Persuasion
A teacher comments, “I know you will be able to solve these equations,” increases the likelihood that individuals will engage in demanding tasks,
and if successful, belief in their capabilities to solve them increase.
Psychological StateThoughts, such as “I can’t do this stuff,” takes up mental energy. Success is reduced, and efficacy
decreases.
Factors Influencing Self-Efficacy
Increase students’ awareness of the self-efficacy concept
Use expert and inexpert modeling…scaffold so that students can understand developing
expertiseProvide feedback…
that functions to help students develop expertise through analysis of own performance
specificBuild self-efficacy rather than reduce
expectations reductions undermine efficacy
Encourage self-regulation students take control of their learning process
Implications: Improving Self-Efficacy
Who or what is responsible for our successes and failures? Are these. . . Internal or External ? Stable or Unstable? Controllable or Uncontrollable?
Locus of control Learned helplessness
#5. Causal Attributions
3 Issues in Attribution Theory
Attribution Theory
Locus of control:▪ Where does control lie?▪ Internal vs. external▪ “I” vs. “They” thinking
Stability:▪ Stable vs. unstable▪ Does outcome change or fluctuate?
Controllability:▪ Controllable vs. un- controllable▪ Are any variables with- in my control?
Controllability · is any of this within my control?
InternalInternal ExternalExternal
Sta
ble
Un
stab
le
Ability
Effort Luck
Task Difficulty
Locus of Control
Sta
bil
ity
I can’t really control this.
This is something I have control over!
This isn’t up to me.
This is completely out of my control.
Attribution DimensionsLocus:
Internal: Me External: Not me
Native Ability / Effort Task Difficulty / Luck
Unstable Stable
Effort / LuckNative Ability / Task
Difficulty
Stability:
Controllability:
Controllable Uncontrollable
Effort Ability / Task Difficulty / Luck
Discuss effects of attributions with students leading to emphasis on the role of effort
Help students focus on controllable causes in order to increase task engagement,
persistence, and performanceConsider alternative causes of success and failure
identify and help students modifyBe mindful of inadvertent “low-ability cues”
which undermine both self-efficacy and attributions to controllable factors
How do we do these things?
Implications: Improving Student Attributions
Specific to Locus of Control Dimension OnlyScoring--
Eliminate item 8 Reverse score #s 1, 3, 4, 9, 12
[1=5; 2=4; 3=3] Add your points, divide by 11 Higher the score, the more EXTERNAL the
perceived locus of control
Did this instrument describe you accurately? Why/why not? contrast to Behavior Modification] contrast to Behavior Modification]
Attribution Inventory [green]
The Hope Scale
Eliminate 3, 5, 7, 11,Add for Pathways Score
1, 4, 6, 8 Divide by 4
Add for Agency Score 2, 9, 10, 12 Divide by 4
51
Motivation
Intrinsic/
Extrinsic
Goal Orientatio
n
SelfEfficacy
Attributions
Beliefs about
Knowledge
Hope