motivation & affect chapter eleven educational psychology: developing learners 6th edition...

Motivation & Affect

Chapter ElevenEducational Psychology: Developing Learners

6th editionJeanne Ellis Ormond

The Nature of Motivation

Motivation is something that engages, directs, and sustains behavior. It is often reflected in personal investment and

cognitive engagement. Environment can also enhance student

motivation to learn (situated motivation).

Jeanne Ellis OrmrodEducational Psychology: Developing Learners, sixth edition

Copyright © 2008 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

How Motivation Affects Learning and Behavior

Directs behavior toward particular goals Leads to increased effort and energy Increases initiation of, and persistence in, activities Enhances cognitive processing Determines what consequences are reinforcing and

punishing Leads to improved performance (when high)




Extrinsic vs. Intrinsic Motivation

Extrinsic Motivation promoted by factors not within

individuals Academic activities are a means to an end.

Intrinsic Motivation promoted by an internal desire to

do something The academic activity is the end. Intrinsic motivation tends to lead to greater

performance and longer-lasting motivation.




Theories of Motivation

Trait Perspective Motivation involving enduring personality

characteristics that learners have to a greater or lesser degree

Achievement motivation is a common trait perspective.

Behaviorist Perspective Motivation guided by possibility of reinforcing outcomes Drive theories

The lack of something “drives” us to engage in a behavior that will fulfill the need.




Theories of Motivation

Social Cognitive Perspective Perspective that places heavy emphasis on

the role of goals, expectations, and self-efficacy

Cognitive Perspective Perspective that focuses on how mental

processes affect motivation Curiosity, disequilbrium




Basic Human Needs

Arousal A basic need for stimulation

Maslow’s Hierarchy of Needs Theory of motivation that proposed people

must satisfy four deficiency needs before engaging in self-actualizing activities such as learning




Basic Human Needs

Competence and Self-Worth Belief about one’s own general ability to deal

effectively with the environment

Self-Determination A sense of autonomy

Relatedness The need to feel socially connected to others and to

secure others’ love and respect

Affect & Its Effects

Affect is closely related to motivation. Learners have feelings, emotions, and moods that

they bring to bear on a task. Students are more motivated when they feel optimistic

about their goals and the chances of meeting them. When students are more excited after success, they

are more willing to engage in the behavior again.




Affect & Its Effects

Affect: Related to learning and cognition Learning to do something occurs while students

determine whether they like to do something. Struggling with material may lead to disliking material. Depending on previous experience, some material

evokes positive feelings, while other material evokes negative feelings.

Hot cognition Cognitive dissonance

The more emotional students feel about a piece of material, the more likely they are to remember it.




Anxiety in the Classroom

Feelings of uneasiness and apprehension concerning a situation with an uncertain outcome Can be a state or a trait

Is normal and often helps us Facilitating anxiety

Can also harm us when it is excessive Debilitating anxiety




What Are Sources of Anxiety for Students?

Physical appearance A new situation Judgment or evaluation by others Frustrating subject matter Excessive classroom demands Classroom tests Physically threatening situations Self-worthy threatening situations The future Changing schools




Keeping Students’ Anxiety at a Facilitative Level Set realistic expectations for student performance Match instruction to students’ cognitive levels and

capabilities Teach for mastery of subject

Provide assistance with note taking, tutoring, etc. Explicitly teach strategies that enhance learning and

performance Use criterion-referenced assessment Provide as much feedback as possible about specific

behaviors Allow students to correct errors




Addressing Diversity in Motivation and Affect

Cultural and Ethnic Differences All children have basic needs in common; how they

satisfy those needs may vary. Need for affiliation may vary, as may the amount of

encouragement for academic achievement. Stereotype threat may be present.

Gender Differences Girls are more concerned with doing well.

Try harder, earn higher grades, engage in less self-handicapping, have higher graduation rates

More likely to have high need for affiliation





Gender and Affect Girls express emotions more openly, except

anger. Girls are more anxious about classroom

performance.

SES Lower-income students have more stress, may

have less effective strategies and self-regulation skills.





Students with Special Needs

Have greatest diversity in motivation

May have difficulty meeting needs for relatedness because of fewer opportunities to socialize with peers




General Guidelines for Motivating Students

Remember that different students will respond to different motivational strategies

Show students that they can be successful

Communicate respect for all students




motivation & affect chapter eleven educational psychology: developing learners 6th edition...

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motivation curiosity

student motivation

lasting motivation

situated motivation

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