motivation and goals - act for youth · expectancy -value theory motivation is sparked by tasks...
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M O T I V AT I O N & G O A L S
K R I S T E N E L M O R E , P H D , M S W
A S S I S T A N T D I R E C T O R O F P R Y D E
K C E 2 8 @ C O R N E L L . E D U
N O V E M B E R 2 9 , 2 0 1 8Kristen Elmore, Ph.D., M.S.WAssistant Director of PRYDE
Cornell University
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I n y o u r w o r k , w h a t d o y o u w a n t y o u t h t o b e m o t i v a t e d t o d o ?
W h a t b a r r i e r s d o y o u s e e ?
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Q:
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WHEN AND HOW DO YOUNG PEOPLE’S ACADEMIC, SOCIAL, AND HEALTH GOALS INSPIRE ACTION?
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MOTIVATION:NOT JUST FOR KIDS!
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WEBINAR PLAN1. Useful Definitions
a. Motivational Theories
2. Individual Characteristics & Beliefs related to Motivation
a. Developmental Patterns
b. Traits
c. Mindsets
3. Designing Contexts that Support Motivation
Motivation isn’t just about individuals, it’s about their context.
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M O T I V AT I O N A LT H E O R I E S
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Over the next few days, which group(s) spent the least amount of time drawing?A) Expected rewardB) Surprise rewardC) No rewardD) A & B
(Lepper, Greene, & Nisbett, 1973) 7
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Over the next few days, which group(s) spent the least amount of time drawing?A) Expected rewardB) Surprise rewardC) No rewardD) A & B
(Lepper, Greene, & Nisbett, 1973) 8
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TYPES OF MOTIVATION• Intrinsic: motivation due to inherent interest or enjoyment
• Extrinsic: motivation due to a separable outcome, such as a reward or punishment
• “Overjustification Hypothesis”
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Extrinsic: External
• Extrinsic rewards or punishments• Compliance or reactance
Extrinsic: Somewhat External
• Focus on approval from self or others• Acting to maintain self-esteem
Extrinsic: Somewhat
Internal
• Conscious valuing of activity• Self-endorsement of goals
Extrinsic: Internal
• Action is congruent with one’s values & needs• But still pursued for an instrumental value
Intrinsic
• Interest/enjoyment• Inherent satisfaction
10(Deci & Ryan, 2000)
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SELF-DETERMINATION THEORY(DECI & RYAN, 1985; 2000)
Self-determination Theory (Deci & Ryan, 1985; 2000)https://www.youtube.com/watch?v=3sRBBNkSXpY
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GOAL ORIENTATION THEORY
• Performance goals aren’t necessarily bad:
– Worrying about AVOIDING learning failures or doing worse than others is generally unhelpful
– Focus on your relative achievement performance can be useful, but focus on “self-presentation” is not
12(Senko, Hulleman, & Harackiewicz, 2011)
Mastery
• Master new skills• Gain knowledge
Performance
• Demonstrate ability
• Social comparison
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EXPECTANCY-VALUE THEORYMotivation is sparked by tasks with high:
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• Ability / Self-efficacy• Do I expect to be
successful?Expectancy
• Benefit• Are there benefits to
performing this task?Value
(Eccles, 1993; Eccles et al., 1983)
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MOTIVATION OCCURS WHEN…
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We have some autonomy to choose, we can observe increases in our competence, and we feel a link to a group or identity
1We wish to master a skill (or perform better than other peers)
2We believe we can succeed & we value the outcome
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I N D I V I D U A L C H A R A C T E R I S T I C S & B E L I E F S
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MOTIVATIONAL DEVELOPMENTHow does motivation change across adolescence?
A. Increases
B. Decreases
C. Stays the same
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MOTIVATIONAL DEVELOPMENTHow does motivation change across adolescence?
A. Increases
B. Decreases
C. Stays the same
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MOTIVATIONAL DEVELOPMENTHow does motivation change across adolescence?
(Gnambs & Hanfstingl, 2016) 18
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GRIT
• Grit: Passion & perseverance for long-term, meaningful goals
• Grit is associated with educational attainment, grades, and persistence in a rigorous military-training program (Duckworth et al., 2007)
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MINDSET
• Traits are fixed and stable.
• Suggests that you have little control over your traits, you’re stuck with what you’ve got.
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• Traits are malleable.
• Suggests that you can control your traits and increase your ability.
(Dweck, Chiu & Hong, 1995; Molden & Dweck, 2006)
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EFFORT & ABILITY
EFFORT
ABI
LIT
Y
EFFORT
ABI
LIT
Y
He got an A on the test and he didn’t even have
to study!
He shot 50 baskets every night for months and now
his game is amazing!
FIXEDGROWTH
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INTERPRETING FAILURE
Failure reflects a lack of personal ability
Do I have the ability required?
What’s the best way to increase my
ability?
Failure indicates an ineffective strategy or approach
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FIXEDGROWTH
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MINDSET & SOCIAL GOALS
If I agree (vs. disagree) that “you can’t change people who are jerks in school,” when I experience bullying, I am:
A) More likely to be angry and depressed.
B) Less likely to be angry and depressed.
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MINDSET & SOCIAL GOALS
If I agree (vs. disagree) that “you can’t change people who are jerks in school,” when I experience bullying, I am:
A) More likely to be angry and depressed.
B) Less likely to be angry and depressed.
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MINDSET & SOCIAL GOALS
• Mindsets also shape how we view others’ traits
– Everyone is either a winner or a loser in life.
– You can’t change people who are jerks in school.
• Fixed theories about social traits predict responses to social adversity
(Yeager, Trzesniewski, Tirri, Nokelainen & Dweck, 2011) 25
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M O T I V AT I O N A L S E T T I N G S
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SUPPORTING COMPETENCE• Optimal challenge
• Constructive feedback
– Supports feelings of competence & self-efficacy
• Ability to detect progress over time
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MOTIVATING PRAISE
• Did they get closer to their goal?
• Did they try a new strategy?
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SUPPORTING AUTONOMY• Built environments can support autonomy
– Exercise & neighborhoods with parks and well-maintained sidewalks (Gay, Saunders, & Dowda, 2011)
• Offering choices
• Offering meaningful explanatory rationales
• Perspective-taking
– What are youth’s intrinsic interests?
– Acknowledge & engage with negative affect among youth
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PURPOSEFUL ACTION
• Reminding youth about their purpose in life can help improve engagement (Yeager et al., 2014; Burrow et al, in press)
• May bring to mind direct or indirectvalue of tasks at hand
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SUPPORTING RELATEDNESS• Cooperative learning
• Building feelings of belonging through group connection & community
• Promote feelings of identity-congruence
– Do people like me succeed at this? Care about this?
– Role Models, Peer Mentors
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FRAMING CHALLENGE IN HELPFUL WAYSWhat messages can help?
1. You may feel anxious or worried, but that’s your body responding to challenge
2. Difficulty is a sign that you’re doing something important (“No pain, no gain”)
3. Mistakes are learning opportunities
32(Jamieson et al., 2010; Oyserman & Destin, 2010; Boaler, 2016)
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SUMMARY
Competence
Growth Mindset (Praise)
Autonomy
Purpose
Relatedness/Belonging
Interpretations of Challenge33
Motivation isn’t just about individuals, it’s about their context.