understanding and improving student motivation in high ... · do i have what it takes? why should i...
TRANSCRIPT
Understanding and Improving Student Motivation in High
Impact Practices
Motivate Lab Team
Chris Hulleman Yoi Tibbetts
Stephanie WormingtonAlison LubinErin Vines
Kenn Barron
Part 1: What’s happening with motivation in your High Impact Practices?
Part 2: How learning mindsets and motivation theory can help
Part 3: Current work with TBR and Pilot Schools
Wrap Up: Key Take-Aways and Discussion
But… please ask questions along the way
Goals for the Morning
WHAT’S HAPPENING WITH MOTIVATION IN YOUR HIGH IMPACT PRACTICES
Part 1:
1)
2)
4)
What is your role at your institution (e.g., Math faculty at Jackson State)? What particular High Impact Practice are you here for?
What are 1 or 2 motivational challenges that you face with your students in your High Impact Practice?
3)What are 1 or 2 strategies that you’ve tried to better motivate your students in your High Impact Practice?
Do you currently use a theory of motivation to help address your challenges or plan strategies? If yes, can you provide the name for it?
Can we share some of your motivational
challenges?
HOW LEARNING MINDSETS ANDMOTIVATION THEORY CAN HELP
Part 2:
Do I belong here?
Do I have what it takes?
Why should I learn this?
Students are Struggling
Do I belong here?
Growth Mindset Social Belonging
Do I have what it takes?
Why should I learn this?
Purpose & Value
Mindset GPS
Do I belong here?
Growth Mindset Social Belonging
Do I have what it takes?
Why should I learn this?
Purpose & Value
Growth Mindset
• Students feel they can be successful if they try
• Intelligence is malleable
• Challenges are an opportunity to grow
• Obstacles can be overcome by using good strategies
If I fail: I ask for help.
I try new strategies. I try again.
Beliefs Behaviors
I can be successful. I can get better.
I have what it takes.
+
One Key to Growth Mindset
Do I belong here?
Growth Mindset Social Belonging
Do I have what it takes?
Why should I learn this?
Purpose & Value
Purpose and Value
• The learning context has value to students
• Students find their learning or school to be relevant, purposeful, interesting, or important
• There are many ways to infuse value into students’ learning environments
Students value school for different reasons
Intrinsic:This is fun!
I just like doing this.
Identity:This is who I am.It’s important to me to be good at
this.
Utility:This is useful and relevant for my:
• Daily life• Future
education• Career• Interests and
hobbies
Interest:This catches my interest. I want to learn more.
Communal:This allows me to
do something that helps my family
and community.
One Key to Purpose and Value
Do I belong here?
Growth Mindset Social Belonging
Do I have what it takes?
Why should I learn this?
Purpose & Value
Social Belonging
• Students feel they belong in the context• Connected with peers
• Known and cared for by faculty and mentors
• Fit in academically and socially
• Free from doubts and worries about belonging
One Key for Social Belonging
Feelings of Belonging Belonging Uncertainty
Connection with Peers
Feeling Cared for
by Mentors
Feelings of Fit
FearsWorries
StigmaStereo-types
VS.
Targeting Learning Mindsets Boosts Performance and Persistence
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Borman et al. (2003); Lazowski & Hulleman (2016)
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Learning Mindset Interventions
Comprehensive School Reform
Targeting Learning Mindsets Boosts Performance and Persistence
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Borman et al. (2003); Lazowski & Hulleman (2016)
1)
2)
4)
What is your role at your institution (e.g., math faculty at Jackson State)? What particular High Impact Practice are you here for?
What are 1 or 2 motivational challenges that you face with your students in your High Impact Practice?
3)What are 1 or 2 strategies that you’ve tried to better motivate your students in your High Impact Practice?
Do you currently use a theory of motivation to help address your challenges or plan strategies? If yes, can you provide the name for it?
Are your students struggling with a particular learning mindset?
Application Break
Do I belong here?
Growth Mindset Social Belonging
Do I have what
it takes?
Why should I learn this?
Purpose & Value
Was Anything Not Captured?
• Balancing work, school, and life commitments
• Classes require too much time and energy
• Some classes are too stressful
Was Anything Not Captured?
1)
2)
4)
What is your role at your institution (e.g., biology faculty at Chatt State)? What particular High Impact Practice are you here for?
What are 1 or 2 motivational challenges that you face with your students in your High Impact Practice?
3)What are 1 or 2 strategies that you’ve tried to better motivate your students in your High Impact Practice?
Do you currently use a theory of motivation to help address your challenges or plan strategies? If yes, can you provide the name for it?
So are there other motivational
theories, models, or
frameworks that could help?
Expectancy - Value - Cost Theory
Interest Theories
Attribution Theories
Need Theories
Goal Theories
Self-Efficacy Theories
Arousal/EmotionTheories
Extrinsic/Intrinsic Theories
Although Many Theories Exist…
Expectancy-Value-Cost Theory:A Larger Motivational Framework
M = E * VM = Motivation
E = Expectancy (Do I believe I can do the task?)
V = Value (Do I want to do the task?)
C = Cost (Do I have additional barriers preventing me from doing the task?)
M = E + V - C
Barron & Hulleman (2015); Eccles et al. (1983)
Learning Mindsets Motivation
Expectancy
Value
Cost
Growth Mindset
Purpose & Value
Social Belonging
Learning Mindsets and Motivation
=
Are your students struggling with a particular EVC component?
Application Break
Expectancy Cost
Can I learn it?
Do I want to learn it?
Value
Do I have barriers in my way?
But is just knowing GPS and EVC enough?
THEORY
PRACTICE
https://motivatelab.org/supporting-growth-mindset
https://motivatelab.org/supporting-growth-mindset
CURRENT WORK WITH TBR AND PILOT SCHOOLS
Part 3:
Our Research Process
What We’ve Done So Far
• Learning Mindset Survey (Fall 2017, Fall 2018)
– Fall 2018: 19.6% overall response rate
• Response rates range from 2.5-100% across TBR schools
• Site Visits at 3 Pilot Schools (Spring 2018)
– Interviews and focus groups with 109 students and 110 faculty/staff/administrators
– 10 classroom observations
• Prototyping Interventions (Fall 2018-Spring 2019)
– 5 classroom interventions at 3 pilot schools
Mindset Survey: Fall 2017 Semester
Cost
Value
Expectancy
Spring Retention
Credit Hours Earned
GPA
Southwest: Mindset Survey
Southwest: Site Visit
Southwest: What Increases and Decreases Your Motivation in College?
Cost
Value
Expectancy 42%
95%
5%
Increases? Decreases?
24%
32%
57%
Pilot Schools: Prototyping Interventions
• Recommended intervention
Pilot Schools: Prototyping Interventions
• Description of intervention
Pilot Schools: Prototyping Interventions
• Where could the intervention be applied?
Hulleman & Harackiewicz (2009)
Utility-Value Intervention in Math
1. Select a topic that is currently being covered in class.
2. Write a one-paragraph essay that applies the topic to your life or a letter to someone you know (control: just summarize).
3. Repeat 3-5x over course of semester.
Graphing is an important part of life…. For an example, my grandmother and aunt work at a retirement home and they need to decide dosages per day, meals, and etc. Graphing out all the data they have will [help them] come out with a resolution.
Community College Remedial Math(N = 280)
Hulleman, Murrah, Tibbetts, Francis, Lee et al. (in prep)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Under-Represented Minority Majority Students
Cour
se P
ass
Rate
Control Utility Value
16%
What is Driving These Effects?
Florida community college student:
“After a hurricane there’s a big chance of losing power and flooding. One way math could help is to try to figure out how much water we might need for daily use. Like how many gallons for me, my husband, and our three kids to bathe, cook, or drink. Every year when we prepare for hurricane season, we could estimate how much water and food we will need for one day, one week, or longer. We would use proportions and statistics to do our calculations. That way we’d know how much money to set aside to be ready in case something bad happens.”
What is Driving These Effects?1) Personal Connections
Florida community college student:
“After a hurricane there’s a big chance of losing power and flooding. One way math could help is to try to figure out how much water we might need for daily use. Like how many gallons for me, my husband, and our three kids to bathe, cook, or drink. Every year when we prepare for hurricane season, we could estimate how much water and food we will need for one day, one week, or longer. We would use proportions and statistics to do our calculations. That way we’d know how much money to set aside to be ready in case something bad happens.”
Florida community college student:
“After a hurricane there’s a big chance of losing power and flooding. One way math could help is to try to figure out how much water we might need for daily use. Like how many gallons for me, my husband, and our three kids to bathe, cook, or drink. Every year when we prepare for hurricane season, we could estimate how much water and food we will need for one day, one week, or longer. We would use proportions and statistics to do our calculations. That way we’d know how much money to set aside to be ready in case something bad happens.”
What is Driving These Effects? 2) Specific Connections
What is Driving These Effects? 3) Meaningful Connections
Florida community college student:
“After a hurricane there’s a big chance of losing power and flooding. One way math could help is to try to figure out how much water we might need for daily use. Like how many gallons for me, my husband, and our three kids to bathe, cook, or drink. Every year when we prepare for hurricane season, we could estimate how much water and food we will need for one day, one week, or longer. We would use proportions and statistics to do our calculations. That way we’d know how much money to set aside to be ready in case something bad happens.”
KEY TAKE-AWAYS AND DISCUSSION
Wrap up:
1) Engage in Motivational Planning
Learning MindsetsGPS
Broader Motivation
TheoryM = E + V – C
For example, in our courses
For example, in our courses
Advising
Undergraduate Research
Honors Programs
and HIPs
2) Send Consistent Messages
COURSES
CURRICULUM
PROGRAMS
CAMPUS
3) Assess Learning Mindsets & Motivation
If students’ GPSs or EVCs are _______ , we should consider ________ as a new intervention.
This semester, we decided to adopt _______ as a new intervention. Should we keep using it?
To help PLAN interventions
To help EVALUATE interventions
Speaking of Assessment…
5) What additional questions (or comments) would you like to share so we can better support your efforts (in your HIP or with student motivation more generally on your campus)?
Questions? Comments?
Other Takeaways?
Can we collect your cards?
