EFP Motivation Slides PDF

The presentation will be focusing on Introductio Motivation. During the course of your studies, lack of n motivation might become a common challenge. And you will have to be able to deal with it. As a student, you a...

The presentation will be focusing on Introductio Motivation. During the course of your studies, lack of n motivation might become a common challenge. And you will have to be able to deal with it. As a student, you are responsible for completing your studies independently and to the best of your ability. You need to understand what motivates you and how you can ensure you stay motivated, even when life seems difficult and unfair. Motivation affects your interest, ability and your level of success.  What is ItMotivation? is any influence that triggers, directs or maintains goal-directed behaviour (Hellriegel et al., 1999:462). It accounts for your intensity (how hard you try), direction (what you strive for, i.e. your goal) and persistence of effort (how long can you maintain your effort) toward obtaining a goal (Motivation, n.d.). Motivation is an internal state that directs and guides our behavior to attain a goal through processes shaped by cultural norms, values, and practices Motivation works like a push pull toy. It can pull or push you and the choice is dependent upon the situation’s motivating factors  The push to motivate comes from needs Internal bodily Reduce tension states linked to The pull to motivate comes from incentives Incentives Needs Drives External factors that motivate us to act to fulfill our needs and reduce our drives Two primary types of motivation Extrinsic motivation - shapes our behavior through external forces and rewards that are pleasant like verbal praise, money, or awards Intrinsic motivation - shapes our behavior through internal forces such as enjoyment, interest, or personal satisfaction Motivation elements Needs - states of arousal that arise when we lack or want something vital to us and we take action to satisfy our needs. Necessary for motivation and can be biologically, socially, psychologically, cognitively, or environmentally based Drives - the tension and uneasiness that result when we experience a need We act to reduce this tension Needs and drives motivate us to act Incentives - factors that motivate us to act and these are person and often culture specific Winning the World Cup Soccer tournament, money, fame, a work promotion, a scholarship, doing well at school, or receiving your parents’ approval are all incentives Humanistic Models of Motivation – Self-Actualization Maslow focused upon Maslow’s (1943; 1954; people’s capacity for 1971) journey to self- personal growth with an actualization is actually a emphasis upon positive model of human motivation and a popular regard and fulfilling Emphasizes needs and drives people one inlead Western a fulfillingthinking one’s potential strive to life, satisfy basic, physical needs before tackling social and psychological needs Maslow’s Hierarchy of Needs Transcendence Self-Actualization Aesthetic Needs - Beauty Knowing and Exploring Needs Self-Esteem and Recognition Needs Belonging, Love, Affiliation Needs Safety and security Needs Basic needs: Hunger, Thirst  Self-actualization reflects our desire to reach our maximum potential and find self- fulfillment Humanistic Models of Self-transcendence – experiences beyond personal growth that connect us to all Motivation – humans and ultimate truths Self- Actualization Biased sample of 18 extremely accomplished, primarily Western men Concentrates on an individual’s needs and connects to an independent model of the self  Learning Theories of Motivation – Radical Behaviorism The view that humans Consequences shape Connects to motivation as learn abilities and skills individual behavior an incentive through experience Reinforcement and punishment Positive reinforcement - involves adding pleasant consequences after a behavior to encourage the behavior to occur again in the future Achievement Models of Motivation Focuses upon three types of goals Mastery goals or learning goals emphasize learning and self- improvement like learning a new language or skill Performance goals or ego goals emphasize measuring or demonstrating ability such as doing better than your peers in the classroom or in a sport Social goals that emphasize relationships and social interactions, individuals strive to either avoid pain or receive pleasure Cultural norms and worldviews influence whether people pursue mastery or performance goals  Expectancy Value Models of Motivation Eccles, Wigfield, and Connects the Schiefele (1998) achievement-related developed the choices students expectancy value make to two sets of model of motivation perceptual beliefs to explain children’s 1) The ability self-concept - a academic person’s expectations for achievement and success and ability to perform a task performance 2) Subjective task value - the worth a person attaches to available strategies to achieve those goals including enjoyment and interest Cognitive Models of Motivation – Attribution Theory Weiner’s (1985; 1986) attribution theory Cognitive theories focus upon how beliefs, attitudes, and emotions relate to achievement motivate people to behave in particular ways. Explain the reasons and or causes of peoples’ These reasons successes influence our achievements and shape our future and failures success If you explain your success using personal qualities and attributes achieving success will bolster your self-esteem If you explain your success using external factors, achieving success makes you appreciative If you use internal attributes and qualities to explain your failure, you will most likely experience shame Cultural norms, expectations, and values connect to how we explain If you use external factors to explain your failure, you most likely will experience anger our successes and failures. Cognitive Models of Motivation – Attribution Theory Many Western Many Asian When the If the When the When the parents parents independent independent interdependen interdependen believe that believe that self does a self does not t self does a t self does not their children’s success is the task well it is perform well, task well, the perform well, ability to do result of because it has external self it is because well in school perseverance the ability to factors must experiences of a lack of is the result of and hard work, do so. In these have been the humility effort that their natural not ability instances, the cause and the may lead to talents, not self self the experience effort experiences experiences of shame or pride anger or guilt frustration Social Cognitive Models of Motivation Bandura’s social cognitive learning theory We learn behavior from observing others in our social worlds Learning is an internal and goal-oriented process We observe others because we are motivated to learn their actions Individuals are motivated to behave in these ways to meet personal goals and become successful Applying Models of Motivation to Real-life Settings and Contexts Incentives and Culture Extrinsic and intrinsic motivation Which is best? Evidence to support that intrinsic motivation is more effective than extrinsic motivation, value, use, and effectiveness of the different types of incentives vary across cultures School Children’s motivation to do well in school What works best in also connects to classroom settings to cultural values and motivate children? practices that reinforce those values Extrinsic and intrinsic It depends upon motivation are several factors different paths to including children’s achieve similar cultural backgrounds outcome Factors Impacting Motivation in Classrooms Fernald and her colleagues (2012) found that European American and Latino middle and higher income caregivers engage their children more in conversation than lower income caregivers do The outcome - children from lower-income families process language more slowly and have smaller vocabularies than children from higher income families do Implemented programs and workshops to teach Latino caregivers culturally sensitive approaches to help improve their children’s language abilities and consequently their academic success Why do Asian children outperform students from other countries? They are motivated to do well because they do not want to disappoint their parents who have sacrificed for their children’s academic success Many Asian children feel pressure to do well at school because their success (or failure) connects to the honor and integrity they bring to their family and group  Majority and minority ethnic groups, prejudice, and discrimination exist in most if not all nations One particular societal attitude that can have negative Motivation consequences for children at school is stereotypes Stereotypes - widely held and beliefs, perceptions, characteristics, and traits that Stereotypical people attribute to a whole group Threat Stereotypical threat occurs when an individual experiences worry over being judged according to a negative stereotype associated with one’s group One stereotype that exists is Asian children are exceptional students and there is evidence to support this stereotype Minority children are particularly vulnerable to stereotypical threat Learning and motivation When you are motivated internally (intrinsically) it lasts longer and is more self-directive than external (extrinsic) motivation, which must be repeatedly reinforced by praise or concrete awards. Learning tends to be more effective when you experience feelings of satisfaction. When you are motivated to learn, you tend to find the learning activities more meaningful and therefore will benefit from them (Wlodkowski, 1994:4). The basic principle of learning is that success increases your level of motivation. To be successful, you need to have realistic goals. Role of Goal- setting The process of setting goals Demonstrates an intention to achieve, and this activates your learning from one day to the next. Directs your activities toward the goal Offers you the opportunity to experience success. Your beliefs and behaviour regarding your learning can normally produce mild levels of anxiety, which you may need to manage and control, or overcome. However, you can also use this anxiety to motivate yourself.  Attitude refers to your mental focus on the world around you, which basically relates to your mental starting point for viewing life, people and the events in it. Your attitude influences the way you act and react to situations or people. Attitude Motivation measures the extent to which you accept responsibility for your studying, reading assignments and homework, etc. and Together, attitude and motivation drive your motivatio learning and your desire to succeed and develop. By adopting a positive, winning attitude you n can take any experience and turn it into a positive learning experience. Simply by choosing to have a positive attitude, you are choosing to be successful! (Chapman & McKnight, 2001; Testing criteria, n.d.). An important question arises: How will you sustain a positive attitude?  Achievement and Culture What strategies would you use to achieve a goal? What motivates you to complete a task such as doing well at school? Would the type of task you had to complete influence your achievement strategy or actions? How did you learn about the value of achievement in your family, cultural community? Do you think all cultures value achievement in similar ways? What might account for cultural differences in achievement? How might educational systems use the findings of cultural psychologists to improve students’ academic achievement from all cultural backgrounds? Cross Cultural Studies on Achievement Fang and colleagues (2013) explored how national culture shapes student achievement and consequently student learning outcomes. Their findings suggest: long-term orientation was the greatest predictor of student achievement in countries that have long-term orientations (Japan, China, Singapore) which value living and preparing for the future In long-term orientation countries, saving, patience, and effort are important values The more traditional a society remains, the lower student achievement scores are  Culture across Disciplines – Culture, Education, and Motivation Ginsberg’s Motivational Framework Ginsberg notes the positive relationship between motivation and learning -- motivated students achieve their academic goals Advances the view that cultural awareness can shape motivation and consequently student achievement Making sure all children receive encouragement to do well in school leads to social justice and equity in education Ginsberg’s Motivational Framework for Culturally Relevant Teaching Culture-specific and community based Interdisciplinary model Focuses upon intrinsically motivating students Four principles for classroom practice: 1. Establishing a sense of belonging and respect 2. Developing a positive attitude toward learning 3. Make learning relevant to students’ experiences 4. Focus on how students perceive the value of learning Ginsberg’s Motivational Framework for Culturally Relevant Teaching To encourage student motivation Teachers should incorporate children’s life experiences into lessons and give voice to these experiences Schools should move away from the conventional approach of using extrinsic rewards to increase student achievement - often short-lived and declines once students no longer receive rewards or incentives Some rewards might not be effective for children from diverse cultural backgrounds How to Increase your motivation You can choose/decide to work on your motivation. You need to take responsibility for your success and happiness. You do not need to wait for your environment to supply you with motivation, as you can generate motivation from within yourself. The learning process is an active process and occurs optimally when you are intrinsically motivated to engage with and assimilate the information. The same applies to developing yourself. However, sometimes you may feel unmotivated, for various reasons. I will share a handout after the presentation of how you can motivate yourself when you feel less motivated.  Summary Motivation is the drive that pushes you to achieve in combination with a positive attitude. There are two types of motivation, namely internal (intrinsic) and external (extrinsic) motivation. The basic difference between these two types of motivation lies in the source that energises you and directs your behaviour (Reeve, 1996). Your motivation level can influence your ability to learn. Edward Deci says that, For you to be motivated “it is important to have both extrinsic motivation and intrinsic motivation.”