PSYC 5123 L7 - Motivation 1 PDF

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 7 February 29 Agenda What is motivation? Approaches to motivation Extrinsic and intrinsic motivation Goals and Goal Orientations Expectancy value theory Motivation What is motivation? Motivation is an internal state, a need or a drive which d...

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 7 February 29 Agenda What is motivation? Approaches to motivation Extrinsic and intrinsic motivation Goals and Goal Orientations Expectancy value theory Motivation What is motivation? Motivation is an internal state, a need or a drive which desires change. When we are motivated, we take action, thus motivation ‘arouses, directs and maintain behavior’ (Woolfolk, 2013). What is motivation? Motivation can be strait (i.e., an enduring way of being) or a state (i.e., influenced by outside events). Motivation is likely a combination of trait and state. Motivated students put out more effort, persist longer, learn more, and score higher on tests (Lazowski & Hulleman, 2016). Five Basic Questions 1) What choices do people make about their behavior? Why do some students, for example, focus on their homework, while others play video games? 2) How long does it take to get started? Why do some students start their homework right away, while others procrastinate? 3) What is the intensity or level of involvement in the chosen activity? Once the backpack is opened, is the student engrossed and focused or is he just going through the motions? 4) What causes someone to persist or to give up? Will a student read the entire assignment or just a few pages? 5) What is the person thinking and feeling while engaged in the activity? Is the student enjoying, feeling competent, or experiencing anxiety about an upcoming test (Anderman & Anderman, 2014; S. Graham & Weiner, 1996; Pintrich, Marx, & Boyle, 1993)? Meeting Some Students Many factors influence motivation and engaged learning. To get a sense of the complexity of motivation, let’s step into a high school science classroom just after the teacher has given directions for a lab activity. The student profiles are adapted from Stipek (2002). Each of these students has problems with at least one of the five areas of motivation: (1) choices, (2) getting started, (3) intensity, (4) persistence, or (5) thoughts and feelings. Can you diagnose the problems? Students Hopeless Geraldo won’t even start the assignment—as usual. He just keeps saying, “I don’t understand,” or “This is too hard.” When he answers your questions correctly, he “guessed” and he “doesn’t really know.” Geraldo spends most of his time staring into space; he is falling farther and farther behind. Safe Sumet checks with you about every step—he wants to be perfect. You once gave him bonus points for doing an excellent color drawing of the apparatus, and now he produces a work of art for lab every time. But Sumet won’t risk getting a B. If it isn’t required or on the test, Sumet isn’t interested in doing the work. Satisfied Sophia, on the other hand, is interested in this project. In fact, she knows more than you do about it. Evidently she spends hours reading about chemistry and performing experiments. But her overall grade in your class is between B- and C because she never turns in homework. Sophia is satisfied with the C she can get on tests without even trying. Students Defensive Damond doesn’t have his lab manual—again, so he has to share with another student. Then he pretends to be working, but spends most of his time making fun of the assignment or trying to get answers from other students when your back is turned. He is afraid to try because if he makes an effort and fails, he fears that everyone will know he is “dumb.” Anxious Aimee is a good student in most subjects, but she freezes on science tests and “forgets” everything she knows when she has to answer questions in class. Her parents are scientists and expect her to become one too, but her prospects for this future look dim. Approaches to Motivation Behaviorism theory: reward and punishment. Behaviorists tend to emphasize extrinsic motivation caused by incentives, rewards, and punishment. Humanistic theory: an inborn need for ’selfactualization’. Intrinsic motivation, want to be successful I know what kind of person I wanna be Social cultural theory: groups and communities. Sociocultural views emphasize engaged participation and maintaining your identity within a community. Approaches to Motivation Cognitive and social cognitive theory: plans, goals, expectations, attributions, and thoughts. Cognitive views stress a person’s active search for meaning, understanding, and competence, and the power of the individual’s attributions and interpretations. In social cognitive theory, self-efficacy and agency are central factors in motivation. Self-efficacy is your belief that you can execute particular behaviors at a particular level in a given situation. Social Cognitive Theory Discuss and Share Can you think of any scenarios involving motivation (e.g., your own studies, life, or motivating others)? How can you tell if you or others are motivated in this particular scenario? Measuring Motivation Think How do you measure such motivation? Why do we need to measure motivation? Measuring Motivation Observations Subjective Self-report questionnaires Interview Subjective and don’t know the definition of motivation Ask open-ended questions Time- consuming More depth and detailed Define motivation: meet expectations of yourself/ teachers. Think about what is your goal of motivating students to learn Teachers’ role is to understand students and how can I make things better from my observation Motivated Strategies for Learning Questionnaire (MSLQ) Self- reported scale Intrinsic goal Class level Extrinsic values Task values Self- check Extrinsic & Intrinsic Motivation Extrinsic & Intrinsic Motivation Amotivation is a complete lack of any intent to act (no engagement at all). Extrinsic motivation is any reason we do a task which is not the joy of doing the task itself, the task is a means to an end. Intrinsic motivation is when we do a task purely due to our enjoyment of it. https://newmantuition.co.uk/motivation-intrinsic-vs-extrinsic/ Extrinsic Motivation Extrinsic motivation has been associated with negative emotions, poor academic achievement, and maladaptive learning strategies (e.g., procrastination, rote memorization, cramming) (Corpus et al., 2009). Extrinsic motivation also has benefits if it provides incentives as students try new things, gives them an extra push to get started, or helps them persist to complete a mundane task. Locus of Causality Intrinsic and extrinsic motivation cannot be easily distinguished through observation alone. The key difference between the two types of motivation is the student’s reason for acting: Whether the locus of causality for the action (the location of the cause) is internal or external—inside or outside the person. Whether or not your focus is external or internal Attribution theory Discuss and Share Imagine that you are writing your graduation thesis. You should have both extrinsic and intrinsic motivation for that topic. What are they? In your perspective, how do your extrinsic and intrinsic motivations relate to each other? Apart from your answers to the previous question, how can we apply these concepts to achieve a balance between our academic studies and personal lives? Types of Extrinsic Motivation Avoid either/or thinking Not either intrinsic or extrinsic, there are some in between of two extremes Our activities fall along a continuum from fully self-determined (intrinsic motivation) to fully determined by others (extrinsic motivation). Four types of extrinsic motivation are based on the level of internal drive to engage in the activity (Linnenbrink-Garcia & Patall, 2016). Types of Extrinsic Motivation It can be a bit of extrinsic and a bit of extrinsic Depend on your own interpretation External regulation (completely controlled by outside consequences) Introjected regulation (engaging in the task to avoid guilt or negative selfperceptions) Identified regulation (participating despite lack of interest because it serves a larger goal that is personally motivating) Integrated regulation (participating in a task because it is both interesting and has extrinsic reward value) Discuss and Share How can teachers effectively motivate students in school by utilizing both extrinsic and intrinsic motivation concepts? What are the challenges faced by teachers in implementing effective motivation strategies in the classroom? Do you have any suggestions or recommendations for teachers to enhance their motivational approaches in the school setting? Goals & Goal Orientations Goals Goals are a key component of motivational research. A goal is an outcome a learner is trying to achieve (Locke & Latham, 2022). Goals help learners to improve their performance: direct attention to the task and away from distractions. Specificity of goals: specific vs. ambiguous Goal setting: plan about the destination -Discuss the immediate goals, long term goals Path planning to reach the goal Goals In pursuing goals, students are generally aware of some current condition (I haven’t even opened my book), some ideal condition (I have understood every page), and the discrepancy between the two. Goals motivate people to act in order to reduce the discrepancy between “where they are” and “where they want to be.” Why goal setting improves performance? (Locke & Latham, 2002) Direct attention to the task at hand and away from distractions. Energize effort. The more challenging the goal, to a point, the greater the effort. Increase persistence. When we have a clear goal, we are less likely to give up until we reach the goal: Hard goals demand effort, and tight deadlines lead to faster work. Promote the development of new knowledge and strategies when old strategies fall short. To improve motivation, you set immediate goals and approximate goals If you don’t want to get started, you may have a too general goals so you have to set specific goals Types of Goals Goals that are specific, elaborated, moderately difficult, and proximal (likely to be reached in the near future) tend to enhance motivation and persistence (Anderman & Anderman, 2014; Schunk, Meece, & Pintrich, 2014). Specific, elaborated goals provide clear standards for judging performance. Moderate difficulty provides a challenge, but not an unreasonable one. Goals that can be reached fairly soon are not likely to be pushed aside by more immediate concerns. Writing A Persuasive Essay (Ferretti et al., 2009) A General Goal Write a letter to a teacher about whether or not students should be given more out-of-class assignments... The General Goal Elaborated with Specific Subgoals You need to say very clearly what your opinion or viewpoint is. You need to think of two or more reasons to back up your opinion. You need to explain why those reasons are good reasons for your opinion Goal Orientations Goals are specific targets. Goal orientations are the reasons we pursue goals and the standards we use to evaluate progress toward those goals. Mastery goal: A personal intention to improve abilities and learn, no matter how performance suffers. Think about achievement. I want to learn the content Performance goal: A personal intention to seem competent or perform well in the eyes of others. 2X2 e.g. focus on learning, master the content but I don’t want to make mistakes Avoid feeling failure e.g. I don’t want others to think I am dumb later: Add task —> 3 x 2 models Trichotomous goal 1. mastery goal 2. performance approach 3. performance avoidance = debate between mastery approach goal and mastery avoidance goal Expectancy Value Theory (EVT) Expectancy Value Theory (EVT) EVT has been developed by Jacquelynne Eccles and her colleagues in 1980s. Two main components: expectancy and value. Motivation = expectancy × value The individual’s expectation of reaching a goal and the individual’s value of that goal. “If I try hard, can I succeed?” and “If I succeed, will the outcome be valuable or rewarding to me?” Expectancy Expectancy Value Theory (EVT) Individuals’ choice, persistence, and performance can be explained by their expectancy for success and subjective task values (Wigfield & Eccles, 1980). Expectancy for success: individuals’ perception of success on future tasks. Subjective task value: value individuals’ place on tasks. Motivation is a product of expectancy and value, because if either factor is zero, then there is no motivation to work toward the goal. Value Task value refers to an individual's belief about the usefulness, enjoyment, or importance of a task or assignment. Task value is influenced by both personal factors (internal needs, beliefs, and goals) and environmental factors (the tasks or assignments presented to students). Four components of value: Attainment value (i.e., importance of doing well) Intrinsic or interest value (i.e., personal enjoyment) Utility value (i.e., perceived usefulness for future goals) Cost (i.e., competition with other goals) Cost Motivation involves both what attracts us to an activity and what pushes us away due to the perceived costs. Costs: Energy/effort required: How much energy or effort will be needed to pursue the goal? Opportunity cost: What other things could I be doing instead of pursuing this goal? Risks of failure: What are the potential risks or negative consequences if I fail? Social concerns: Will I look foolish or be judged negatively by others? Cost-benefit analysis: Is the cost of pursuing the goal worth the potential benefits? Expectancy Value Theory (EVT) Our motivation in a particular situation is influenced by our expectation of success, the value of achieving that success, and the cost of pursuing the goal. Expectation of success: Our belief that we can succeed in the task. Value of success: How important or meaningful the goal is to us. Cost of pursuit: The considerations of effort, opportunity cost, risks, and social concerns. Compare how much effort people devoted and how much they are rewarded with my effort and reward —> to make decisions should I do this task Example Develop a research question based on this model Test-taking motivation: “the willingness to engage in working on test items and to invest effort and persistence in this undertaking” (Baumert and Demmrich 2001, p. 441). Penk, C., & Richter, D. (2017). Change in test-taking motivation and its relationship to test performance in low-stakes assessments. Educational Assessment, Evaluation and Accountability, 29, 55-79. Path analysis: how each category influence other Discuss and Share Reflect on a task or activity you participated in. How did you perceive the value of that task? What factors influenced any changes in your perception of the task's value over time? In what ways has expectancy-value theory (EVT) influenced your experiences outside of the classroom? How do you plan to apply the principles of EVT to make decisions regarding your future career choice? Final Project – Check Your Progerss Topic Identification and Analysis: Identify any issues or problems you discovered. (Last Class) Problem Analysis and Problem Solving Discuss the significance and importance of your research. Propose solutions to the identified issues or problems. Your proposed solutions must be supported by theories, models, principles, and evidence from empirical research. Next – Motivation 2 Self-determination theory Feedback Mindset Flow