PSYC 5123 Educational Psychology Lecture 8 PDF

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 8 March 7 Agenda Feedback Self-determination theory Mindset Flow Motivation 2 Feedback Feedback Teacher feedback has a significant impact on learner motivation (Hattie, 2009). Feedback is essential for learning, especially active learning whe...

PSYC 5123 Educational Psychology 2023-2024 Term 2 Lecture 8 March 7 Agenda Feedback Self-determination theory Mindset Flow Motivation 2 Feedback Feedback Teacher feedback has a significant impact on learner motivation (Hattie, 2009). Feedback is essential for learning, especially active learning when the students construct understanding. Simply put, feedback is information about how the student’s current performance relates to the learning goal (Van den Berg, Ros, & Beijaard, 2014). Feedback Feedback plays a crucial role in motivating individuals by highlighting the gap between their current status (“where you are”) and desired outcomes (“where you want to be”). Praise and Negative Feedback Different types of feedback can have varying consequences, with some types having positive effects, others negative effects, and some having no impact at all (Kluger and DeNisi, 1996). Praise, the most common form of feedback in classrooms, may not always have a positive impact. Praising learners for tasks they enjoy can reduce intrinsic motivation and increase extrinsic motivation (Henderlong and Lepper, 2002). Selective praise can lead to perceptions of differences in intelligence, as learners infer that the praised individual is less clever (Meyer, 1992). Negative feedback is important for learning, as it helps learners identify their weaknesses and areas for improvement. Critical Feedback Providing critical feedback while maintaining motivation is a challenge. Informing students that critical feedback reflects high expectations and belief in their ability to meet those standards is crucial (Yeager et al., 2014). Critical Feedback Feedback about process and self-regulation is the most powerful because it helps students move toward deep understanding, mastery, and self-direction in learning (Hattie &Timperley, 2007). Statements such as "I am giving you this feedback because I think you can improve" can increase the likelihood of students revising their work and improve the quality of their final drafts. Accurate feedback that emphasizes progress is found to be the most effective in boosting self-confidence, analytic thinking, and performance. A study showed that adults who received feedback emphasizing their accomplishments (e.g., achieving 75% of the standards) experienced enhanced self-confidence, analytic thinking, and performance (Bandura, 1997). Additional Discussion on Feedback Drawing from your learning or teaching experience, have you received feedback that had positive or negative influences on you? Can you share any specific instances of various types of feedback that have impacted your achievement or psychological well-being? Do you have any ideas on how to actively involve students in the feedback process? Self-Determination Theory (SDT) Maslow’s Hierarchy of Needs Maslow's hierarchy of needs includes four lower-level needs: survival, safety, belonging, and self-esteem. They are are referred to as deficiency needs because fulfilling them decreases the motivation to pursue them further. Maslow also identified three higher-level needs: cognitive needs, aesthetic needs, and selfactualization. They are called being needs because when they are met, a person's motivation does not cease. Deficiency needs are driven by a sense of lack and being needs are driven by a desire for personal growth and fulfillment. Self-Determination Theory (SDT) Self-determination theory is a more recent approach to motivation that focuses on human needs (Deci & Ryan, 2002; Reeve, 2009). Intrinsic Motivation and Extrinsic Motivation: Intrinsic motivation involves doing something for the inherent satisfaction or enjoyment it brings. Extrinsic motivation involves behaviors driven by external factors like rewards or punishment.(Deci & Ryan, 2000). A major premise of self-determination theory is that intrinsic motivation is promoted when individuals are able to satisfy basic needs for autonomy, competence, and relatedness. SDT SDT is a framework for studying motivation (Deci and Ryan, 1991). Autonomy, competence, and relatedness are key factors in fostering motivation and engagement. SDT suggests that we all need to feel competent and capable, to have a sense of autonomy and control over our lives, and to be connected to others in relationships. Basic Needs in SDT Competence is the feeling that we have the skills we need to complete a task. Satisfying this need results in a sense of accomplishment, promotes self-efficacy, and helps learners establish better learning goals for future tasks (J. Kim, Schallert, & Kim, 2010). For example, A leaner who feels competent feels a sense of mastery over the environment. Educators can create a sense of competency by ensuring that there is a good fit between learner skills and the task; provide positive feedback to encourage learners to feel competent in trying a new skill. Basic Needs in SDT Autonomy is the need for us to have control over our actions and behaviors. It involves having choices and being able to make decisions. Need for autonomy is central to self-determination because autonomy is the desire to have our own wishes and choices, rather than external rewards or pressures, determine our actions (Deci & Ryan, 2002; Reeve, 2009). For example, educators can foster autonomy by giving learners choices about topics and activities. Basic Needs in SDT Relatedness is feeling connected and attached to others as well as experiencing a sense of belonging to a group. Positive relationships with teachers enhance students' chances of succeeding in high school and pursuing higher education (G. Thompson, 2008; Woolfolk Hoy & Weinstein, 2006). Lack of social relationships is associated with increased rates of emotional and physical problems, including eating disorders and suicide (Baumeister & Leary, 1995). For example, educators can enhance relatedness by creating an inclusive and positive learning environment, avoiding competition between learners and using collaborative activities in the classroom. How Does Self-determination Affect Motivation? When students experience self-determination, they are intrinsically motivated. Students are more interested in their work, have a greater sense of self-esteem, and learn more. STD in Classroom Student self-determination is influenced by several factors. Research in U.S. and Korean schools (Jang et al., 2009) showed that students' motivational profiles for learning were influenced by classroom goal structure (teachers’ messages about autonomy and demonstrating competence) and parental autonomy support. The impact of parental attitudes and support tends to decline for older students, while the influence of teachers' messages remains. STD in Classroom Classroom environments that support student self-determination and autonomy are linked to… increased student interest, curiosity, sense of competence, creativity, conceptual learning, grades, attendance, satisfaction, engagement, use of self-regulated learning strategies, psychological well-being, and preference for challenge... These relationships have been observed across grade levels from first grade to graduate school (Hafen et al., 2012; Jang, Kim, & Reeve, 2012; Moller, Deci, & Ryan, 2006; Pulfrey, Darnon, & Butera, 2013; Reeve, 2009; Shih, 2008). Class Activity: Design Learning with SDT Group 1: How can you assist online learners in meeting their three psychological needs of self-determination during online learning? Group 2: How can you support SEN learners in meeting their three psychological needs of self-determination while pursuing their studies at the university? Group 3: How can you help elementary school students facing poverty to fulfill their three psychological needs of self-determination within a traditional classroom setting? Group 4: How can you aid middle school students who have undergone a family crisis in meeting their three psychological needs of self-determination within a school environment? Mindset Mindset (Implicit Theories of Intelligence) Dweck and colleagues identified two distinct motivational patterns displayed by children who encounter achievement problems in 1970s. Mastery-oriented motivational system Helpless motivational system https://www.youtube.com/watch?v=hiiEeMN7vbQ Mindset (Implicit Theories of Intelligence) Mastery-oriented motivational system: children focus on the task at hand rather than their abilities, enjoy challenge, and can generate solution-oriented strategies that lead to performance enhancement. Helpless motivational system: children focus on personal inadequacies, express negative affect including boredom and anxiety, and show marked deterioration in performance. Mindset (Implicit Theories of Intelligence) Why do mastery-oriented and helpless children display different motivational patterns? It may relate to their beliefs or implicit theories about the meaning of intelligence (mindset about ability). Entity Theorists (Fixed Mindset): They believe that intelligence is basically fixed, each person has his or her allotted share, and there is little that person can do to increase that allotment. Incremental Theorists (Growth Mindset):They believe that intelligence is modifiable through increased effort. Mindset (Implicit Theories of Intelligence) “Smartness is something you can increase as much as you want to” (Dweck & Leggett, 1988, p. 263) “You can learn new things, but how smart you are stays pretty much the same” (Dweck & Leggett, 1988, p. 263) https://austinlearningsolutions.com/blog/84-growth-mindset-vs-fixed-mindset Mindset Intervention Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R.,... & Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn’t work. Psychological Science, 33(1), 18-32. Example: Yeager et al. (2022) Whether students could implement growth mindset in any classroom, or whether teachers themselves needed to have a growth mindset to allow student growth mindset beliefs behaviors to flourish. Data: the National Study of Learning Mindsets (NSLM) (n = 9167 students records aged 14/15, matched with their n = 223 math teachers) Research Design Math teachers: fixed vs. growth mindsets (measured) Students: growth mindset condition (learn about mindsets) vs. control condition (learn about brain and memory) (manipulated) Example: Yeager et al. (2022) Findings Students who had taken the growth mindset intervention had higher math grades. Students from the growth mindset group who had teachers with a fixed mindset did not show improvements. Students in classrooms where teachers had a growth mindset showed improvement in math grades. Students who started the year with more of a fixed mindset and changed to more of a growth mindset showed greater improvement than students who started the year with a growth mindset. Mindset Intervention Interpretations Students with a fixed mindset who have the opportunity to develop more growth mindset beliefs are most likely to benefit from growth mindset intervention. Growth mindsets may enhance performance, but mindset is deeply embedded in the classroom context. Thus, mindset interventions need to consider both the teacher and students’ initial mindset to fully understand any changes. Example: Yeager & Dweck (2012) Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational psychologist, 47(4), 302-314. Example: Yeager & Dweck (2012) Students benefit from mindsets that view challenges as opportunities for growth and improvement through effort, new strategies, learning, assistance from others, and patience. Emphasizing the potential for change equips students to resiliently face life's challenges. Carol Dweck Revisits the ‘Growth Mindset’ (2015) “False growth mindset” Teachers who hold false growth mindsets may claim they believe in growth just because they know they should, without truly embracing or even understanding the concept. Their words and actions didn’t reflect it. Dweck’s Suggestions for Teachers Teach students about the brain and how new connections are formed whenever you deal with difficulties and challenges, learn, retrieve, and apply knowledge. Learning changes the brain and struggling is good! One growth mindset curriculum puts it this way: “Everyone knows that when you lift weights, your muscles get bigger and you get stronger. But most people don’t know that when they practice and learn new things, parts of their brain change and get larger, a lot like the muscles do” (Headden & McKay, 2015). Present yourself as a learning coach and resource, not a judge of students’ abilities. Give feedback focused on the learning process and strategies. Praise good strategies and effort rather than right answers. Don’t avoid criticisms but make them constructive and focused on improvement. Don’t comfort students by saying, “It’s OK—maybe you are not just a math person.” Instead say, “You just haven’t mastered this strategy yet, but you will.” Mindset “Everyone is a mixture of fixed and growth mindsets. You could have a predominant growth mindset in an area but there can still be things that trigger you into a fixed mindset trait” (Gross-Loh, 2016, p. 5). The real challenge is to identify these triggers, work on them over time, and finally be able to stay in a growth mindset in a given area for longer and periods. Mindset (Implicit Theories of Intelligence) https://www.youtube.com/watch?v=3vz6HU1LlOU Watch the video and try to identify Fixed or Growth Mindset. Flow Flow Flow is the experience of being ’in the zone’ where we are fully engaged in an activity which feels engaging but effortless (Csikszentmihalyi, 1975). Flow occurs when we are fully engaged with the task at hand and not focused on the final outcome; linked to intrinsic motivation. When we are in flow, we operate at our full capacity. https://www.youtube.com/watch?v=pLVpJAVS27A Flow Characteristics of experiencing flow Intense focus and concentration on the task Merging of action and awareness Loss of self-consciousness A sense of control over one’s actions A sense that time has passed faster than normal Experiencing the activity as intrinsically rewarding. Have you experienced flow? Flow Flow is connected to leaners’ commitment in learning. Encouraging flow in learners is a way to enhance motivation and achievement, but it can be challenging to create. Flow is more easily achieved when leaners focus more on the process than the end point. High-stakes assessments may hinder the ability to enter flow, so creating opportunities for flow during non-evaluative activities can be beneficial. Any suggestions for educators to help learners experience flow? Measuring Flow Flow is a subjective experience that can be difficult to measure and interrupting someone in a flow state can disrupt it. Interviews allow researchers to understand personal experiences of flow and identify ideal conditions and barriers to flow, but they are time-consuming and may not be generalizable. Self-report questionnaires, such as the Flow Questionnaire, provide quantitative data on the frequency and experience of flow but lack qualitative depth. Experience sampling methods, such as diary entries or prompts, allow participants to reflect on specific flow experiences and recall emotions, but they can be timeconsuming for both participants and researchers. https://ied.eu/project-updates/motivating-your-employees/ https://l2s.net/blog/self-development/the-art-of-self-motivation-and-why-it-isimportant-in-shaping-our-success/ Final Project – Check Your Progress Topic Identification and Analysis: Identify any issues or problems you discovered. 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.