Module 7 Motivation PDF

FACILITATING LEARNER-CENTERED TEACHING SUBJECT CODE:​ MS 111​ LESSON 1:​ Motivation WEEK:​ Week 12 SUB-TOPIC/S:​ Motivation and its types Theories on Factors Affective Motivation...

FACILITATING LEARNER-CENTERED TEACHING SUBJECT CODE:​ MS 111​ LESSON 1:​ Motivation WEEK:​ Week 12 SUB-TOPIC/S:​ Motivation and its types Theories on Factors Affective Motivation Students’ Diversity in Motivation OVERVIEW OF THE TOPIC One of the most difficult tasks for any educator is learning how to motivate and engage the learners with whom we interact. It has been widely accepted that learners who are motivated are actively involved in the teaching and learning process, retain information more efficiently, relate new information to previous information, and ask questions while interacting with new information (Schunk, 2012). This module will help you identify the different types of motivation and some theories on the sources of motivation. This will also help you understand the two principles on the social and cultural influences on motivation. Students are expected to demonstrate understanding of motivation, types, theories and student diversity in motivation for effective learner-centered learning. At the end of this module, you will be able to: ​ Distinguish between extrinsic and intrinsic motivation ​ Identify the different theories on factors affecting motivation ​ Understand how student diversity influence student motivation. ​ How motivated are you? Here is a test. Click the link to answer the self-motivation quiz. https://tinyurl.com/z2rams7e ​  ​ After interpreting your score, do you agree with your score? What message did you get from those items where you scored low? ​ When can you say that a student is highly motivated to learn? What are indicators of student’s level of motivation? Motivation Motivation is an inner drive that causes you to do something and persevere. It is the strength of the drive toward an action. It describes the processes that accounts for an individual’s initiation, direction, intensity and persistence of behavior. Motivation makes one move toward a goal and sustain it. It is thus important to consider students’ motivation as factor to learning. Types of Motivation Intrinsic It is intrinsic when the source of motivation is from within the person himself/herself or the activity itself. The activity itself is satisfying and rewarding thus there is no need for incentives or rewards. An example of intrinsic motivation would be reading a book because you enjoy reading and have an interest in the story or subject, rather than reading because you have to write a report on it to pass a class. Extrinsic It is extrinsic when that which motivates a person is someone or something outside him/her. It is a reward-driven behavior. In extrinsic motivation, rewards or other incentives like praise, fame, or money are used as motivation for specific activities. An example of extrinsic motivation is that a student is encouraged to do good work by such drives as high marks, honors, prizes, scholarships, and privileges. He does not study for the joy of studying. 2 Theories on Factors affecting Motivation 1.​ Attribution Theory This theory explains that we attribute our successes or failures or other events to several factors. Suppose that you get a low mark on a test and are wondering what caused the low mark. You can construct various explanations for—make various attributions about—this failure. Maybe you did not study very hard; maybe the test itself was difficult; maybe you were unlucky; maybe you just are not smart enough. Each explanation attributes the failure to a different factor. The explanations that you settle upon may reflect the truth accurately—or then again, they may not. What is important about attributions is that they reflect personal beliefs about the sources or causes of success and failure. As such, they tend to affect motivation in various ways, depending on the nature of the attribution (Weiner, 2005). Attributions vary in three underlying ways: a.​ Locus of attribution is the location of the source of success or failure. If you attribute a top mark on a test to your ability, then the locus is internal; if you attribute the mark to the test’s having easy questions, then the locus is external. b.​ The stability of an attribution is its relative permanence. If you attribute the mark to your ability, then the source of success is relatively stable—by definition, ability is a relatively lasting quality. If you attribute a top mark to the effort you put into studying, then the source of success is unstable—effort can vary and has to be renewed on each occasion or else it disappears. c.​ The controllability of attribution is the extent to which the individual can influence it. If you attribute a top mark to your effort at studying, then the source of success is relatively controllable—you can influence effort simply by deciding how much to study. But if you attribute the mark to simple luck, then the source of the success is uncontrollable—there is nothing that can influence random chance. 2.​ Self-efficacy Theory Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal. Note that the belief and the action or goal are specific. When your students believe that they have the ability to perform learning activities successfully, they are most likely to be intrinsically motivated to do such learnings activities. The secret therefore, to enhancing intrinsic motivation is enhancing our students’ sense of self efficacy. Self-efficacy–enhancing Strategies Identified by Social Cognitive Theories a.​ Make more students master the basic skills. 3  b.​ Help them make noticeable progress on difficult tasks. c.​ Communicate confidence in students’ abilities through words and actions. d.​ Expose them to successful peers. 3.​ Self-determination and self-regulation theory Self-determination theory suggests that people are motivated to grow and change by three innate and universal psychological needs.This theory suggests that people are able to become self-determined when their needs for competence, connection, and autonomy are fulfilled. How does self-regulation relate to motivation? Students who are motivated to reach a certain goal will engage in self-regulatory activities they feel will help them achieve that goal. The self-regulation promotes learning, which leads to a perception of greater competence, which sustains motivation toward the goal and to future goals. Processes Involved in Self-Regulated Learning ​ Goal Setting ​ Planning ​ Attention control ​ Application of learning strategies ​ Self-monitoring ​ Self-evaluation Here are some suggestions from motivation theorists to enhance students’ sense of self-determination about school activities and assignments. ​ Present rules and instructions in an informational manner rather than controlling manner. ​ Provide opportunities for students to make choices. ​ Evaluate student performance in a non-controlling fashion. 4.​ Choice theory The choice theory is a biological theory that suggest that we are born with specifics needs that we are genetically instructed to satisfy. All our behavior represent our best attempt at any moment to satisfy our basic needs or genetic instructions. In addition to the physical need for survival, we have four basic psychological needs that must be satisfied to be emotionally healthy: belonging or connecting, power or competence, freedom, and fun. (Sullo, 2007) What do these imply to our task to facilitate learning? We need to come up with a need-satisfying environment. How can these be done? If we create a sense of community in the classroom and make every student feel s/he belongs to that classroom community, s/he will more likely love go to school. 4  5.​ Maslow’s Hierarchy of Needs Maslow's hierarchy of needs is a theory of motivation which states that five categories of human needs dictate an individual's behavior. Those needs are physiological needs, safety needs, love and belonging needs, esteem needs, and self-actualization needs. This order begins with the most basic needs before moving on to more advanced needs. When all levels of Maslow's Hierarchy of Needs are met, students show their full ability and eagerness for learning. The higher up in the hierarchy a student is, the better the motivation and therefore the student will experience more effective learning. 6.​ Goal Theory Goal theory is an overall approach to motivation that emphasizes the need to establish goals as intrinsic motivation. Learning Goals versus performance goals. The goals we set for ourselves affect our level of motivation. A learning goal is a “desire to acquire additional knowledge or master new skills” while performance goal a “desire to look good and receive favorable judgements from others or else look bad and receive unfavorable judgements.”(Ormrod, 2004) Self-determined goals. Personally-relevant and self-determined goals enhance a student’s motivation. When lesson objectives are relevant to the life of students, then they turn out to be more motivated to learn. When the lesson objectives are owned by the students because they find them relevant to their life, most likely they become highly motivated to learn. Goal setting. As a motivational tool, goal setting is effective when major elements are present: ​ Goal acceptance ​ Specificity ​ Challenge ​ Performance monitoring ​ Performance feedback 5 Students’ Diversity in Motivation Student who, by themselves are already as diverse, also differ in motivation. This Diversity in motivation may be traced to differences in age , developmental stage , gender , socio-economic and cultural background. Our class is a conglomerate of students with varying ages, and gender and most especially cultural background and socioeconomic status. Our students’ motivational drives reflect the elements of the culture in which they grow up – their family, their friends, school, church, and books. To motivate all of them for learning, it is best to employ differentiated approaches. “Different folks, different strokes”. What is medicine for one may be poison for another. Two principles to consider regarding social and cultural influences on motivation are: 1. Students are most likely to model the behaviors they believe are relevant to their situation. 2. Students develop greater efficacy for a task when they see others like themselves performing the task successfully. (Ormrod, 2004) ​ Why do people tend to attribute their successes to internal causes and their failures to external causes? ​ Differentiate and describe your motivational strategy between/among: -​ Students of different ages -​ Boys and girls -​ The economically-disadvantaged and the affluent -​ Students belonging to indigenous peoples’ (IP) groups and those not belonging to one Brawner, D. G.,Ed.D. (2018) Facilitating Learner-Centered Teaching. Adriana Publishing Co., Inc. Lucas, M. D., & Corpuz, B. B. (2018). Facilitating Learner-Centered Teaching (5th ed.). Lori Mar Publishing. 6 Prepared by: Flor V. Toribio, EdD Course Instructor 7