Chapter 11
Motivation
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Overview
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•
•
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Behavioral views of motivation
Cognitive views of motivation
The humanistic view of motivation
The role of self-perceptions in
motivation
• Motivating students with technology
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11–2
Types of motivation
• Extrinsic motivation
– Occurs when learner does something to
earn external reward
• Intrinsic motivation
– Occurs when learner does something to
experience inherently satisfying results
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11–3
Behavioral views of motivation
• Operant Conditioning
– Motivation is due to reinforcement and
external rewards
• Social Learning
– Motivation is influenced by whether or not
one can identify with others and by
watching others being reinforced for their
actions (observation, imitation, and
vicarious reinforcement)
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11–4
Limitations of behavioral views
• Changes in behavior may be temporary; the
student may revert to earlier behaviors as
soon as the rewards stop
• Students may develop a materialistic attitude
toward learning
• Giving students extrinsic rewards for
completing a task may lessen whatever
intrinsic motivation they may have for that
activity
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11–5
Cognitive views of motivation
• Cognitive–Developmental
– Motivation is influenced by a person’s need to master
his/her environment and to work towards equilibration
• Need for Achievement
– Motivation is influenced by a person’s need to attain
certain goals
• Attribution Theory
– Motivation is influenced by how a person attributes his/her
successes and failures
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11–6
Cognitive views of motivation
• Beliefs about the Nature of Cognitive
Ability
– Motivation is influenced by a person’s
belief regarding whether cognitive ability is
fixed or can be improved
• Effect of Interest on Intrinsic Motivation
– Motivation is influenced by how interested
one is in a task or subject
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11–7
Summary of motivational strategies
Problem
Type
Personal
Determinants
Environmental
Determinants
Stimulating
interest
Needs and values
Equilibration
Orienting response
Functional value of
observed behavior
Building
confidence
Causal attributions
Self-efficacy
Teacher expectations
Increasing
satisfaction
Self-determination
Cooperative reward
structure
Individual reward structure
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11–8
Individual factors
that influence interest
• Ideas and activities that are valued by one’s culture
or ethnic group
• The emotions that are aroused by the subject
or activity
• The degree of competence one attains in a subject
or activity
• The degree to which a subject or activity is perceived
to be relevant to achieving a goal
• Level of prior knowledge
• A perceived “hole” in a topic that the person already
knows a good deal about
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11–9
Situational factors
that influence interest
• The opportunity to engage in hands-on
activities
• The state of cognitive conflict or
disequilibrium
• The opportunity to work on a task with others
• The opportunity to observe influential models
• The teacher’s use of novel stimuli
• The teacher’s use of games and puzzles
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11–10
Limitations of cognitive views
• It is not always easy or possible to induce
students to experience a cognitive
disequilibrium sufficient to stimulate them to
seek answers
• Need for achievement view lacks efficient and
objective instruments for measuring its
strength
• Changing students’ attributions can be a
difficult and time-consuming task
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11–11
Humanistic views of motivation
• Maslow’s Theory of Growth Motivation
– Motivation is influenced by fulfilling different
levels of need
– Deficiency needs must be met in order for
a student to be motivated to learn
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11–12
Maslow’s Hierarchy of Needs
Self-actualization
(e.g., maximizing one’s potential)
Esteem
(e.g., respect)
Belongingness and love
(e.g., acceptance, affection)
Safety
(e.g., nurturance, money)
Physiological
(e.g., food, water, oxygen)
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11–13
Limitations of humanistic views
• It is often difficult to know how to meet
students’ deficiency needs
• You may have many forces working
against you as you try to meet students’
needs
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11–14
Role of self-perceptions in motivation
• Self-concept
• Self-esteem
• Self-efficacy
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11–15
Comparing self-concept, self-esteem,
and self-efficacy
Type of
SelfPerception
Self-Concept
Characteristics
Example
 The nonevaluative
 “I m a sixth grader.”
picture people have of
 “I am five feet one
themselves.
inch tall.”
 Made up of components  “My favorite subject is
that are hierarchically
history.”
arranged. For example,
academic self-concept =
verbal self-concept +
mathematical selfconcept + science selfconcept, etc.
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11–16
Comparing self-concept, self-esteem,
and self-efficacy
Type of
SelfPerception
Self-Esteem
Characteristics
 The evaluative
judgements we make of
the various components
of our self-concepts.
 Self-concept describes
who you are; selfesteem indicates how
you feel about that
identity.
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Example
 “I’m pretty smart at
math.”
 I’m not attractive
because my nose is
too big for my face.”
 “I’m disappointed that
most people don’t like
me.”
 “I’m satisfied with how
well I speak and
understand a foreign
language.”
11–17
Comparing self-concept, self-esteem,
and self-efficacy
Type of
SelfPerception
Self-Efficacy
Characteristics
Example
 The evaluative
 “I believe I can learn
judgements we make of
how to use a computer
how capable we think
program.”
we are at organizing
• “I’ll never be able to
and carrying out a
figure out how to solve
specific course of
quadratic equations.”
action.
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11–18
Causes and consequences
of academic self-esteem
Competence in
domains where
success is important
Self-Esteem
Mood
Motivation
Support, positive
feedback from
significant others
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11–19
The role of self-efficacy in motivation
• Choice of learning goals
– Task mastery goals
– Ego/social goals
– Work-avoidant goals
• Outcome expectations
• Attributions
– Ability, effort, luck, task difficulty
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11–20
Limitations of the Self-Perceptions
Approach
• Lack of useful, commercially prepared
measures of self-efficacy and selfesteem
• Whatever success you may have in
changing the sense of self-esteem and
self-efficacy of students is likely to be
slow in coming
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11–21
Motivating students with technology
• Including both extrinsic and intrinsic
motivation (e.g., Jasper Challenge
Series)
• Using multimedia and hypermedia to
increase motivation
• Using constructivist-oriented technology
to increase motivation
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11–22
End of
Chapter 11
Motivation