EXE 502 Lecture 5
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The document provides information on motivation and self-regulated learning. It discusses intrinsic motivation and how it relates to competence, autonomy, and relatedness. It also discusses different types of motivation according to self-determination theory, including intrinsic motivation, external regulation, introjection, identification, and integration. The document suggests ways to increase student motivation in classrooms, such as making lessons interesting, useful, and tied to student identity and vision of the future. It also discusses the benefits of autonomy-supportive teachers and tips teachers can take to support student autonomy.
EXE 502 Lecture 5
- 11. I like to… I am good at… I am proud that I… My favorite food is… My favorite animal is…
- 12. Quotes that represent me… If I could only save three things… Images that represent me…I am proud that I…
- 16. Self-Regulated Learning Students are self-regulated when they are, “metacognatively, motivationally, and behaviorally active participants in their own learning process.” (Zimmerman 1989, p. 329)
- 17. • Competence • Autonomy • Control • Goal Pursuit • Persistence • Challenge • Interest Motivation is Complex
- 18. Intrinsic Motivation (Self-Determination Theory) Perception of Competence Experience of Autonomy Sense of Control Willingness to Pursue Goals Persistence when Challenged Enjoyment or Interest Relatedness
- 20. RELATEDNESS... Feeling connected to others and having a sense of belonging to a community. IntrinsicMotivation
- 22. (Otta & Tavella, 2010) Autonomyw/Competence
- 23. (Otta & Tavella, 2010) Autonomyw/Competence IntrinsicMotivation
- 24. (Otta & Tavella, 2010) TooEasyorTooHard IntrinsicMotivation
- 25. Individuals cannot perceive a relationship between their behavior and the outcomes of that behavior. Amotivation: Intrinsic Motivation: Individuals’ behavior stems from an internal desire for self-satisfaction or the pleasure of engaging in a behavior.
- 26. Amotivation IntrinsicMotivation External Regulation: Behavior is externally motivated by punishment, reward, or need for compliance.
- 27. Amotivation IntrinsicMotivation Introjection: Individual acts to gain approval but do not understand the purpose of their actions. External Regulation: Behavior is externally motivated by punishment, reward, or need for compliance.
- 28. Amotivation IntrinsicMotivation Identification: Individual’s behaviors become personally meaningful. Introjection: Individual acts to gain approval but do not understand the purpose of their actions. External Regulation: Behavior is externally motivated by punishment, reward, or need for compliance.
- 29. Amotivation IntrinsicMotivation Integration: Individual’s behaviors become central to their self-identity. Identification: Individual’s behaviors become personally meaningful. Introjection: Individual acts to gain approval but do not understand the purpose of their actions. External Regulation: Behavior is externally motivated by punishment, reward, or need for compliance.
- 30. 6 Universal ethical principles (Principled conscience) 5 Social contract orientation (Recognize mutual benefit) 4 Social-order maintaining orientation (Law and order morality) 3 Interpersonal accord and conformity (Social norms / Good girl/boy attitude) 2 Self-interest orientation (What's in it for me?) 1 Obedience and punishment orientation (How can I avoid punishment?)
- 31. What steps might we take to increase students motivation in our classrooms?
- 32. • Interesting • Integral to one’s vision of the future • Immediately useful • Tied to one’s identity Achievement Motivation
- 34. ONTARGET Autonomously-Motivated Students vs. Control-Motivated Students • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-worth (Reeve, 2002)
- 35. ONTARGET Autonomously-Motivated Students vs. Control-Motivated Students (Reeve, 2002) • Preference for optimal challenge • Enjoy optimal challenge • Stronger perceptions of control • Greater creativity • Higher rates of retention
- 36. ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Higher academic achievement • Higher perceived competence • More positive emotionality • Higher self-esteem
- 37. ONTARGET Educational Benefits of Autonomy-Supportive Teachers (Reeve, 2002) • Greater conceptual understanding • Greater flexibility in thinking • Greater ability to process information •Greater creativity • Higher rates of retention
- 38. ONTARGET In Short… (Reeve, 2002) • Autonomously motivated students thrive in educational settings • Students benefit when teachers support their autonomy
- 39. • Autonomy support is not: –Permissiveness –Neglect –Independence –Laissez-faire interaction style Avoid Misconceptions
- 40. Avoid Misconceptions • Autonomy support and structure are two different classroom elements which have different aims and different effects • They are NOT the same, but can be mutually supportive
- 41. • Spend less time holding instructional materials • Provide time for independent work • Provide hints but resist giving answers • Encourage conversation • Listen – even more than you do now Tips for Teachers
- 42. • In conversation w/ students • Praise mastery w/ specifics • Respond to student generated questions • Make statements that are empathetic and rich in perspective taking Tips for Teachers
- 43. • Avoid • Directives or “Taking Charge” • Steering students toward a right answer • Being critical or evaluative • Motivating through external rewards • Motivating through pressure Tips for Teachers
- 49. Decide the WHO not WHAT • Focuses on core competencies & satisfactions • Allows one to define what to do and necessary resources Achieving YOUR Destiny
- 50. Pragmatic HONESTY • What’s physically possible? • What are the limitations of the environment? • What are the available resources? Achieving YOUR Destiny
- 51. Focus, focus, FOCUS... • Clear definition of goals • Create filters to prevent wasting time • Ignore the Naysayers! Achieving YOUR Destiny
- 52. Don’t Settle for Mediocrity • Push the limits of your potential • Push the limits of available resources • Constructive criticism is good -- Embrace it! Achieving YOUR Destiny
- 56. Future Self
- 57. Future Self • Research shows that people think of their current selves and future selves as different people. (Pronin & Ross, 2006; Wakslak et al., 2008)
- 58. Future Self • Limited ability to imagine one’s future self leads to opting for immediate gratification. (van Gelder, Hershfield, & Nordgren, 2013)
- 59. Seeking Immediate Gratification • Future consequences are not considered • Respond reflexively rather than intentionally and with control • Negatively related to “joy” and “happiness”
- 60. • Living in the “here and now” is one of the strongest correlates of delinquent behavior. • People with a “here and now” orientation respond to tangible stimuli and are unable to defer gratification. Future Self (Gottfredson & Hirshchi, 1990; Pratt & Cullen, 2000) (Nagin & Pogarsky, 2003)
- 62. in20years.com
- 63. Activity Time: Remember the Future
- 64. CreativeVisualization A process of visualizing specific behaviors or events occurring in one’s life. Assumes students’ have experience with creative thinking and creative problem solving.
- 65. CreativeVisualization • What do you see? • What do you feel? • What do you hear? • What does it smell like?
- 68. The best time to plant a tree was 20 years ago. The second best time is now. Chinese Proverb
- 69. CreativeVisualization NOT JUST ONE TIME! Once the schema is clear, the visualization can be repeated to support continuation toward goal attainment.
- 71. Writing Prompt ● I would like to improve… ● Some people are unhappy with… ● I want to learn more about… ● An idea I would like to try… ● Something I think would really make a difference is… ● Something I would like to change is…
- 77. Effective Goal Setting: More Than SMART Prioritized Reviewed Periodically Revised as Needed Accountable to Others
- 78. Effective Goal Setting: More Than SMART Periodically review goals and modify to reflect changing priorities and experiences.
- 79. Effective Goal Setting: More Than SMART Share your goals and engage with successful, motivated people who also set goals.
- 80. Avoid Unrealistic Goals ✦ Insufficient Information ✦ Goals Set by Other People ✦ Always Expecting Best
- 83. Goal attainment is not luck,
- 84. Goal attainment is not luck, it takes time and requires effort.
- 86. Learning & Performance Environment & Behavior Life Outside School Digital Access full electronic participation in society Digital Security & Safety electronic precautions to guarantee safety Digital Law electronic responsibility for actions & deeds Digital Communication electronic exchange of information Digital Etiquette electronic standards of conduct or procedure Digital Health & Wellness physical & psychological well-being in a digital world Digital Literacy teaching & learning about technology and its use Digital Rights & Responsibilities freedoms extended to everyone in a digital world Digital Commerce electronic buying and selling of goods
- 87. Regulation Motivation & Engagement in the Digital Age
- 88. Digital Identity
- 89. Volume The amount of information there is about you on the internet
- 90. Relevancy The usefulness of the information that exists about you and how consistent that information is with you you say you are and what you claim to value
- 91. Purity The amount of information that comes up in an Internet search that is about you and not someone with a similar name or similar interests
- 92. Diversity The mixture of information found when you are searched online: • Do you have a website? • Are you found in real time content? • Are there images and video of you?