Motivation report
- 2. The term motivation is derived from the latin verb MOVERE (to move). The idea of movement is reflected in such common sense ideas about motivation as something that gets us going, keeps as working, and helps us complete tasks. Types of Motivation 1. Intrinsic Motivation refers to motivation that comes from inside an individual rather than from any external or outside rewards, such as money or grades. The motivation comes from the task itself or from the sense of satisfaction in completing or even working on a task. 2. Extrinsic Motivation Refers to motivation that comes from outside an individual. The motivating factors are external, or outside rewards such as money or grades.
- 3. Comparison of Intrinsic vs. Extrinsic Motivation Love of Learning/ Intrinsic Desire for Reward/Extrinsic Assumes the learning activity itself is satisfying Assumes that an extrinsic motivator is necessary Transferable to other contexts and situations Not transferable outside the context that the reward is present Can take time to support and cultivate Can be relied upon after only a short period of introduction Primarily process-focused Primarily product-focused Implies that the learning or task itself has value and meaning Implies the learning or task is a means to an end ( the reward) Natural Condition Manufactured condition Has long –term benefits Benefits are short term promotes a mentality that is useful when transferred into the context of building relationships Promotes a mentality that may hinder the inclination to invest in the realtionship-building process Promotes ever-increasing levels of self-motivation Promotes an ever-increasing need for rewards Can be difficult to rely upon with a new group of students who are not accustomed in using these sources of motivation. Can be useful to incorporate to motivate a behavior that is unfamiliar or unformed
- 4. Group A: Motivational Strategies that could best be characterized as Extrinsic or External Form/ Strategy Advantages Disadvantages Grades and Rewards Tangible , familiar, motivating to students who value them. Similar to monetary motivators in that they work as rewards. Shift focus away from learning goals. Increased levels of the reinforcement may be necessary to maintain effect. Can rob students of intrinsic sources of motivation. Incentives Can be useful to define valued outcomes or processes. Help clarify the focus of the effort Can lose their value over time if used repeatedly. Student may expect them after a while. Personal Praise Feels good.Works to nake student work harder. Works in short term. Can be addictive. Can reduce student’s internal locus of control. Can be manipulative. Punishments, Shaming and Threats Works in the short term. Motivates students who are used to that technique, can help clarify the boundaries in a class. Can promote students merely avoiding getting caught. Does not inspire high quality behavior. Can create hostility and resentment. Phone Calls Home Can alert parents to patterns of which they may not have been aware Demonstrates a commitment to the student’s success. Postive calls can have a profoundly positive outcome. Sends the message that the teacher may not be able to handle the student alone. Parents may not be helpful, may be the cause of the problem, or be enablers of the. Acts as public shaming can appear as a sign of weakness.
- 5. Form/ Strategy Advantage Disadvantages Positive Reinforcement Helps shape the desire behavior can be done quickly efficiently Can create a dependence on the teacher’s energy to motivate. Is external. It in the form of praise essentially extrinsic. Assesing Behavior/Effort Can promote high quality behavior and effort. Begins working fairly quickly. Helps promote the concept of “Good behavior .” can reward effort and processing outcomes. Can be very manipulative. Can make students dependent on an external evaluation of their behavior. Can be a tool for favoritism and bias. Competition Can raise the level of interest in the activity. Can bring the “Team” aspect into an effort. Comparison is motivational to those who aspire to the too. Brings a “ game” feeling to work. Comparison can shift focus away from the quality of the effort breeds “fear of failure.” Promotes shortcuts and cheating to get the prize. Creates winners and losers. Teacher Relationship Can send a message that the student is valuable, accepted and special. Can help students care about academics. Maybe the only thing that some students respond to. Takes time and energy. Can produce students who become excessively “needy” can work against students’ developing more internal sources of motivation.
- 6. Instructional Design Can promote a context in which students are engaged , self-directed feeling successful, invested and empowered. Can create a context where success leads to a love of learning and self-efficacy. Can promote a context where students learn that schoolwork is mostly meaningless and irrelevant to their lives. Can reinforce the learning process to be an artificial exercise that involves little critical thinking or a sense of purpose. Avoiding Penalties If negative consequences are built into a context of a social contract and clear set of expectations, students learn not only to be responsible but also that there is a clear cause and effect relationship between their choices their opportunities. If negative consequences take the form of punishments, lectures, threats , or public humiliation and shaming ,they learn to avoid the external agent of the penaltybut do not learn any meaningful lesson. Is founded in pain based logic.
- 7. Form/Strategy Advantages Disadvantages Self-Improvement Promotes intrinsic motivator Helps students clarify their own goals and desires. More long lasting sense of satisfaction. Takes alot of time to promote. Students who are used to more external motivation may not trust its value. Increased Responsibility Cna create the cause and effect between responsiblity