Motivation theory prof ed 1. For Lectures and notes
- 3. Children’s academic performance is affected by: Experiences in the family School Peer group Community Achievement motivation
- 4. ACHIEVEMENT MOTIVATION: A PERSON’S TENDENCY TO: Strive for successful performance To evaluate his performance against a specific standards of excellence and To experience pleasure as a result of having performed successfully
- 5. Achievement motivation and intellectual performance related to a child’s emotions and opinion of himself as a person and as a learner
- 6. TWO DIFFERENT RESPONSE PATTERNS AMONG CHILDREN ON A CHALLENGING TASK: Mastery-oriented -Focused on gaining skill or mastery at the problems→ learning goal Helpless -Tended to give up easily→ frustration, blamed their own lack of ability, low expectation
- 7. FACTORS THAT INFLUENCE Experience in the family (in the preschool years may effect the development of these performances) Culture e.g. European American→”having a good teacher”, Asian→studying hard
- 8. BEYOND NORMS: GIFTEDNESS AND MENTAL RETARDATION Traditionally, specialists in intelligence testing have held that: 1. Intellectual giftedness: a characteristic defined by an IQ score of 130 or over, learn faster than others; show early exceptional talents in certain areas.
- 9. According to Veronica Dark and Camilla Benbow, these children use their cognitive skills more efficiently than the rest of us. To facilitate these children → enrichment program 2. Mental retardation: a characteristic defined by an IQ score below 70; difficulty in coping with age-appropriate activities in everyday life. Mental retardation is diagnosed by 2 basic measures: -Assessment of the child’s mental functioning -A child’s adaptive behavior (American Association of Mental Retardation, 2002).
- 10. 3. Learning disabilities: deficits in one or more cognitive processes important for learning. Children with learning disabilities may learn more slowly. To facilitate: inclusion → children of all ability levels are included in the same classroom.
- 11. CREATIVITY Robert Sternberg → see intelligence and creativity as intertwined/knotted. Howard Gardner → see clearly differences between the two.
- 12. • DEFINITIONS AND THEORIES Both creativity and intelligence are multifaceted that vary as a function of personal characteristics (inherited and learned), the context, the risk factors, environmental support. Creativity → uniqueness → original, new, fresh → usefulness (Gardner)
- 13. • RELATIONSHIP BETWEEN CREATIVITY AND INTELLIGENCE Are IQ and creativity related to each other? Wallach and Kogan (1985) administered WISC subtest to tap creative modes of thinking to a group of fifth graders. Although highly creative people tend to be above average in intelligence, a higher IQ does not predict creativity (Gardner, 2006)
- 14. • ARE CHILDREN CREATIVE? According to Mark Runco (1996): young children often can’t distinguish between reality and fantasy, children can’t be truly creative until they reach preadolescence and can make this distinction. Others: children’s play, fantasy – gives children to practice the kind of divergent thinking → invent something new (Moore and Russ, 2006; Russ, 2003). Divergent thinking → outside school → nourished by parents.
- 15. Vygotsky: The child’s play activity is not simply a recollection of past experience but a creative reworking that combines impressions and construct-forming new realities addressing the needs of the child.
- 16. Robert Albert: A number of researchers have identified a period in middle childhood through preadolescence when early signs of creativity seem to disappear as children concentrate on well- organized learning skills.
- 17. JUST YOUR THOUGHT… As a future teacher, what can be your motivational ways or strategies for your students to achieve a successful academic performance?
- 18. The Child And Adolescent Learner And Learning Principles