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© 2009 McGraw-Hill Higher Education. All rights reserved.
CHAPTER 13
Motivation, Teaching, and Learning
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Learning Goals
1. Define motivation and compare the behavioral, humanistic, cognitive, and social perspectives on motivation.
2. Discuss the important processes in motivation to achieve.
3. Explain how relationships and sociocultural contexts can support or undercut motivation.
4. Recommend how to help students with achievement problems.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation, Teaching, and Learning
ExploringMotivation
What Is Motivation?
Perspectives onMotivation
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation …
involves the processes that energize, direct, and
sustain behavior.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Perspectives on Motivation
The behavioral perspective emphasizes external rewards and
punishments as keys in determining student motivation.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Perspectives on Motivation
The humanistic perspective
stresses students’ capacity for personal growth, freedom to choose their own
destinies, and positive qualities.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Perspectives on Motivation
The cognitive perspective focuses on students’
competence motivation, their internal motivation
to achieve, their attributions, and their beliefs that they can
effectively control their environment.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Perspectives on Motivation
The social perspective stresses the need for affiliation
or relatedness that involves establishing, maintaining, and restoring warm, close,
personal relationships.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation, Teaching, and Learning
Achievement Processes
Extrinsic and Intrinsic
Motivation
Mastery Motivation and
MindsetSelf-Efficacy
Goal-Setting, Planning, and
Self-Monitoring
Expectations
Values and Purpose
Attribution
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Extrinsic vs. Intrinsic Motivation
Extrinsically motivated students …• Do something to obtain something else.• Are influenced by rewards and punishments.
Intrinsically motivated students …• Are internally motivated to doing something for
its own sake. • Increase motivation when they are given some
personal choice.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Optimal Experiences & Flow
Flow occurs: When students develop a sense of mastery and are
absorbed in a state of concentration while they engage in an activity.
When students are challenged and perceive that they have a high degree of skill.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Attribution TheoryBernard Weiner
Attribution theory: In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes.
Locus: Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem.
Stability: If a student attributes a positive outcome to a stable cause, there is an expectation of future success.
Controllability: Failure due to external factors causes anger. Failure due to internal factors may cause guilt.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Attribution Theory
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
James believes he did well on a test because he was lucky.
Q.1: Describe James’ attribution along Weiner’s dimensions.
Steve believes he did poorly on a test because he is stupid.
Q.2: Describe Steve's attribution along Weiner’s dimensions.
Weiner’s Attribution Theory Theory into Practice
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Sally believes she did poorly on a test because she didn’t study enough for this test.
Weiner’s Attribution Theory Theory into Practice
Q.3: Describe Sally’s attribution along Weiner’s dimensions.
Sandra believes she did poorly in a class because the teacher doesn’t like her.
Q.4: Describe Sandra's attribution along Weiner’s dimensions.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Achievement Goal Orientation
Helpless Orientation • Students focus on their personal inadequacies
Performance Orientation • Students are concerned with the outcome rather
than the process
Mastery Orientation • Students focus on the task rather than their
ability • Generate solution-oriented strategies
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Susan struggles with math. She often tells her teacher that she can’t do the assigned homework. During class, she often just stares out of the window. Not surprisingly, she does not do well.
Q: What goal orientation is Susan demonstrating?
Goal Theory (Mastery Motivation) Theory into Practice
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Shana struggles with math. She tries very hard, however, asking for help when she needs it, completing her homework to the best of her ability, and studying hard for tests. When she does better than her usual score, she is very happy.
Q: What goal orientation is Shana demonstrating?
Goal Theory (Mastery Motivation) Theory into Practice
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time she earns the highest score in the class.
Q: What goal orientation is Sally demonstrating?
Goal Theory (Mastery Motivation) Theory into Practice
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Steve does well in math. He aces most tests. He often works on things that are beyond what his classmates are doing, because he enjoys the challenge and wants to learn more. When he does not understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when Sally does her fist-pumping routine.
Goal Theory (Mastery Motivation) Theory into Practice
Q: What goal orientation is Steve demonstrating?
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Self-Efficacy
Make sure students are not overly aroused or anxious
Provide students with support from positive adult and peer models
Help students develop short- and long-term goals
Teach specific strategies
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Self-Regulation
Encourage and help students … Set both short- and long-term challenging
goals. Manage time effectively, set priorities, and
be organized. Monitor progress toward goals.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Enter the DebateShould teachers help students who struggle by
giving them assignments they can easily accomplish?
YES NO
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation, Teaching, and Learning
Motivation, Relationships, and Sociocultural
Contexts
Social Motives
Social Relationships
SocioculturalContexts
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Social Relationships
Motivation to Achieve
Parentsshould provide
the right amount of
challenge in a positive
environment and model
achievement behavior.
Peers with high
achievement standards will
support student achievement in
others.
Teachers optimize
achievement when they provide
challengingtasks in a
supportive environment.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Sociocultural Contexts
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Sociocultural Contexts
Ethnicity There is DIVERSITY in achievement motivation within ethnic minority groups.
Socioeconomic Status (SES)
When ethnicity and socioeconomic status (SES) are investigated in the same study, SES is often the better predictor of achievement.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation and Gender
Have higher competence beliefs in math and sports
Are more rambunctious
Receive more teacher attention, yet receive lower grades
List more career options
Have higher competence beliefs for English, reading, and social activities
Often experience conflicts between gender roles and achievement
Are more compliant, get less teacher attention, by middle school have lower self-esteem
FemalesMales
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Motivation, Teaching, and Learning
Students with Achievement Problems
Students Who Are Low-Achieving and Have Low Expectations for Success
Students Who Protect Their Self-Worth by
Avoiding Failure
Students Who Procrastinate
Students with High Anxiety
Students Who Are Perfectionists
Students Who Are Uninterested or Alienated
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
HighAnxiety
Modify negative thoughts by engaging
students in more positive, task-focused
thoughts
Working With Students with Achievement Problems
Protectionof Self-Worthby Avoiding
FailureGuide setting of realistic goals, strengthen link
between effort and self-worth, and
encourage positive self-perceptions
Low Achieverswith Low
ExpectationsProvide
reassurance and cognitive retraining,
and reward effort and progress
toward realistic goals
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Working with Students with Achievement Problems
PerfectionistsIdentify cost/benefits,
decrease self-criticism, set realistic goals and time limits,
and encourage acceptance of
criticism
ProcrastinatorsEncourage
acknowledgement of problem, assist in time management and task analysis,
and teach behavioral and cognitive
strategies for dealing with problem
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Hard-to-Reach, Low-Achieving Students
1. Develop positive teacher-student relationships.
2. Make school more interesting.
3. Teach strategies to make learning enjoyable.
4. Consider including a mentor.
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
1. What are the issues in this case?2. Analyze the case from the
perspective of extrinsic and intrinsic motivation.
3. Analyze the case from a goal orientation perspective.
Crack the CaseThe Reading Incentive Program
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Crack the CaseThe Reading Incentive Program
4. Why do you think Sami went from receiving 1 star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school?
5. What are the problems with this type of incentive program? How might an incentive program be developed that does not undermine students’ motivation to read?
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)
© 2009 McGraw-Hill Higher Education. All rights reserved.
Reflection & ObservationReflection: How have teachers used games to
help you learn? How have they affected your
motivation to learn?
Fakultas Psikologi Universitas Tarumanagara (www.psikologi.tarumanagara.ac.id)