MOTIVATION

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Profiles of motivational problems

Defensive Dick

Hopeless Hannah

JUJUST

Safe Sally

Just because you’ve always done it that way doesn’t mean it’s not incredibly foolish

Satisfied Sam

ANXIOUS AMY

WHAT IS MOTIVATION?

“spring of conduct” (Romanes)

“needs and drives” (Hull, Murray)

what makes people behave the way they do (Beck)

the “why” of behavior

WHAT IS MOTIVATION?

You can do anything you set your mind to when you have vision, determination, and an endless supply of expendable labor

WHAT IS MOTIVATION

The process whereby goal-directed activity is instigated and sustained. (Pintrich)

WHAT IS MOTIVATION?

Basic dimensions:

1. Initiation2. Intensity3. Persistence of behavior

A COMPLEX PROCESS THAT INVOLVES 3 STEPS:

1. Defining a goal to which the person aspires (goal)

What are the antecedents of choosing a goal?a. Need – personal demandb. Press – situational demands

A COMPLEX PROCESS THAT INVOLVES 3 STEPS:

2. Choosing a course of action that leads to attainment of the goal (strategy)

-- Commitment to a course of action

A COMPLEX PROCESS THAT INVOLVES 3 STEPS:

3. Carrying out the chosen course of action (action)

Implies Effort Assessing progress:

increase effort or give up?

MODERN PERSPECTIVES OF MOTIVATION

A. Henry Alexander Murray

Man is possessed by “divine discontent.”

Generation of tension reduction of

tension

MODERN PERSPECTIVES (CONTD)

B. Gordon Allport

Functional Autonomy of Motives-- the idea that motives in the normal, mature adult are independent of the childhood experiences in which they originally appeared.

LEVELS OF FUNCTIONAL AUTONOMY

1. Perseverative – relates to low level and routine behaviors

(behaviors continue to persevere on their own without any external reinforcement).

LEVELS OF FUNCTIONAL AUTONOMY

2. Propriate – relates to our values, self-image, and lifestyle; we retain motives that enhance our self-esteem.

We enjoy doing what we do well (the original motive for doing it disappears).

MODERN PERSPECTIVES OF MOTIVATION

C. Mihalyi Csikszentmihalyi’s

Emergent Motivation

EMERGENT MOTIVATION

Csikszentmihalyi’s Experience Something Method:

Motivation stemming from the discovery of new goals and rewards as a consequence of interacting with the environment

EMERGENT MOTIVATION

In the process of doing something, you find enjoyment and become excited about it because you discover new goals (emerging goals)

CSIKSZENTMIHALYIFLOW

state in which learning and happiness are most completely merged;

state of concentration that amounts to absolute absorption --- action flows effortlessly --- you feel alert, unselfconscious, in command of the present.

RESEARCH ON EXPERIENCE OF FLOW

What is intrinsic motivation?

1. COMPETENCE

2. CURIOSITY

3. AUTONOMY

4. INTERNALIZED VALUES

HOW TO MAXIMIZE INTRINSIC

MOTIVATION

1. Task should be challenging

HOW TO MAXIMIZE INTRINSIC

MOTIVATION

2. There should be complexity, novelty, surprise

HOW TO MAXIMIZE INTRINSIC

MOTIVATION

3. The leader or model should show enthusiasm.

HOW TO MAXIMIZE INTRINSIC

MOTIVATION

4. Give corrective feedback.

HOW TO MAXIMIZE INTRINSIC

MOTIVATION

5. Give choices.

SELF-EFFICACY

ALBERT BANDURA

IF HIGH…

…you approach the task.

IF LOW…

…you avoid the task.

HOW DO WE KNOW WE ARE SELF-EFFICACIOUS?

STUDENTS WHO FEEL SELF-EFFICACIOUS…

choose to engage in a task

select effective strategies

spend effort

persist when difficulties are encountered

STUDIES SHOW …

Motive To AvoidFailure

Motive to approach success

LOW HIGH

LOW FAILURE ACCEPTOR

S

SUCCESS-ORIENTED

HIGH FAILURE AVOIDERS

OVER-STRIVERS

ROLE OF EXPECTANCY AND SE BELIEF

behavior and affective reactions are a function of different levels of efficacy and outcome expectations.

Outcome Expectation

Self-EFFICACY

LOW HIGH

HIGH Social activismProtest

GrievanceMilieu change

Assured, opportune

action; High

cognitive engageme

ntLOW Resignation

ApathyWithdrawal

Self-devaluation

;depression

SELF-REGULATED

LEARNING STRATEGIES

(SRLS)

Zimmermann

SELF-REGULATED LEARNING STRATEGIES

1) Self-evaluation

2) Organizing and transforming

3) Goal setting and planning

4) Seeking information

5) Keeping records and monitoring

SELF-REGULATED LEARNING STRATEGIES

6) Environmental structuring

7) Self-reinforcement

8) Rehearsing and memorizing

9) Seeking social assistance

10)Reviewing records of past performance

EXPECTANCY X VALUE THEORY

Atkinson

EXPECTANCY X VALUE THEORY

behaviour is a function of the expectancies one has and the value of the goal toward which one is working

B = f(E × V)]

EXPECTANCY X VALUE THEORY

predicts that, when more than one behaviour is possible, the behaviour chosen will be the one with the largest combination of expected success and value.

ATKINSON’S EXPECTANCY X VALUE THEORY

A. 2 stable motives1) a. Motive for success (MS)

b. Need to achieve (nAch)

These motives are important because we have the capacity

to experience pride.

ATKINSON’S EXPECTANCY X VALUE THEORY

2) motive to avoid failure

(MaF)

This capacity to experience shame directs individuals away from achievement

tasks.

ATKINSON’S EXPECTANCY X VALUE THEORY

B. 2 conscious variables1) perceived probability

of success (PS)2) incentive value of

success (IS)IS = 1 PS

(the harder it is to succeed,

the higher the incentive)

ATKINSON’S EXPECTANCY X VALUE THEORY

C. 2 situational variables1) probability of failure

(PF)2) incentive value of

failure (IF)

IF = 1 – PF

(the anticipation of shame is greater if the tendency for

failure is small)

ATKINSON’S EXPECTANCY X VALUE THEORY

What kind of task is most motivating, where tendency to approach success is at its strongest?

Tendency to approach TA = PS X PF

success

GOALS DEFINED

End states that a person desires and considers attainable and for which the person is willing to expend effort

SUMMARY OF BASIC CONCEPTS IN GOAL THEORY

GOAL CONTENT Difficulty

Specificity complexity

GOAL COMMITMENT Publicness of

commitment Rewards

Supervisor legitimacy and support

Self-efficacySituational constraints

ACTION Effort

Persistence

FocusAdoption

of strategie

s

PERFORMANCE

KNOWLEDGE

OF RESULTS

GOAL ORIENTATION

Two types of Goal Orientation:

1. Mastery Goal

2. Performance Goal

Definition/Outcome

Mastery Goals Performance Goals

Success defined as

Improvement, progress, mastery, creativity, learning

High grades, better performance than others, winning at all costs

Definition/ Outcome

Mastery Goals Performance Goals

Value placed on

Effort, attempting challenging tasks

Avoiding failure

Reasons for effort

Intrinsic and personal meaning of the activity

Demonstrating one’s worth

Definition/Outcome

Mastery Goals Performance Goals

Evaluation Criteria

Criterion-referenced, evidence of progress

Norm-referenced, social comparison

Errors viewed as

Informational, part of learning

Failure, evidence of lack of ability of worth

Definition/Outcome

Mastery Goals

Performance Goals

Affect Positive attitude toward learning; pride for effort, guilt for lack of it

Negative affect following failure

Cognition Deep processing, self-regulation

Surface or rote learning

Behavior More risk-taking

Choice of easier tasks

OTHER IMPORTANT CONCEPTS

Ziegarnik Effect -- any task that has not been completed is better remembered than finished tasks

Situational Affordances-- opportunities for goal directed action provided by events or situations

GOAL ATTRACTIVENESS

Do you exert effort because the goal is attractive? Or do you exert effort so the goal becomes attractive?

Which has a more positive implication?