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Slides from presentation at the 2013 Arizona Music Educators Association Conference.
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The Psychology of Motivation
Emmett O’LearyPh.D Student in Music
Education2013 AMEA Conference
What It’s All About
Self-Concept
Power
Agency
Motivation vs. Inspiration
Motivation: the reason or reasons one has for acting or behaving in a particular way
Inspiration: the process of being mentally stimulated to do or feel something
Funtivity
Funtivity
Take three things you do and assess your ability level at them?(should not be all things you're good at)
Funtivity
Take three things you do and assess your ability level at them?(should not be all things you're good at)
How do you determine your competency?
Funtivity
Take three things you do and assess your ability level at them?(should not be all things you're good at)
How do you determine your competency?
What have you done to build the level of competency you have?
Funtivity
Take three things you do and assess your ability level at them?(should not be all things you're good at)
How do you determine your competency?
What have you done to build the level of competency you have?
What could you do to get better?
Discussion
Can you improve?
Comparisons?
Who determines ability level?
Systems: How do we perceive ourselves?
Internal Systems
Conception of self
External Systems
Social - conception of self in relation to others (teachers, peers, siblings, parents)
Motivation vs. Inspiration
Motivation: the reason or reasons one has for acting or behaving in a particular way
Inspiration: the process of being mentally stimulated to do or feel something
Ability Conception
Fixed Ability Conception
Malleable Ability Conception
Self-System Actions Goal is to outperform others Goal is to learn
Challenge Avoidance Challenge seeking
Superficial learning strategies
Deep/active learning strategies
Compares own performance with others’
Seeks objective feedback/help
Maladaptive responses to failure
Adaptive responses to failure
Outcomes Lower Achievement Higher Achievement
From The Child As Musician, by Gary McPherson, pg. 219
Goals
Learning goals
related to learning, task-orientation, mastery
Performance goals
motivated to outperform others
motivated to not fail in comparison to others
Activity
How do common events, tasks, and processes in the music classroom relate to self-concept?
Brainstorm things you do in your classroom and ways you might determine student goal structures?
Possibilities
Knowledge of students
Examine reactions
Encourage reflection
Facilitate dialogue
In the Classroom
What types of goals are best?
Can only one be present?
Are your students setting goals and making plans?
Which is Better?
Which is Better?
Both can be present simultaneously!
Which is Better?
Both can be present simultaneously!
Can vary dramatically by activity, discipline, subject, etc...
Which is Better?
Both can be present simultaneously!
Can vary dramatically by activity, discipline, subject, etc...
Younger children tend to thrive more with learning goals.
Which is Better?
Both can be present simultaneously!
Can vary dramatically by activity, discipline, subject, etc...
Younger children tend to thrive more with learning goals.
Older children with appropriate self-concept can function well with performance goals.
Warnings
External motivators can detract from experience of intrinsically motivated students (Austin, 1988, 1991; Stamer, 2004)
Funtivity
Write down three things you wish you were good at.
Write down reasons you may not have had the level of success you desire. (make excuses)
Attribution
Attribution
Who/what is to blame for my failure?
Who/what is to credit for my success?
Parents’ Role in Motivation
Nature vs. Nurture
Parents can encourage or “poison the well”
Important to be supportive, but not demanding
Teachers’ Role in Motivation
Teachers’ Role in Motivation
Develop awareness of students’ perceived self-concept in music.
Teachers’ Role in Motivation
Develop awareness of students’ perceived self-concept in music.
Assess impact of learning activities and experiences in relation to self-concept.
Teachers’ Role in Motivation
Develop awareness of students’ perceived self-concept in music.
Assess impact of learning activities and experiences in relation to self-concept.
To what do students attribute their success of failure?
Behaviorism
Behaviorism
Is this ever used in the music classroom?
Behaviorism
Is this ever used in the music classroom?
Builds skills, but not necessarily self-concept
Stimulus limits creativity
Where is the power?
Agency
Agency
Acts to produce a certain result.
Agency
Acts to produce a certain result.
How do we know how we are doing?
Is there anything we can do to improve?
Are we capable of improving?
Who controls our success?
Who defines our success?
Ability Conception
Fixed Ability Conception
Malleable Ability Conception
Self-System Actions Goal is to outperform others Goal is to learn
Challenge Avoidance Challenge seeking
Superficial learning strategies
Deep/active learning strategies
Compares own performance with others’
Seeks objective feedback/help
Maladaptive responses to failure
Adaptive responses to failure
Outcomes Lower Achievement Higher Achievement
From The Child As Musician, by Gary McPherson, pg. 219
Developmentalists
Match learning activities to student abilities
Know what expectations are appropriate
Flow
Flow
Flow
Flow
Components
Intense and focused concentration
merging of action and awareness
sense of personal control or agency over situation
distortion of temporal experience
Assessing Flow
Knowledge of students
Awareness of role in the classroom
Where was the teacher represented in the flow components?
What does that look like in the music classroom?
Educator Skills
Knowledge of students
Facilitation of student awareness of self-concept
Lesson design
seek flow
challenge
create ownership and build self-concept in learning process
Educator Skills
Define your role
When do you have power?
When do the students have agency?
Examine your methodologies in relationship to student motivation
Assess motivation levels of your students
Summary
Self-Concept
Power
Agency
Emmett O’LearyPh.D Student in Music Education
[email protected]: @emmettoleary
emmettoleary.com
Thank You!