Motivation

Educational Psychology >> Motivation

 LEARNING AND MOTIVATION
CONCEPT AND DEFINITYION
THEORIES
BEHAVIOURSIM
HUMANISTS:
MASLOWS PYRAMID
SELF DETERMINATION
COGNITIVISTS
GOALS
ATTRIBUTIONS
SOCIO-COGNITIVISTS
EXPECTATIVA X VALOR
SOCIAL-CULTURA:
HOW TO WOR MOTIVATION IN THE CLASS: TARGET

Educational Psychology >> Motivation

Types of conceptual
approaches:
Biological
Behavioursit
Concept and definition
Humanists
Cognitivist
Motivation is what activates and guides our behaviour
(Woolfolk y McCune, 1980)

It is a multi-determined process which energizes and directs our

behaviour
(Frenndez-Abascal, 2000)

A set of reasons by which people behave as they do. The motivated

behaviour is vigorous, directed and sustained
John W. Santrock (2001)
A set of processes involved in the action, direction and persistence of
behaviour.
Valle Arias et al. (2002)
Usually, motivation is defyned as an internal state that activates, adress and
mantain the behavour
(Woolfolk, 1999)
Educational Psychology >> Motivation
 Motivation as

Trait State
Explanations focus on

INTERNAL FACTORS EXTERNAL FACTORS

Needs, interests, and curiosity Reward, social pressure, punishment

TYPES OF MOTIVATION
INTRINSIC MOTIVATION EXTRINSIC MOTIVATION
An activity is done for the enjoyment of doing it, It appears when what attracts the attention is not
there is not need for an external incentive. A hobby the activity itself, but the reward or consequences
is a typical example, the enjoyment feeling, self- (example: a social situation, money, food, or any
improvement and the feeling of success. other reward)

Relationship between intrinsic and

extrinsic motivation

Totally Totally determined by

Self-determined others Mot. Mot.
Intrinsic Extrinsic
It is a continum
Educational Psychology >> Motivation
 Theories that explain motivation

Behavioursim Reward/punishment

Humanist Needs , self-actualization tendency

Cognitive approaches Plans, goals, expectations, attributions

Social-cognitive approach Expectancy X value

SOCIAL-CULTURAL APPROACH Identity and personal relationships

Educational Psychology >> Motivation

 Theories of motivation: Humanistic approach: Maslow
The fundamental principle of this theory is the needs satisfation
to develop as a person
Self-actualization
When satisfied,
motivation does not Being needs Aesthetic appreciation

decrease, increase Intelectual performance

Self steem

When satisfied the Affect and beloging

motivation to achieve Deficiency needs Security

them decreases Physiological

Jerarqua de necesidades (Maslow, 1968)

Theories of motivation: Humanistic approach: Self determination

Two important needs:
The feel of self competence being in control of our life school (controlling
environments/autonomy supporting. information and control
The need of Relatedness= sense of belonging = being connected
Educational Psychology >> Motivation
 Theories of motivation: Cognitive approach: Goals
Goal= Aim (where I am where I want to be )
Goals :
Direct our attention
Energize effort
Increase persistence
May help to promote new strategies and develop new knowledge.

TYPES OF GOALS
PERFORMANCE
(=ABILITY, EGO) Classroom goal setting:

AVOIDING Feedback (remembering what the

SOCIAL
WORK goals are)
Goal framing (internal rather than
MASTERY external imposition)
Goal acceptance
(=LEARNING)

Porpouse serveral
Educational goals at
Psychology >>once.
Motivation
 Theories of motivation: Cognitive approach: Attributions
Attributions (Weiner)
Subjects own thinking and the explanations that he/she gives to himself/herself about success or failure.
Attributions determine the subjects attitude and behaviour towards effort to achieve his/her goal

Internal (Intelligence)
Stable (Capability)
Controllable (Effort )
Causal Behaviour
attribution
________________ external (Task difficulty
_____________________ Unstable (Interest)
_________________ Uncontrollable (luck, chance)

Self-
estee confi anger
m denc
Depression Pride
e

Learning helpeness
Educational Teacher-student
Psychology >> Motivation relationship Self-concept Pigmalion effect
 Effects of self attributions
Emotional reactions when facing success or failure
Future expectations and self-efficacy feeling
Effort and perseverance
Learning strategies
Reaction to failure situations
Future choices
Factors that influence self-attributions
Our previous history of success / failure
The situation
Reward/punishment
Tendency to self-protection
Age VIDEO LEARNED
Gender HELPNESS
Control of self-image http://www.youtube.com/watch?v=OtB6RTJVqPM

Culture
Educational Psychology >> Motivation
 Estilos explicativos: Orientacin hacia la pericia Vs.
Indefensin aprendida

Educational Psychology >> Motivation

 Theories of motivation: social-cognitive approach:

Theories of Expectative X value

MOTIVATION VALUE LIKEHOOD OF

SUCCESS COST

Educational Psychology >> Motivation

 Motivation in the classroom
T
A
R
G
E
T
Educational Psychology >> Motivation
 TARGET : A model of class motivation
Task
Task value + efficacy expectations
Importance Not too easy-not too difficult
Interest Breaking down the task
Utility
Authentic task : connection to the real life
Autonomy and Recognition
Supporting choices:
Not too many choices / bounded choices
3 profile of classrooms: Authoritarian /permissive /democratic-collaborators

Recognizing accomplishment
for tackling a difficult task, perseverance, creativity. NOT just to perform better.
Be aware of teachers praising

Grouping and Goal structure

Goal structure: cooperative / competitive / individualistic
Educational Psychology >> Motivation
Educational Psychology >> Motivation
 Evaluation
Types of evaluation
Normative ------- Criterion
Process ------ Product
Public-------- Private

Emphasize learning, not grades.

Promote self-evaluation (autonomy).

Time
Not rush from task to task. Give students' time to work and understand the
task. Understanding is more important than finishing.

Educational Psychology >> Motivation

4 important questions in students motivation
Can I Succeed? : self-confidence, expectations
Advance in small steps (no failure. Behaviourism)
Clear Goals
Criterion evaluation (self-comparison)
Academic ability can be improved. Related to the specific task (attributions).
Model good problem solving (Bandura)

Do I want to do it? : value of the task

Value of the task Performance Students interest
Curiosity
Intrinsic Fun
Instrumental Familiar/new

Application to real life/ incentives/ ill-structured problems (ABP)

What do I have to do to succeed? : focus on the task

Frequent chance of answer (feedback)
Create a finish product (short-term goals)
Avoid emphasis on grades
Reduce task risk (avoid failure)
Model motivation to learn: of interest and strategies
Teach learning
Educational tactics >>
Psychology (learning strategies)
Motivation Belonging
Educational Psychology >> Motivation
 Estrategias motivadoras
Task
Clase estructurada de forma unidimensional o multidimensional
Dificultad intermedia: reto
Fragmentacin de la tarea
Presentacin de la tarea: mensajes del antes-durante-despus
Authority
3 perfiles: Autoritarios/ permisivos/ democrticos-colaboradores
Recognition
Elogios + feedback
Group
Trabajo en grupo y trabajo cooperativo
Evaluation
Norma ------- Criterio
Proceso ------ Producto
Publica-------- Privada
Time
Ansiedad : activadora de rendimiento (alumnos orientados al logro) Vs. Inhibidora
(evitacin del fracaso)

Educational Psychology >> Motivation

 Motivacin en la escuela
1) Areas en las que los profesores deciden
(target)
2) Estrategias

Educational Psychology >> Motivation

 LA INTERVENCIN PARA INCREMENTAR LA MOTIVACIN

DIMENSIONES ELEMENTOS Y CRITERIOS DE INTERVENCIN

Motivacin Currculo individualizado
intrnseca - Adecuacin de las tareas al nivel de habilidad
- Tareas novedosas que estimulen la curiosidad
- Aprendizajes significativos y tiles
- Informacin centrada en el proceso de resolucin

Motivacin Metas de Aprendizaje

de logro - Conductas orientadas hacia el rendimiento
- Intervenciones opcionales y desafiantes (retos asumibles)
- Tareas grupales que estimulen la responsabilidad y el esfuerzo, el incremento gradual de
expectativas, la toma de decisiones
Estilo atribucional Intervencin del profesor
- Valoraciones dirigidas al reconocimiento de estrategias, decisiones y cualidades personales
- Reforzamiento positivo de la actitud (inters, implicacin, esfuerzo)
- Expectativas positivas, objetivas y compartidas
Experiencia de Tareas de Aprendizaje
autonoma - Con contenidos relevantes, novedosos, que supongan un desafo ptimo
- Que impliquen toma de decisiones (diferentes opciones de realizacin)
- Estructura cooperativa (control grupal de la gestin y del proceso)
Intervencin del Profesor
- Informacin centrada en el proceso de resolucin, la planificacin de las metas y la superacin
de conflictos y dificultades
- Valoraciones centradas en la eficacia de las estrategias, la calidad del aprendizaje y la
originalidad de los productos
Educational Psychology >> Motivation
 Motivacin para el aprendizaje
implica Desear aprender y estar dispuesto a esforzarse (no ciencia infusa
Que el alum. Participe aqu y
Deseable: 3 metas Que aprenda por s mismo.
ahora
futuro
Reflexivos. Participacin a nivel
cognitivo

En qu dimensiones puede
intervenir el profesor ?

Educational Psychology >> Motivation

 En qu dimensiones puede intervenir el profesor
Tarea: Valor de la tarea
De logro
Intrinseco-interes
V. utilitario Autenticas)

Grado de autonoma: posibilidad de elegir

Reconocimiento de logros: tipo de elogios-recompensas

Agrupamiento: interaccin entre iguales: aprendizaje cooperativo

Evaluacin : debera centrarse en la comprensin no en la nota.

Organizacin del tiempo (la programacin interfiere) Google

Renzulli
Educational Psychology >> Motivation
Educational Psychology >> Motivation
 LA INTERVENCIN PARA INCREMENTAR LA MOTIVACIN

DIMENSIONES ELEMENTOS Y CRITERIOS DE INTERVENCIN

Motivacin Currculo individualizado
intrnseca - Adecuacin de las tareas al nivel de habilidad
- Tareas novedosas que estimulen la curiosidad
- Aprendizajes significativos y tiles
- Informacin centrada en el proceso de resolucin

Motivacin Metas de Aprendizaje

de logro - Conductas orientadas hacia el rendimiento
- Intervenciones opcionales y desafiantes (retos asumibles)
- Tareas grupales que estimulen la responsabilidad y el esfuerzo, el incremento gradual de
expectativas, la toma de decisiones
Estilo atribucional Intervencin del profesor
- Valoraciones dirigidas al reconocimiento de estrategias, decisiones y cualidades personales
- Reforzamiento positivo de la actitud (inters, implicacin, esfuerzo)
- Expectativas positivas, objetivas y compartidas
Experiencia de Tareas de Aprendizaje
autonoma - Con contenidos relevantes, novedosos, que supongan un desafo ptimo
- Que impliquen toma de decisiones (diferentes opciones de realizacin)
- Estructura cooperativa (control grupal de la gestin y del proceso)
Intervencin del Profesor
- Informacin centrada en el proceso de resolucin, la planificacin de las metas y la superacin
de conflictos y dificultades
- Valoraciones centradas en la eficacia de las estrategias, la calidad del aprendizaje y la
originalidad de los productos
Educational Psychology >> Motivation