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Slide 1 :
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Motivation Thinking About Motivation |
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Slide 2 :
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Motivation is the process whereby goal-directed activity is instigated and sustained. Motivation |
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Slide 3 :
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Goals are about where we want to be.
which goals we set
which goals we value
and
3. which goals we keep working at. Goals are related to who we Want To Be. The Ideal Self One Part of the answer |
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Slide 4 :
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Who students think they are affects what they want.
Self-Efficacy (whether or not they are capable of achieving a goal)
Things that effect self-efficacy:
Mastery experiences
Vicarious experience (models)
Verbal persuasion The other part: The Actual Self |
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Slide 5 :
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For many students there is a discrepancy between who they are and who they want to become…
…it can be motivating
if students think they can change.
if they can make connections between the present and the future.
…or devastating
if students don’t think they can change
if they are too focused on the present.
Moving From the Actual to the Ideal |
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Slide 6 :
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Future time perspective (FTP) is the degree to which and the way in which the chronological future is integrated into the present life-space of an individual through motivational goal-setting processes.
Connecting Present to Future |
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Slide 7 :
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Perceived instrumentality is an individual’s understanding of the instrumental value of a present behavior for future goals (Van Calster, Lens, & Nuttin, 1987).
Connecting Present to Future |
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Slide 8 :
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Beliefs about Ability!
Incremental = Your ability changes over time
Entity = Your ability is set at birth Why do students think
they can or can’t change? |
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Slide 9 :
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Beliefs about Ability lead to goal orientations.
Incremental = Mastery
Entity = Performance Why do students think
they can or can’t change? |
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Slide 10 :
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Mastery goal orientation (Good)
Students are mostly concerned with mastering the task at hand
Failure suggests areas for improvement – can be motivating. Mastery vs. Performance |
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Slide 11 :
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Performance goal orientation (Bad)
Students are mostly concerned with doing better than others
Student fears that failure indicates something about their ABILITY to do the task. Mastery vs. Performance |
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Slide 12 :
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Mastery is INTRINSICALLY motivating
Intrinsic motivation: wanting to do something just because it is—in and of itself—enjoyable! Why would someone want to master the task? |
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Slide 13 :
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Why are things enjoyable? Interest Competence Curiosity Relatedness Autonomy |
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Slide 14 :
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Controlling rewards
Threats and deadlines
Evaluation and surveillance
Thumb Rule: If someone else made you – it’s not intrinsic motivation – it’s EXTRINSIC motivation.
What Hurts Intrinsic Motivation? |
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Slide 15 :
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It’s EXTRINSIC What’s wrong with Extrinsic Motivation? |
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Slide 16 :
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Application Essay
Students need to make connections to their own lives.
Students need to make those connections themselves.
Group Essays
Tuesday – lecture (1.5 hrs): Students write essay questions concerning the weeks set of readings.
Thursday—Groupwork (1.5 hrs):
Students assigned to 4-5 person groups, work together each week.
I take students’ questions from Tuesday and construct 5 questions for Thursday group assignment.
Each group completes an essay (of their choice), in collaboration.
The essay AND collaborations are evaluated. How do I support student motivation through writing? |
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