Chapter 14 Motivation The educators job is not increase motivation p er se (本身) but to discover, initiate,and sustain students motivation to learn. and to engage in activities that lead to learning
Chapter 14 Motivation The educator’s job is not increase motivation per se(本身）but to discover, initiate, and sustain student’s motivation to learn, and to engage in activities that lead to learning
Chapter 14 Motivation 14.1 What is motivation Motivation is an internal process that activates, guides, and maintaining behavior over time. In plain language, it's what gets you going, keeps you going, and determines where you are trying to go Motivation may vary both in intensity and direction
Chapter 14 Motivation • 14.1 What is motivation • Motivation is an internal process that activates, guides, and maintaining behavior over time. In plain language, it’s what gets you going, keeps you going, and determines where you are trying to go. • Motivation may vary both in intensity and direction
Chapter 14 Motivation 14.1 What is motivation Motivation may come from intrinsic characteristics of a task, it may also come from sources extrinsic to the task Some tasks, such as playing games, have enough intrinsic incentive value to motivate one to learn Much of what must be learned is not inherently interesting, So, extrinsic incentives are needed. Extrinsic reinforcers may range from praise to grades to recognition to prizes or other rewards
Chapter 14 Motivation • 14.1 What is motivation • Motivation may come from intrinsic characteristics of a task, it may also come from sources extrinsic to the task. • Some tasks, such as playing games, have enough intrinsic incentive value to motivate one to learn. • Much of what must be learned is not inherently interesting, so, extrinsic incentives are needed. Extrinsic reinforcers may range from praise to grades to recognition to prizes or other rewards
14.1 What is motivation 14.1 What is motivation Lepper's experiment on the impact of rewards on motivation Lepper et al(1973)gave preschoolers an opportunity to draw with felt-tipped(毡头墨水) markers, which many of them did quite enthusiastically. The children were randomly divided into three groups: one was told they would receive a reward for drawing a picture for a visitor(a Good Player Award); one was given the reward as surprise(not dependent on their drawing); and one received no reward. Over the next four days observes recorded the free-play activities of the children. no reward
14.1 What is motivation • 14.1 What is motivation • Lepper’s experiment on the impact of rewards on motivation • Lepper et al(1973)gave preschoolers an opportunity to draw with felt-tipped(毡头墨水） markers, which many of them did quite enthusiastically. The children were randomly divided into three groups: one was told they would receive a reward for drawing a picture for a visitor(a Good Player Award）; one was given the reward as surprise(not dependent on their drawing); and one received no reward. Over the next four days observes recorded the free-play activities of the children. no reward
14.1 What is motivation Lepper's experiment on the impact of rewards on motivation The results showed that those who had received a reward for drawing spent about half as much time drawing as those who had received the surprise reward and those who had not gotten The authors suggested that promising extrinsic rewards for an activity that is intrinsically interesting may undermine intrinsic interest by inducing children to expect a reward for doing what they had previously done nothing
14.1 What is motivation • Lepper’s experiment on the impact of rewards on motivation • The results showed that those who had received a reward for drawing spent about half as much time drawing as those who had received the “surprise”reward and those who had not gotten. • The authors suggested that promising extrinsic rewards for an activity that is intrinsically interesting may undermine intrinsic interest by inducing children to expect a reward for doing what they had previously done nothing
14.1 What is motivation How motivation affects learning and behavior? (1)It directs learning and behavior toward particular goals. (2)It leads to increased effort and energy. (3)It increases initiation of, and persistence in activities (4)It enhances cognitive processing. (5)It determines what consequences are reinforcing. (6)It leads to improved performance
14.1 What is motivation • How motivation affects learning and behavior? • (1)It directs learning and behavior toward particular goals. • (2) It leads to increased effort and energy. • (3) It increases initiation of, and persistence in, activities. • (4) It enhances cognitive processing. • (5)It determines what consequences are reinforcing. • (6) It leads to improved performance
14.2 Theories of motivation 14.2 What are some theories of motivation Motivation and behavioral learning theory The behavior that have been reinforced in the past are likely to be repeated than behaviors that have not been reinforced or have been punished Accordingly, students who have been reinforced for studying(receiving good grades or the approval of teachers and parents will be motivated to study. On the contrary, the students who have not been reinforced--, unmotivated. Those who have been punished might be motivated to avoid studying
14.2 Theories of motivation • 14.2 What are some theories of motivation? • Motivation and behavioral learning theory • The behavior that have been reinforced in the past are likely to be repeated than behaviors that have not been reinforced or have been punished. • Accordingly, students who have been reinforced for studying(receiving good grades or the approval of teachers and parents)will be motivated to study. On the contrary, the students who have not been reinforced---, unmotivated. Those who have been punished might be motivated to avoid studying
14.2 Theories of motivation Motivation and behavioral learning theory In fact. Skinner and other behavioral theorists would argue that there is no need for separate theories of learning and motivation because motivation is simply a product of reinforcement history
14.2 Theories of motivation • Motivation and behavioral learning theory • In fact, Skinner and other behavioral theorists would argue that there is no need for separate theories of learning and motivation because motivation is simply a product of reinforcement history
14.2 Theories of motivation Motivation and human needs Hierarchy of needs Deficiency needs: physiological needs, safety needs, belongingness and love needs, esteem needs Growth needs: need to know and understand aesthetic needs and self-actualization need Selfactualization means the desire to become everything that one is capa ble of becoming Maslow, 1954)
14.2 Theories of motivation • Motivation and Human Needs • Hierarchy of needs: • Deficiency needs:physiological needs, safety needs, belongingness and love needs, esteem needs • Growth needs:need to know and understand, aesthetic needs, and self-actualization need. • Self-actualization means the desire to become everything that one is capable of becoming(Maslow,1954)
14.2 Theories of motivation Motivation and dissonance theory Cognitive dissonance theory (Festinger, 1957) holds that people experience tension or discomfort when a deeply held value or belief is challenged by a psychologically inconsistent belief or behavior. To resolve the discomfort they may change their behaviors or beliefs or they may develop justifications or excuses that resolve the inconsistency
14.2 Theories of motivation • Motivation and dissonance theory • Cognitive dissonance theory(Festinger, 1957) holds that people experience tension or discomfort when a deeply held value or belief is challenged by a psychologically inconsistent belief or behavior. To resolve the discomfort, they may change their behaviors or beliefs ,or they may develop justifications or excuses that resolve the inconsistency