Motivation in learning Flashcards
Motivation
the process that activate, direct, and sustain thoughts, feelings and actions.
motivated students
exert more effort, persist longer, learn more, and perform better academically
Trait motivation
enduring, stable across situations
State motivation
temporary, context-dependent
Intrinsic motivation
internal drive to perform tasks for their inherent satisfaction (enjoyment, curiosity)
extrinsic motivation
external activities (rewards, punishment)
developmental trends
both intrinsic and extrinsic motivation decline as students progress to higher grades, often due to decreased perceptions of autonomy and increasingly performance-oriented classrooms
anxiety
feelings of tension and uneasiness, often tied to arousal
arousal
overall alertness and activation; moderate levels enhance performance (Yerkes-Dodson Law)
Yerkes-Dodson law
describes the relationship between arousal (stress or mental alertness) and performance. It suggests that performance improves with increased arousal, but only up to a certain point. Beyond that optimal level of arousal, performance tends to decline.
affect
emotional states, which interact bidirectionally with academic achievements
interests
a motivational variable closely linked to intrinsic motivation, characterized by focused attention and engagement
behavioral explanations
motivation is a product of reinforcement. focuses on extrinsic motivators such as rewards and punishments
social cognitive explanations
emphasizes self-regulation, self-efficacy, and human agency
humanistic explanations
Maslow’s hierarchy of needs: motivation arises from satisfying needs, progressing from basic physiological needs to self-actualization.
Self-determination theory
self-determination theory (humanistic explanation)
- competence: mastery over task
- autonomy: control over actions and choices
- relatedness: emotional connections with others
cognitive explanations
includes theories like: attribution theory: explains motivation based on perceived causes of success or failure
goal theories: focus on achievement and competence goals
achievement theories: examine the drive for success versus the avoidance of failure
expectancy-value theories: motivation depends on the value of the task and the belief in succeeding
over-justification effect
extrinsic rewards can reduce intrinsic motivation if not applied thoughtfully
effective use of rewards
- contingent on performance quality, not mere participation
- focused on competence recognition
- social (e.g. praise) rather than material
enhancing self-efficacy
- encourage goal setting (specific, proximal, appropriately challenging)
- teach learning strategies like summarizing or outlining
- provide constructive feedback with clear improvement pathways
- use relatable role models and examples of perseverance
fostering interest and curiosity
- use hands-on experiences and problem-based learning
- challenge students’ existing knowledge to stimulate curiosity
- design tasks that encourage active engagement and exploration
approach success
students with high achievement motivation prefer moderate-risk tasks and mastery-oriented goals
avoid failure
students with low motivation choose either very easy or very difficult tasks to avoid personal responsibility for failure
fixed mindset
belief that abilities are static
growth mindset
belief that abilities can develop with effort
socioeconomic factors
students from lower SES backgrounds benefit more from growth mindset interverntions
motivation strengths
- addresses a broad range of internal and external motivational factors
- incorporates both short-term and long-term motivational processes
- emphasizes the role of emotions and personal beliefs in driving behavior
motivation limitations
- over-reliance on extrinsic rewards can undermine intrinsic motivation
- application of some theories (e.g. Maslow’s hierarchy) can be overly idealistic in diverse educational settings
