Week 7 - Motivation Flashcards
Achievement Goal Theory
Achievement goals: individuals their aims
and purposes with respect to developing
competence at some activity
2x2 Achievement Goal Framework
Competence definition vs competence valence:
Competence definition: Absolute/Intrapersonal (Mastery) vs Normative (Performance)
Competence valence: Positive (approaching succes) vs negative (avoid failure)
Positive x mastery = mastery approach goal
Negative x mastery = mastery avoidance goal
Positive x performance = performance approach goal
Negative x performance = performance avoidance goal
Mastery avoidance goal
Avoid not learning
Avoid misunderstanding = feeling competent
Performance avoidance goal
Avoid doing worse than others = feeling competent
Influence parental feedback on achievement goals
- Mastery approach: no relationship with parental feedback
- Mastery avoidance: positive association with mother + fater person-focused negative feedback\
- Performance approach: positive association with father person-focused positive feedback
- Performance avoidance: positive association with mother + father person-focused negative feedback
Goal structure
“ … A N E N V I R O N M E N T A F F E C T S
S T U D E N T ’ S MOTIVATION, COGNITIVE
ENGAGEMENT, AND ACHIEVEMENT WITHIN
THAT SETTING”
- Types of tasks assigned
- Grading procedures
- Degree of autonomy
- The way students are grouped
Individualistic goal structure
“… students work on their own and
are rewarded (e.g. grades)
according to how much they
achieve relative to absolute
standards, regardless of what
classmates achieve”
Competitive goal structure
“…students are required to compete
with classmates for available
rewards. … They even focus more on
competing than on learning, and
refuse to collaborate with peers
Cooperative goal structure
“… students work together in groups
and are rewarded at least in part
according to the quality of the
products their groups create”
What can teachers do?
- “…foster mastery goals and some performance
goals in the classroom” - “…Introduce lessons as a learning opportunity
rather than an assessment of what students
should already know….so students naturally
become more interested and challenged” - “… place an emphasis on understanding a
concept than finding the correct answer”
Three innate needs in teaching
Autonomy: When students can participate in decision making (i.e., feel volition), feel minimal pressure, and when teachers and parents
think from students’ perspective
Competence: When students feel that they have control over the outcome of the activity, experience mastery and effectiveness, and can express their abilities
Relatedness: When students feel accepted by and connected with others (i.e., teachers and students) and have strong and stable relationships with them
Amotivation
A state in which people lack motivation to act in a certain way
Extrinsic motivation
Motivation to act to obtain some seperate outcome
Intrinsic motivation
Performing an activity for its own sake, inherent curiosity and tendency to learn
Four phases of extrinsic motivation
- External regulation
- Introjected regulation
- Identified regulation
- Integrated regulation
External regulation
Behavior controlled by external factors
Introjected regulation
Follow rules because they should, but not internalized
Identified regulation
Accepts rules because personally important
Integrated regulation
Completely integrated self-determined values
Intrinsic motivation vs integrated regulation
IM is characterized by interest in activity itself. IR is characterized by activity being personally important for a valued outcome
Effects on motivation
Extrinsic motivators can sometimes lower self-determination
Positive feedback can boost self-determination
Development of motivation (AGT)
- Until 7 years of age, children use absolute (i.e., mastery) standard for competence
- In adolescence, comparison with others (i.e., performance) becomes more important
Development of intrinsic motivation (SDT)
Intrinsic motivation development
1. Sharp decrease until 12 years
2. Slow stabilization until 15 years
3. Increase after 15 years
Development of non self-determined motivation (SDT)
- Sharp decrease until 12 years
- Slow stabilization until 12 years
Development of amotivation (SDT)
Low and stable
Stroet et al: school context self-determination theory
They developed an observation scheme for need supportive teaching
* Positive need supportive teaching: autonomy support, structure, involvement
* Negative need supportive teaching: autonomy thwart, chaos disaffection
Autonomy support vs autonomy thwart
Autonomy support:
* Choice
* Fostering relevance
* Respect
Autonomy thwart:
* Control/force
* Force meaningless activities
* Disrespect
Structure vs chaos
Structure
* Clarity
* Guidance
* Encouragement
* Informational feedback
Chaos
* Lack of clarity
* Lack of guidance
* Discouragement
* Evaluative feedback
Involvement vs disaffection
Involvement
* Affection
* Attunement
* Dedication of resources
* Dependability
Disaffection
* Disaffection
* No attunement
* No dedication of resources
* No dependability
Conclusion Stroet et al.
- Differences in cognitive autonomy support
- Social constructivist class fosters relevance by opportunity to express feelings/opinions about task
- Guidance was common in social constructivist, not in traditional class
Three ring conception of giftedness
- Creativity
- High Intelligence
- Motivation
Gifted students
- Gifted students tend to have greater intrinsic
motivation than non-gifted students - Children with higher task orientation at kindergarten more likely to be identified as gifted (by third grade)
Gifted students have
more positive views of their academic
abilities than nongifted students
–> higher academic self-concept
Motivation in gifted children - Goal Orientation
Mastery and Performance goals
* gifted girls = average ability girls
* gifted boys > average ability boys
Need for cognition
People’s tendencies to engage and enjoy
effortful cognitive activity, it represents intrinsic motivation
