Running head: Cognitive Theories

Cognitive Theories of Motivation Christopher Small Motivational Theory and Classroom Management, EDU- 615 Dr. Williams-Black

May 16, 2010

Cognitive Theories
Student Goal Orientation Theory

Student goal orientation is a motivational theory that is derived on two basic orientations that influence student motivation: Mastery Orientation and Performance Orientation. These two concepts are believed to be essential in understanding the impact of what motivates students when learning any given topic. In mastery orientation, the students primary focus is learning and mastering the subject matter. As for performance orientation, the focus is on the outcome of the learning when either demonstrating high ability or to avoid demonstrating a low ability. These two orientations can be broken down further into two subcategories: approach and avoidance. In mastery approach, the students are inspired to become more knowledgeable in any given subject or topic. This will help increase their intrinsic motivation as they have a sense of satisfaction with gaining and understanding as much as they can without the need of external factors (grades) to help motivate their learning. Mastery avoidance is when students avoid tasks and fear that they may not meet the high standards that they set forth for themselves. These type of students are perfectionists and constantly put a lot of pressure on themselves to succeed. With performance avoidance, the students will demonstrate and prove to their peers that they are competent with any given skill. These students are most concerned with ensuring they are not achieving worse than their classmates. Students who exhibit the performance approach goal tend to focus on their grades for motivation. It is often important for these students to not only earn high grades, but to also have better grades than the majority of the students in the classroom The purpose of the student goal orientation theory is for the teacher to understand what motivates each of his/her students. Once this is established, then the teacher will be able to help guide the students in reaching the decisive goal of intrinsic motivation.

Cognitive Theories
Self-Determination Theory

Self-determination theory is a personality development and self-motivated behavior change based on competence, autonomy, and relatedness. Competence is the students ability to succeed in what they do when dealing with the environment. Autonomy is when the students have control over what they do with their life. Relatedness is the students need to feel

connected and accepted by their peers. If any of these factors are diminished, this will affect the students self-determination, which will result in a decrease in his/her motivation. Students who exhibit extrinsic motivation are motivated by rewards, punishment, and/or praise. However, they will only be motivated to do well with any given assignment when these needs are met. However, if the needs are not met, then these students are prone to show minimal effort and low quality with their work since they do not have a vested interest with their assignments. Students who display intrinsic motivation are self-motivated and will be highly motivated to do well with the task because it meets their personal values and needs. These students thrive on improving their knowledge and seek out challenges that are connected with cognitive and social development.

Expectancy-Value Theory The expectancy-value theory is defined as a students beliefs that increased effort leads to increased performance. Student attitudes are based on knowledge they have on a particular task and then they evaluate how it will affect their behavior, objectives, and goals. In other words, the expectancy-value theory focuses on student attitude and attitude changes that motivate them to behave in ways that produce valued outcomes. The expectancy-value theory is influenced by four factors: intrinsic value, perceived importance, utility value, and cost. Students who have intrinsic value find the tasks interesting, which will result in self-efficacy. In perceived importance, students who do well with a task will

Cognitive Theories have an increase in motivation, but if they do not do well with a task their motivation will decrease. As for cost, this refers to the decision to do school work limits the ability to do other activities (like go out with friends). Although there are many attributes for this theory, the bottom line is achievement motivation influences choice, persistence, and performance. Attribution Theory Attribution theory is based on people who observe an action, ask why it happened, make a judgment about it, and finally make an accurate prediction/response for future behaviors. In short, attribution theory explains why people do what they do. There are four types of attributions: effort, ability, luck, and task difficulty. Effort is internal and unstable, but it is controllable. This stems upon how much motivation the student will put into their studies. Ability is internal and stable, but is uncontrollable. Ability is determined based on past success. If a student has done well in the

past in a particular subject, then they will be motivated to do their best. However, if they did not do well with a subject, they are more apt to feel helpless and unmotivated with that task. Task difficulty is external and stable, and is uncontrollable. If the topic is too easy, the students can become bored and unmotivated and if it is too hard the students can become frustrated and give up with the task at hand. In conclusion with attribution theory, Weiner states that a three stage process underlies an attribution: behavior must be observed, it must be intentional, and it is attributed to internal and external causes. Social Cognitive Theory Social cognitive theory is when individuals learn from observing others that are based upon social interactions, personal factors, and media influences (environmental influences). A persons behavior is determined by all these interactions. Students who are motivated to learn a certain behavior learn by observing others and then imitating those behaviors.

Cognitive Theories Personal factors are influenced by and have the capability to symbolize the behavior, learn by observing others, and reflect their experience on the behavior. When students are in social interactions (classmates, peers, friends, family), it is essential for them to perceive what behavior should be used in a particular situation or they will be unlikely to achieve whatever goal(s) that they are trying to attain. Students will engage in social behaviors that are observed

to achieve a desired outcome and will disengage in behaviors that do not have a desired outcome. In environmental influences (media), students tend to be influenced with activities (video games), television shows, and movies and tend to imitate or reenact these behaviors. This usually occurs when the student can relate to the topic and/or has an interest in it. When student acquire or maintain certain behavioral patterns, observation alone is sufficient enough in behavior. Students who learn and exhibit negative behavioral patterns will take several times to unlearn these occurrences. This is why it is imperative for teachers and parents to model appropriate behaviors, describe to the students the consequences of inappropriate behaviors, limit certain media avenues, and expose the students to a variety of behavioral situations so they are able to make the correct judgments with their cognitive learning.

Cognitive Theories
Reference Alderman, E. (2010). Classroom Motivation. New Jersey: Pearson Education, Inc.