MOTIVATION AS EXPECTANCY × VALUE REASONING, OFTEN

WITHIN A SOCIAL CONTEXT

The
expectancy × value model of motivation holds that the effort that people are willing
to invest in an activity is the product of (a) the degree to which they expect to be
able
to perform the activity successfully if they apply themselves (and thus expect to get
whatever rewards that successful performance will bring), and (b) the degree to
which
they value those rewards as well as the opportunity to engage in the processes
involved
in carrying out the activity itself
(It’s related to self efficacy (whether they believe they can or can not), is it true...
well, actually if i do this well enough i suppose this work will be very insightful for
me, as a future classroom teacher)
Application :
the expectancy × value model of motivation implies that teachers need
to (a) help students appreciate the value of school activities and (b) make sure that
students can achieve success if they apply reasonable effort.
Sometimes the student try, but they don’t value math as valuable lesson... and
some have tried to study hard because of the pressure from the parents or peers,
but it’s challanging (but not impossible) to do, either because they don’t have
sufficient prior knowledge to follow the curriculum or they don’t have sufficient self
regulated learning skill to be able to catch up the material. So therefore, they
simply label themselves as ‘I am just not good at math, and label learning math
experience as negative experience’
As the result
Dissembling: They value the activity, but they don’t believe they can learn it. They
pretend to understand, make excuses, deny their difficulties, protect their ego
Evading : Student have capability to learn but they don’t value the activity.
Therefore, they often don’t focus in the classroom and they often daydream,
interacting with classmates unproductively, etc.
Rejecting : Student don’t believe they have the capability to follow, and they don’t
value the lesson.

Chapter 2 : Establishing a Learning

Community
in Your Classroom
This chapter describes key features of classroom management, curriculum,
instruction,
and teacher–student relationships that create a social context that prepares the
way for
successful use of the motivational strategies discussed in the rest of the book.
Certain preconditions must be in place before motivational strategies can be
effective.
Studies of workers’ satisfaction
and productivity indicate that workers’ motivation is affected not only by the nature
of
their work and the rewards they expect to earn, but also by their job environment,
their
social relationships with co-workers, and especially, their feelings about their boss.
Even
workers who do not derive much intrinsic satisfaction from their work will put forth
reasonable effort if they like their boss. However, they may develop apathy or
resistance
if they view their boss as oppressive.

So you have to be a likeable teacher

Many emerging ideas about optimal social contexts in classrooms center around
the concept of a learning community (Baker, Terry, Bridger, & Winsor, 1997; Watson
&
Battistich, 2006), which points directly to two key features of optimal classroom
environments. First, it emphasizes learning, which implies something more than
merely
completing tasks or even passing tests.
Second, the term emphasizes that this learning will occur within a community—a
group of people with social connections and responsibilities toward one another and
the
group as a whole. The learning will be collaborative as community members
encourage
and support one another’s efforts. This social context enables students to feel
comfortable asking questions, seeking help, and responding to questions when
unsure of the
answer.
Interesting,
Three important agendas for you to accomplish in establishing a learning
community
will set the stage for motivating your students: (a) make yourself and your
classroom
attractive to students, (b) focus their attention on individual and collaborative
learning
goals and help them to achieve these goals, and (c) teach things that are worth
learning, in ways that help students to appreciate their value
MAKE YOURSELF AND YOUR CLASSROOM ATTRACTIVE TO STUDENTS
You—your own personality and everyday behavior in the classroom—can become
your
most powerful motivational tool, if you cultivate and display the attributes of
effective
models and socializers

 friendliness,
 emotional maturity,
 sincerity
Improve motivation :
- students need to perceive their teachers as involved with them (liking them,
sympathetic and responsive to their needs)
get to know and enjoy your students. Learn their preferred names quickly and use
these names frequently as you interact with them. Greet them warmly each day
and spend some time getting to know them as individuals.
help your students get to know and appreciate you as a person by sharing some of
your background, experiences, interests, and opinions.
Finally, help them get to know one another by interviewing them publicly in ways
that allow them to share information about their families
Create an inviting physical environment in your classroom. To the extent possible,
see
that it is furnished comfortably and arranged in a way that is both aesthetically
pleasing and compatible with your instructional methods.
Be an Authoritative Manager and Socializer of Students
In managing your classroom and socializing students, emphasize the strategies that
have
emerged repeatedly in studies of effective teachers: Approach management as a
process
of establishing a productive learning environment
focus on helping students learn what is expected and how to meet those
expectations, not on threatening or punishing them for failing to do so.
- Successful managers are clear and consistent in articulating their
expectations.
- they model and instruct students in desired procedures and remind students
when these procedures are needed
- They keep students engaged in worthwhile lessons and activities
- monitor their classrooms continually
- respond to emerging problems before they become disruptive
- intervene in ways that do not disrupt lesson momentum or distract students
who are working on assignments
A dependable classroom structure provides students with the information and
assistance they need to enable them to learn successfully.
- You can provide structure by communicating your expectations clearly
- by responding consistently, predictably, and contingently to students’
behavior;
- by offering help and support to those who are struggling;
- by adjusting your teaching strategies to individual differences.
Other excellent pattern
- Socializing by teaching the child prosocial values and behavioral guidelines,
not
just imposing “discipline
- Clarifying rules and limits, but with input from the child and flexibility in
adapting to developmental advances
Use authoritative strategies that help students to become active, self-regulated
learners;
Authoritative techniques paved the way for motivational efforts by developing
positive relationships between the instructors and their students
avoid both (a) authoritarian strategies that produce passive obedience rather than
thoughtful self-regulation and (b) laissez-faire strategies that offer students
autonomy
but fail to provide them with needed guidance
USE APPEALING COMMUNICATION PRACTICES

Other studies showed the importance of teacher immediacy. actions that enhance
physical and psychological closeness with students.
- Nonverbal immediacy includes eye contact, smiling, positive gestures, vocal
variety, movement around the classroom, forward body lean, and a relaxed
body position.
- Verbal immediacy includes use of humor, personal examples, and other self-
disclosure, “we” and “our” language, and students’ first names.
FOCUS STUDENTS’ ATTENTION ON INDIVIDUAL AND
COLLABORATIVE LEARNING GOALS
create a social environment in which everyone feels welcome and learning is
accomplished through the collaborative efforts of yourself and your students.
you will need to keep attention focused on learning goals rather than on social
goals or other competing agendas
You are likely to get the best results if you help students to frame their learning
goals in terms of acquiring knowledge or skills (e.g., learning to find the lowest
common denominator)
Teach Things That Are Worth Learning, in Ways That Help Students to Appreciate
their Value

Students are not likely to be motivated to learn when engaged in pointless or

meaningless activities such as the following
The key to making learning experiences worthwhile is to focus your planning on
major
instructional goals, phrased in terms of desired student outcomes—the knowledge,
skills,
attitudes, values, and dispositions that you want to develop in your students.
research on instructional materials and on teachers’ planning and teaching suggest
that this principle is not often realized in classrooms. Teachers typically plan
by concentrating on the content they will teach and the activities their students will
do,
without giving much thought to the goals that provide the rationale for including the
content and activities
Adapt Instructional Materials to Your Goals
You will not be able to achieve a coherent program of curriculum and instruction
simply
by following the teaching suggestions that come with your textbooks. Instead, you
will
need to elaborate on or even substitute for much of the content in the texts and
many of
the activities suggested in the accompanying manuals.
Basically make your own adjustment, prioritize important material
Develop Powerful Ideas in Depth
You won’t have time to teach everything worth learning. Only so many topics can
be
included in the curriculum, and not all of these can be developed in sufficient depth
to
promote deep understanding of key ideas, appreciation of their significance, and
exploration of their applications to life outside of school.
Disconnected factual information is not very meaningful or memorable. When
students
lack contexts within which to situate such information and richly connected
networks of
ideas to enhance its meaningfulness, they are forced to rely on rote memorizing
instead
of using more sophisticated learning and application strategies. They remember as
much
as they can until the test, but then forget most of it afterwards.

Early studies focused on two contrasting goal orientations, variously called learning
vs. performance goals (Dweck & Leggett, 1988), mastery vs. performance goals
(Ames
& Archer, 1988) or task vs. ego goals (Nicholls, 1984). They found that students
who
approach activities with learning goals (also called mastery or task goals) focus on
acquiring knowledge or skills. They seek to construct accurate understandings by
paraphrasing
the material into their own words and connecting it to prior knowledge. When they
encounter difficulties, they seek help or if necessary persist with their own self-
regulated
learning efforts, expecting these efforts to pay off eventually.
In contrast, students who approach activities with performance goals (also called
ego
goals) treat these activities as tests of their ability to perform rather than as
opportunities
to learn. Their primary concern is preserving their self-perceptions and public
reputations as capable individuals who possess the ability needed to succeed. In
striving to
meet task demands, they may rely on rereading, rote memorizing, and other
surfacelevel learning strategies instead of deeper-level knowledge construction
strategies, and
their learning efforts may be impaired by fear of failure or other negative emotions.
If
they are focused on avoiding failure, they may give up easily when frustrated
because
they lack confidence that persistent efforts will pay off. Rather than ask for help,
they
prefer to conceal their difficulties by leaving items blank, taking wild guesses, or
perhaps copying from neighbors.
Jadinya ada 2 jenis goal orientation, ada yang ingin mencapai mastery (betul2 ingin
bisa memahami materi), ada juga yang melihat ini sebagai perfoamnce test
(melihat bahwa ini adalah untuk menguji kemampuan mereka).