Beruflich Dokumente
Kultur Dokumente
Moti-what?
Who knows a child in
need of serious
motivation?
Motivation describes a QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
student’s drive to
participate in their own
education.
Sounds like a dream
come true.
1
Why should we care?
Students who become academically
disconnected may be at greater risk for
dropping out of school (Fredricks,
Blumfield, & Paris, 2004).
Decreased behavioral engagement in
school has lasting effects on a child’s
academic future (Birch & Ladd, 1997).
2
Motivation as a Social
Construct
Johnson (2008) looked at two school
structures: “traditional” and “non-traditional”
The “non-traditional” school put more
emphasis on relational and collaborative
learning.
These students were more engaged than the
students in the “traditional” high school.
Multifaceted Motivation
Linnenbrick & Pintrich (2002) suggest
four parts of student motivation:
– Attribution
– Self-efficacy
– Intrinsic motivation
– Goal orientations
Multifaceted Motivation
Performance v. Mastery
Performance Goals: Focus on completion
and competition
Mastery Goals: Focus on understanding and
comprehension of the material
Performance goals are not as conducive for
student motivation
3
Multifaceted Motivation
Fredricks, Blumfield, and Paris (2004)
suggest that motivation is influenced by
all of the following:
– School-level Factors
– Classroom Contexts
– Teacher Support
Kohn (2008)
“The more we fault people for lacking self-
discipline and try to help them control
their impulses, the less likely we are to
question the political, economic, or
educational structures that shape their
actions.”
Summing up Motivation
Motivation does involve internal
thoughts and feelings of the student
However, these thoughts and feelings
are heavily influenced by schools,
teachers and the educational
environment
4
Who’s Really Responsible?
EVERYONE
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
5
Dolezal et al. (2003)
Behaviors that undermine motivation:
– Neglecting to encourage cooperation
– Emphasizing ability over mastery
– Struggling with classroom management
– See luck and task difficulty as determinants
of success/failure
– Tasks may not be appropriately
challenging
6
Ryan and Patrick (2001)
Found that classroom environment
affected students’ self-regulation,
efficacy and disruptive behavior
After accounting for prior levels of
engagement, achievement and
demographics
7
Students Are People Too...
Teacher’s actions, as well as reactions
are linked to a student’s level of
motivation
Children pick up on a teachers
attributions and perceptions
(Johnson, 2008)
8
Suggestions for Teachers
Provide students with tasks that are within
their “range of competence”
Use prior knowledge as a stepping stone for
new skills
Decrease social comparison (performance
goals) and increase understanding (mastery
goals)
9
Can We Go Home Yet?
Motivation is a very broad topic, usually
viewed in terms of a students internal
drive and attributions
However, it’s better described as a
dynamic quality that exists at different
levels, influenced by different constructs
in each human being
Almost time...
As education is the key
to success in life, QuickTime™ and a
academic motivation TIFF (Uncompressed) decompressor
are needed to see this picture.
10
Just a Couple More Points...
Our role as educators is beautiful and
frightening
We have a huge impact on the
academic success and failure of
students
It is up to us to ensure that motivation is
spread widely across every classroom
Finally...
References
Birch, S., & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal of
School Psychology, 35, 61-79
Dolezal, S. E., Welsh, L. M., Pressley, M. P., & Vincent, M. M. (2003). How nine third-grade teachers
motivate student academic engagement. The Elementary School Journal, 103(3), 239-267.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state
of the evidence. Review of Educational Research, 74(1), 59-109.
Johnson, L. A. (2008). Relationship of instructional methods to student engagement in two public high
schools. American Secondary Education, 36, 69-87.
Kennedy-Manzo, K. (2008). Motivating student in the middle years. Education Week, 27(28), 22-25.
Kohn, A. (2008). Why self-discipline is overrated: The (troubling) theory and practice of control from within.
Phi Delta Kappan, 90(3), 168-176.
Levesque, M. J., & Lowe, C. A. (1992). The importance of attributions and expectancies in understanding
academic behavior. In F. J. Medway & T. P. Cafferty (Eds.), School psychology: A social psychological
perspective, (pp. 47-81). Hillsdale, New Jersey: Erlbaum.
Linnenbrink, E. A. & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School
Psychology Review, 31(3), 313-327.
Murdock, T. B. & Miller, A. (2003). Teacher as sources of middle school students’ motivational identity:
Variable-centered and person-centered analytic approaches. The Elementary School Journal, 103(4),
383-399.
Ryan, A. M. & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation
and engagement during middle school. American Educational Research Journal, 38(2), 437-460.
Turner, J. C., Thorpe, P.K., & Meyer, M. K. (1998). Students’ reports of motivation and negative affect: A
theoretical and empirical analysis. Journal of Educational Psychology, 90, 758-771.
11