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Running Head: MOTIVATION TO LEARN

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Motivation to Learn Paper: The Word Motivation Does Not Have to be So Complicated5 Theories Michele L. Davis University of New England

MOTIVATION TO LEARN Abstract

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This paper discusses the five theories Eric Anderman and Lynley Hicks Anderman (2010) argue are key for educators to understand motivation: 1) Self-Determination Theory, 2) Attribution Theory, 3) Expectancy-Value Theory, 4) Social Cognitive Theory, and 5) Goal Orientation Theory. From motivators that can only come from within a student to factors that are influences by outside sources, these theorists certainly vary in ideology. However, the overall assertion is that by understanding what motivates a student, teachers can find ways to influence their students motivation.

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Motivation is a term educators throw around often: He isnt very motivated. She is the most motivated to get her work done perfectly. She lacks motivation to succeed. He needs no motivation; he is truly the most motivated student Ive ever seen. The need to be motivated, to accomplish tasks at hand, are inherently necessary in the world and education is certainly no different. But what motivates students? Can educators tap into individuals needs to motivate them to achieve? Are some modes of motivation counterproductive? Does intrinsic (the internal desires) motivation need to be present as well as extrinsic (reward/punishment) motivation? Authors Eric M. Anderman and Lynley Hicks Anderman (2010) argue that this complex, and often over-used term motivation needs to be uncomplicated as possible; in fact by studying motivation as five different types of motivation, educators can find ways to help students motivate to succeed (p. 2). The first theory Anderman and Hicks Anderman (2010) discuss is SelfDetermination Theory; when individuals feel their 3 needs are met (the need for autonomy, the need for competence, and the need for relatedness), Self-determination theorists argue that an individual will be motivated. These theorists watch human behavior and determined these 3 needs from issues that arise from intrinsic factors like being selfmotivated to extrinsic factors like receiving a reward for a certain behavior. The SelfDetermination theorists also refer to individuals with a low opinion of themselves and their own abilities as amotivated. These researchers deem these individuals to lack an ability to be motivated through intrinsic or extrinsic factors. By being able to explain the reasons things happen in our lives, the Attribution Theory discussed by Anderman and Anderman (2010) argues that this rationale, the way we understand why things happen allows a person to engage further in similar activities, or

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to disengage (p. 4). Attribution theorists discuss the feeling of shame and how that even when attached to academics, the feeling is so powerful that it can turn off a student to study for future tests, to engage in homework effectively, etc. However, it could work to a students benefit as well, allowing a student to become motivated to work harder; the student might attribute the failure to insufficient studying. This attribution may lead to feelings of guilt and increased efforts in chemistry tests (Anderman, 2010, p. 4). Attribution Theory continues and coins its own terms as well: stability, locus, and control. Stability allows a student to see occurrences in his or her life as constants. Does it provide the perceived cause of an event to span through time and similar activities (p. 4). Locus relates to the internal or external cause the student perceives the event to be from; does this event come from something within me or from an outside source? Control is the perception of the students own sense of control in certain events. Do I have control of this event? Can I personally control causes within these events? Anderman and Hicks Anderman (2010) argue that the process a student goes through to attribute causes is crucial to academic motication (p. 4). Third theory is the Expectancy-Value Theory; the theorists in this camp believe that academic motivation is tied to both the students beliefs about their own abilities to achieve success as well as ones own, individual value of various tasks themselves. These theorists find that these beliefs extend beyond the academic walls right into careers. If belief of success and value of a task are both present, motivation will be high. The fourth theory, Social Cognitive Theory, stems from Albert Banduras work that argues that human behavior is a triadic reciprocality; this three-some: personal attributes, environmental characteristics, and behaviors (as cited in Anderman, 2010, p. 5) is key to a persons academic motivation. Two components of Banduras work is that one,

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students can be motivated to engage in behaviors they see modeled by others, especially if the individual being observed is perceived as being similar to the observer (as cited in Anderman, 2010, p. 5) and two, self-efficacy, ones own perception of self-actualizing a task at hand, can actually be influenced by a teacher (p. 5). Goal Orientation Theory seeks to find out why students engage in academic tasks. Two areas of study are mastery-approach and performance-approach goals as Anderman and Hicks Anderman (2010) discuss. Students that are motivated by mastery-approach goals like the idea of learning, mastering a task. They focus on the end result and in the process learn and understand the material because of the motivation for mastery. Performance-approach goals affect students perception of self in relation to others. A student that is motivated by this, Goal Orientation theorists would argue, would avoid being stupid, thus would study and achieve success. Practical theories for a word that tends to hold extreme connotations: motivation. Can teachers help students find motivation? Does motivation have to come from within? Depending on the theory, depending on the terminology, five theories as outlined by Anderman and Hicks Anderman argue that by understanding these theories, teachers can influence motivation.

MOTIVATION TO LEARN References

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Anderman, E. & Hicks Anderman. 2010. Classroom motivation. Ohio: Pearson.

Arapahoe High School Littleton Public Schools 2201 E. Dry Creek Rd. Littleton, CO 80120 Dear students, parents, guardians, I am fortunate enough to be in a profession that the constant is change; as professionals, we stretch ourselves to find the best practices and applications. In doing so, our district is part of an exploration of grades. We want to have grades reflect more closely to what your student has learned. To do this, many teachers at Arapahoe divide the work students do into categories and weight them according to emphasis and alignment with the curriculum. Last year was my first doing this and I am excited to say that the dialogue, the discussion of a students intrinsic motivation was refreshing. Instead of a student wishing for extra credit to raise a grade, students now re-do assignments and points are added to show the improvement of a certain skill or content piece. Students at first, were so stupefied that they could re-do assignments, work with me on the skill in the English officeall to strengthen writing, improve reading comprehension, etc. that they were slow to use this growth opportunity. Once students realized the worth of learning for themselves instead of for a teacher or a grade, I saw investment in their work. The students perceptions of their abilities were honest, but certainly could improve. The students realized they could expect to have success and thus, their perceived value of assignments improved. So wonderful! The following are the categories I have for English 9 and English Lit; both courses are designed with college-prep curriculum in mind: Reading Analysis and Applications 40% (formal assessments: essays, tests, speeches, etc.) Reading and Writing Skills 35% (reading strategies and good writing components, dialectical journals, prewriting, etc.) Content Knowledge/Vocabulary 14% (background information on authors, time periods, vocabulary, literary and poetry terms, etc.) * Academic Responsibility 11% (timeliness of assignments turned in, correct format, completion, daily homework, tardies, etc.) Please keep checking grades and having the conversation about what skills, knowledge, and applications you (or your student) needs to improve upon. I am always willing to help strengthen your English writing or reading weaknesses or improve upon your talents. Email me with your thoughts, questions, critiques, or accolades. With sincere regards,

Mrs. Michele L. Davis

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