MotivationTheoriesto

HelpTeachersEngageStudentsinLearningActivitiesJohnmarshallReeveUniversityofIowa汽車防盜器ExtentofEngagementDuringaLearningActivityEngagement

BehaviorAttentionEffortPersistenceExtentofEngagementDuringaLearningActivityBehaviorAttentionEffortPersistencePositiveEmotionInterestEnjoymentCognitionInvestmentPreferenceforChallengeVoiceParticipationExpressingPreferencesMotivation’sCoreConcept

Motivation’sCoreConceptIntentionAnintentiontoact.

Motivation’sCoreConceptIntentionAnintentiontoact. Aplannedaction. Adeterminationtoengageinaparticularbehavior.Teacher’sCoreConcernCreatinginstudentsanintentiontoactTeacher’sCoreConcernCreatinginstudentsanintentiontoactHowdoIgetstudentstoaskquestions?HowdoIgetstudentstocompletetheirhomework?HowcanIgetstudentstodoX?

Any > No Intention Intention

Any > No Intention IntentionBut,typesofintentionsexist.Someintentionsproducemorepositivefunctioningthandootherintentions.

Autonomous > Controlled Intention Intention > > NoIntention

Becauseofmyinterest,> Becauseofthetest, Iplantoreadthebook. Iplantoreadthebook. > >

Idon’tplantoreadthebook.AutonomySupportive > ControllingMotivatingStyle MotivatingStyle > > Neglect,PermissivenessWhyAutonomousIntentions>ControlledIntentionsCreativityLong-termpersistenceConceptualunderstanding(high-qualitylearning)WellbeingSocialdevelopmentUnderminesintrinsicmotivationInterfereswithqualityoflearningStallsdevelopmentofautonomousself-regulationHiddenBenefits

ofAutonomyHiddenCosts

ofControlTwoGeneralApproachestoMotivatingOthersSocialCognitiveSocialCognitiveSocialLearningSocialTransmissionSelf-RegulationGoalSettingCognitiveApprenticeshipAutonomySupportiveSelf-determinationtheoryFlowtheoryEngagementmodelLogicUnderlyingtheTwo

ApproachestoMotivatingOthersSocialCognitiveSociallyengineerintentionsthatstudentscurrentlydonotposses.AutonomySupportiveProvidetheconditionsunderwhichpeoplecanmotivatethemselves.TwoGeneralApproachestoMotivatingOthersProvideHighStructureProvideHigh AutonomySupportCommonFocus:

Promotingan“intentiontoact.”Social-Cognitive

Emphasis: Createinothersanintentiontoact.Autonomy-Supportive

Emphasis: Cultivateapersonally-endorsed(autonomous)intentiontoact.FromWhereDoIntentionstoActCome?SocialCognitiveInteractionswithOtherPeopleObserve,Emulate,andInternalizeExpertModel’sProductiveIntentionsForethoughtforEffectiveFunctioningIntentiontoActAutonomySupportiveInnerMotivational

Resources

(psychologicalneeds,interests,preferences,etc.)IntentionstoActFromWhereDoIntentionstoActCome?HowPractitionersReacttoTwoDifferentViewsonStudents’IntentionstoActSocialCognitiveAutonomySupportiveIntentiontoactisnon-existentorcounterproductiveinsomewayIntentiontoactexistsatsomelevelofautonomyvs.controlProvisionof

HighStructureProvisionof

HighAutonomySupportHowSelf-RegulationResearchersCreateIntentionstoActinOthersObservation:ObserveExpert’sIntentiontoActEmulation:ObserverCopiesExpert’sIntentionInternalization:SocialTransmissionofIntentionSelf-Regulation:OwnershipofIntentiontoActHowGoal-SettingResearchersCreateIntentionstoActinOthersExpertspecifiestheobjectivetobeaccomplishedExpertdefinesgoaldifficultyExpertdefinesgoalspecificityExpertandnovicediscussstrategiesforgoalattainmentExperttriestofacilitatenovice’sgoalacceptanceHowSelf-EfficacyResearchersCreateIntentionstoActinOthersExpertidentifiesneededcopingskills.Expertmodelseachneededskill.Noviceimitateseachskill.Noviceintegratesskillsintosimulatedperformance.Novicespracticeincooperative(vicarious)groups.Expertprovidesandcorrectivefeedbackandadditionalmodelinguntilnovicecancopesingly.HowSelf-DeterminationResearchersCultivateAutonomousIntentionstoActinOthersIdentifyothers’innermotivationalresourcesNurturethoseinnermotivationalresourcesthroughautonomy-supportivebehaviorsIdentifyOthers’

Interests,Needs,Preferences,Competencies

Values,etc.SupportOthers’Autonomy

*Listen

*BeResponsive*OfferEncouragementsthenHowFlowResearchersCultivateAutonomousIntentionstoActinOthers.Levelof

TaskChallenge,Difficulty,ComplexityLevelofSkill,CompetenceFlowState:

*Concentration

*Involvement

*EnjoymentApathyAnxietyBoredomWorryOurResearchQuestionsWhatisautonomy?OurResearchQuestionsWhatisautonomy?Whatisautonomysupport?OurResearchQuestionsWhatisautonomy?Whatisautonomysupport?Whatdoautonomy-supportiveteacherssayanddoduringinstruction?OurResearchQuestionsWhatisautonomy?Whatisautonomysupport?Whatdoautonomy-supportiveteacherssayanddoduringinstruction?Dostudentsbenefitwhenteacherssupporttheirautonomy(intermsofengagement)?OurResearchQuestionsWhatisautonomy?Whatisautonomysupport?Whatdoautonomy-supportiveteacherssayanddoduringinstruction?Dostudentsbenefitwhenteacherssupporttheirautonomy(intermsofengagement)?Canteacherslearntobemoreautonomysupportive?AutonomySupport:4Dimensions

(w/correlationwithstudents’autonomy)Nurturesinnermotivationalresources(r=.57)Reliesoninformationallanguage(r=.50)Promotesvaluing(r=.50)Acknowledgesandacceptsnegativeaffectasvalidreactiontoconstraints(r=.60)WhatAutonomy-SupportiveTeachersSayandDo:

NurtureInnerMotivationalResourcesMotivationalProblem:Initiatingstudents’classroomengagement.Buildinstructionalactivitiesaroundstudents…InterestsEnjoymentSenseofBeingChallengedPreferencesChoice-MakingRelyonexternalregulators, suchas…IncentivesConsequences(Rewards)DirectivesAssignmentsComplianceRequestsversusWhatAutonomy-SupportiveTeachersSayandDo:

RelyonInformationalLanguageMotivationalProblem:Respondtomotivationalproblems(e.g.,poorperformance).Communicateclassroomrequirementsandopportunitiesthroughmessagesthatare…NoncontrollingInformationalFlexibleCommunicateclassroomrequirementsandopportunitiesthroughmessagesthatare…PressuringCriticalRigidversusWhatAutonomy-SupportiveTeachersSayandDo:

PromoteValuingMotivationalProblem:Motivatingstudentsonuninteresting(butimportant)lessons.Whenaskingstudentstoengageinarequestedactivity,lesson,behavior,orprocedure…

Providerationalestoexplainthelesson’s…Use(utilityof)ImportanceValueMeaningHiddenValueNeglecttocommunicatewhatitisaboutthislessonthatmakesitworthwhile—thatjustifiesstudents’investmentofeffort.versusWhatAutonomy-SupportiveTeachersSayandDo:

AcknowledgeandAcceptExpressionsofNegativeAffectMotivationalProblem:Inevitableconflictbetweenwhatteacherswhatstudentstodoandwhatstudentswantstudentstodo.Acknowledgeandacceptsuchfeelingsandresistanceasavalidreactiontotheteacher’sconstraints,demands,andimposedstructures.Counterstudents’negativeaffect,arguingthatsuch“attitude”isunacceptable—somethingthatneedstobechanged,fixed,orreversedintoamoreacceptanceattitude.versusConclusions

(Part1)Whatsocial-cognitivemotivationtheoriescanlearnfromautonomy-supportivetheories:Thestructureyouprovide(tocreateintentions)isbestdeliveredinanautonomy-supportive,notinacontrolling,way.Whatautonomy-supportivemotivationtheoriescanlearnfromsocial-cognitivetheories:Autonomousintentionscanflourishinhighlystructuredlearningenvironments.HowStructureandAutonomySupportContributeAdditive,IndependentEffectsonStudents’Engagement.ProvisionofStructurePre-LessonPlan,ExpectationsIn-LessonsScaffoldingPost-LessonFeedbackProvisionofAutonomySupportNurtureInnerMotivationalResourcesInformationalLanguagePromoteValuingAcknowledge&AcceptNegativeAffectEx