Problem 1 motivation
Extrinsic motivation→ rewards and punishments
● Internal locus of causality→ intrinsic motivation
Four types of extrinsic motivation
● External regulation: completely by outside factors
● Introjected regulation: engage in the task to avoid guilt or negative
self-perceptions
● Identification: participating despite lack of interest because it serves a
greater goal
● Integrated regulation: participating by both interesting and has a reward
Views
● Behaviorists→ extrinsic motivation
● Cognitive views→ motivation as a person’s active search. Consider
attributions and interpretations
● Social cognitive theory→ Self-efficacy and agency
● sociocultural→ Engaged participation, maintaining your identity within a
community
Needs and self-determination
● Maslow’s needs→ 7 levels
○ Deficiency needs→ 4 lower-levels: survival, safety, belonging,
self-esteem
○ Being needs→ 3 higher-level needs: cognitive needs, aesthetic needs,
self-actualization
,Self-determination: need for competence, autonomy and relatedness
● Achievement, power, affiliation
● Need for competence: need to demonstrate ability over the tasks
○ Promotes efficacy
○ Helps to establish better learning goals
● relatedness→ maslow’s need for belonging
● These needs are universal
Self-determination in the classroom
● Influenced by:
○ Classroom goal structure
○ Level of autonomy
○ Older students→ impact of parents decline but teacher impact
remains
● Autonomy enhances interest when the task is boring
● Controlling environment→ works only on rote recall tasks
○ When pressured→ students find the quickest way to do
something
○ Some people want controlling environment because of discipline
○ Some students need controlling environment bc they are
passive and unengaged
Cognitive evaluation theory:
● Events affect motivation through people’s perceptions of it being either
controlling or informational
● Too controlling→ less intrinsic motiv.
● informational→ more intrinsic motiv.
● Motiv. will decrease if the provided info is bad
Goals
1. Direct attention
2. Energize effort→ the more challenging, the more effort
3. Increase persistence
4. Promote the development of new knowledge
Nice goals: specific, proximal, elaborated, moderately difficult
● Enhance motivation and persistence
Four goal orientations
● Patterns or beliefs about goals related to achievement in school
1. Mastery
2. Performance
3. Work-avoidance
, 4. Social
Mastery
● Intention to improve intrinsically, wanna learn no matter how
hard
● Don't compare themselves to others
● Seek good help
Performance
● Seem competent, be good in the eyes of others
● Work hard only on graded assignment
● Cheat
● Uncomfortable w the assignments w unclear evaluation criteria
● Generally detrimental to learning
● College students pursuing performance goal→ higher
achievement
● Can pursue master/perf. goals at the same time
● Approach vs avoidance focus: either approach
mastery/performance or avoid misunderstanding/bad looking
Social & work-avoidance goals
● Work avoidance→ don't wanna learn or look smart but just avoid
work
○ Feel successful when they don't have to work hard
○ Cheat, disrupt class, make excuses for failing
○ Don't enjoy school
, ● Social goals
○ Fitting in and standing out at the same time
○ Non-academic activities
○ Bringing honor to family or team
○ Associated with emotional well-being and self-esteem
TARGET model
Feedback, goal framing, goal acceptance
● Feedback
○ Accurate sense of where you are and where you wanna go
○ Feedback emphasizing progress is the most effective
● Goal framing
○ When activities are linked to intrinsic goals (becoming more competent,
self-directed and related) → process info more deeply and persist
longer
● Goal acceptance
○ Willing to commit goals that set by others if they seem realistic,
reasonably difficult, validated by connecting to activities students are
interested in
Expectancy x value x cost explanations
● Explanations of motivation that emphasize individuals expectation for success
combined with their valuing of the goal
○ Will I succeed if I try hard?
○ Personal
○ If one is 0, all are 0
● Costs
○ How much energy/effort will be required
○ What are the risks and is it worth it?
● Tasks value
○ Belief about if a task is useful, enjoyable or otherwise important
○ 5 possibilities: importance (attainment), interest, utility, pleasing others,
cost
● Personal and environmental factors interact constantly
● task→ external
● value→ internal
Attributions and beliefs about knowledge, ability and self-worth
Extrinsic motivation→ rewards and punishments
● Internal locus of causality→ intrinsic motivation
Four types of extrinsic motivation
● External regulation: completely by outside factors
● Introjected regulation: engage in the task to avoid guilt or negative
self-perceptions
● Identification: participating despite lack of interest because it serves a
greater goal
● Integrated regulation: participating by both interesting and has a reward
Views
● Behaviorists→ extrinsic motivation
● Cognitive views→ motivation as a person’s active search. Consider
attributions and interpretations
● Social cognitive theory→ Self-efficacy and agency
● sociocultural→ Engaged participation, maintaining your identity within a
community
Needs and self-determination
● Maslow’s needs→ 7 levels
○ Deficiency needs→ 4 lower-levels: survival, safety, belonging,
self-esteem
○ Being needs→ 3 higher-level needs: cognitive needs, aesthetic needs,
self-actualization
,Self-determination: need for competence, autonomy and relatedness
● Achievement, power, affiliation
● Need for competence: need to demonstrate ability over the tasks
○ Promotes efficacy
○ Helps to establish better learning goals
● relatedness→ maslow’s need for belonging
● These needs are universal
Self-determination in the classroom
● Influenced by:
○ Classroom goal structure
○ Level of autonomy
○ Older students→ impact of parents decline but teacher impact
remains
● Autonomy enhances interest when the task is boring
● Controlling environment→ works only on rote recall tasks
○ When pressured→ students find the quickest way to do
something
○ Some people want controlling environment because of discipline
○ Some students need controlling environment bc they are
passive and unengaged
Cognitive evaluation theory:
● Events affect motivation through people’s perceptions of it being either
controlling or informational
● Too controlling→ less intrinsic motiv.
● informational→ more intrinsic motiv.
● Motiv. will decrease if the provided info is bad
Goals
1. Direct attention
2. Energize effort→ the more challenging, the more effort
3. Increase persistence
4. Promote the development of new knowledge
Nice goals: specific, proximal, elaborated, moderately difficult
● Enhance motivation and persistence
Four goal orientations
● Patterns or beliefs about goals related to achievement in school
1. Mastery
2. Performance
3. Work-avoidance
, 4. Social
Mastery
● Intention to improve intrinsically, wanna learn no matter how
hard
● Don't compare themselves to others
● Seek good help
Performance
● Seem competent, be good in the eyes of others
● Work hard only on graded assignment
● Cheat
● Uncomfortable w the assignments w unclear evaluation criteria
● Generally detrimental to learning
● College students pursuing performance goal→ higher
achievement
● Can pursue master/perf. goals at the same time
● Approach vs avoidance focus: either approach
mastery/performance or avoid misunderstanding/bad looking
Social & work-avoidance goals
● Work avoidance→ don't wanna learn or look smart but just avoid
work
○ Feel successful when they don't have to work hard
○ Cheat, disrupt class, make excuses for failing
○ Don't enjoy school
, ● Social goals
○ Fitting in and standing out at the same time
○ Non-academic activities
○ Bringing honor to family or team
○ Associated with emotional well-being and self-esteem
TARGET model
Feedback, goal framing, goal acceptance
● Feedback
○ Accurate sense of where you are and where you wanna go
○ Feedback emphasizing progress is the most effective
● Goal framing
○ When activities are linked to intrinsic goals (becoming more competent,
self-directed and related) → process info more deeply and persist
longer
● Goal acceptance
○ Willing to commit goals that set by others if they seem realistic,
reasonably difficult, validated by connecting to activities students are
interested in
Expectancy x value x cost explanations
● Explanations of motivation that emphasize individuals expectation for success
combined with their valuing of the goal
○ Will I succeed if I try hard?
○ Personal
○ If one is 0, all are 0
● Costs
○ How much energy/effort will be required
○ What are the risks and is it worth it?
● Tasks value
○ Belief about if a task is useful, enjoyable or otherwise important
○ 5 possibilities: importance (attainment), interest, utility, pleasing others,
cost
● Personal and environmental factors interact constantly
● task→ external
● value→ internal
Attributions and beliefs about knowledge, ability and self-worth
