1.8C Human Learning
1.8.1 (Un)motivated to learn
Intrinsic and Extrinisc Motivation:
traits: certain people with certain characteristics
state: temporary situation leads to motivation
combinateion state and trait → value learning and prepare test→ motivation
Amotivation: lack of intent to act→ no engagemnet
→ Lack of motivation and engagement/Opposite of motivation
intrinsic motivation: natural human tendency to seek out and conquer challenges →
associated with activities that are its own reward and satisfying →dont need incentives or
punishment → activity
pursue personal interests and exercise capabilities
self determines
Engage in activity due to interest → Activity is reward
extrinsic motivation: created by external factors such as reward and punishment
not interested in activity itself→ care about gain → negTIVE EMOTIONS AND LESS
ACADEMIC ACHIEVEMENT
benefit extrinsic: provide incentives→ extra push and help complete
fully determined other
motivation: internal state that arouse, direct an maintains behaviors
difference in reasons for acting:
****Drive that pushes people (combination of trait & state)
Types (in order): External regulation, introjected regulation, identification, integrated
regulation
locus of causality: location- internal, externalof cause of behavior
freely choose behavior based on personal interest→ internal locus of
causality/intrinsic motiv.
else outside has influence→ external locus of causality and extrinsic motivation
,extrinsic types: (start most to least extrinsic)
1. external regulation: completely controlled by outside consequences
2. introjected regulation: engage in task to avoid guilt and negative self perception
3. identification: participate despite lack of interest because it serves a larger goal that
is personally motivated
4. integrated regulation : participate in task interesting and extrinsic reward
not two ends of continuum extrinsic and intrinsic
2 independent possibilities and can be motivated by both factors
teacher should encourage and nurture intrinsic motivation and extrinsic support to
learn
behviorist → emphasize extrinsic (reward, incentive, punish)
cognitive→ persona ctive search for meaning, understand and competence→ power
individual attributions and interpretation
social cognitive: self efficacy and agency→ belief if exeute behavior at particular level in
situation
sociocultural: engaged participation and maintain identity within community
Theories of Motivation
Needs and Self determination:
motivation seen as trait like need
needs for affilation, power, achievement
Maslows Hierarchy of Needs:
4 lower level needs → survival → safety→ belonging→ self esteem
Ranges from basic needs to self actualization. You must fulfill basic needs to attain
higher needs.
hierarchy of Needs: 7 levels of human needs from physical to self actualization
self actualization: Fulfilling ones potential
deficiency needs: 4 lower level needs must be satisfied
if tehy are satisfied motivation to fulfill them decreases
cognitive need: aesthetic, sellf- actualization → 3 higher level needs
Being needs: 3 higher level needs→ growth needs
,person motivation increase because being needs is never completely achieved
criticism: not always behave like theory would predict
needs are interrealted
Self Determination: need for Competence:
Need for Competence: individuals need to demonstrate ability or mastery over the task
→ Promotes self-efficacy. Also related to performance goals
competence: similar to basic need of achievement
autonomy and control: power
affilation: relatedness → similar to sense of belonging (Maslow)
satisfy→ accomplishment, promote self efficacy, better learning goals
Need for autonomy: desire to have own wishes and choices → no external power or
pressure determine → self determination on action
Example: Should we share the screen or not today?
need for relatedness: desire to belong and to establish close emotional bonds and
attachmentswith others who care about us
even for collectivistic cultures needs are important
connection more emotionally engaged and more intrinsically motivated
positive relationship teacher→ more likely to be interested
emotional and physical problems more common if you lack social relations
Cognitive evaluation theory: Controlling and informational events
→ Enhances self-efficacy and competence
1. . Example: Good relationship with teacher or classmates leads to engagement
self determination in the classroom:
influenced by classroom goal structure→ teachers message about autonomy and
demonstarting competence
, level autonomy support offered by parents
direct impact parental attitude and support decline for older
support self detrmination and autonomy→ higher curiosity and interest students
autonomy may interact with interest
choice less important when task is already interesting
comtrolling environment only higher performance on rote recall tasks
focus on information and not on control in interaction students
Needs: Lesson for Tecahers:
infancy to old age want competence, connection and be in control
help to grow and not hold the possibility of failure
→ need choices and appropriately challenging task (not too easy and not impossible)
benefit from eatching the competence grow
Information and Control:
Cognitive evaluation theory: events affect motivation through individuals perception of
events as controlling behavior or providing information
2 aspects→ controlling and informational
more controlling→ pressure to act → less control and less intrinsic motivation
information→ higher competence and higher intrinsic motivation
1. limit controlling messages(must, ought, have to, should)
2. highlight growing competence→ emphasize gains made
Goal setting reasons Locke:
Goals improve performance because:
1. Direct attention: to task and away from distractions → help to finish the goal
2. Energize effort: more challenging the goal→ to a point higher effort made
3. Increase persistence: clear goal is less likely to give up until reaching
4. Promote the development of knowledge: different strategies when old strategies fall
short→ new if old not work
Goals are something we want to accomplish. The reasons and approach towards
pursuing these goals and evaluation of progress are goal orientations.
1.8.1 (Un)motivated to learn
Intrinsic and Extrinisc Motivation:
traits: certain people with certain characteristics
state: temporary situation leads to motivation
combinateion state and trait → value learning and prepare test→ motivation
Amotivation: lack of intent to act→ no engagemnet
→ Lack of motivation and engagement/Opposite of motivation
intrinsic motivation: natural human tendency to seek out and conquer challenges →
associated with activities that are its own reward and satisfying →dont need incentives or
punishment → activity
pursue personal interests and exercise capabilities
self determines
Engage in activity due to interest → Activity is reward
extrinsic motivation: created by external factors such as reward and punishment
not interested in activity itself→ care about gain → negTIVE EMOTIONS AND LESS
ACADEMIC ACHIEVEMENT
benefit extrinsic: provide incentives→ extra push and help complete
fully determined other
motivation: internal state that arouse, direct an maintains behaviors
difference in reasons for acting:
****Drive that pushes people (combination of trait & state)
Types (in order): External regulation, introjected regulation, identification, integrated
regulation
locus of causality: location- internal, externalof cause of behavior
freely choose behavior based on personal interest→ internal locus of
causality/intrinsic motiv.
else outside has influence→ external locus of causality and extrinsic motivation
,extrinsic types: (start most to least extrinsic)
1. external regulation: completely controlled by outside consequences
2. introjected regulation: engage in task to avoid guilt and negative self perception
3. identification: participate despite lack of interest because it serves a larger goal that
is personally motivated
4. integrated regulation : participate in task interesting and extrinsic reward
not two ends of continuum extrinsic and intrinsic
2 independent possibilities and can be motivated by both factors
teacher should encourage and nurture intrinsic motivation and extrinsic support to
learn
behviorist → emphasize extrinsic (reward, incentive, punish)
cognitive→ persona ctive search for meaning, understand and competence→ power
individual attributions and interpretation
social cognitive: self efficacy and agency→ belief if exeute behavior at particular level in
situation
sociocultural: engaged participation and maintain identity within community
Theories of Motivation
Needs and Self determination:
motivation seen as trait like need
needs for affilation, power, achievement
Maslows Hierarchy of Needs:
4 lower level needs → survival → safety→ belonging→ self esteem
Ranges from basic needs to self actualization. You must fulfill basic needs to attain
higher needs.
hierarchy of Needs: 7 levels of human needs from physical to self actualization
self actualization: Fulfilling ones potential
deficiency needs: 4 lower level needs must be satisfied
if tehy are satisfied motivation to fulfill them decreases
cognitive need: aesthetic, sellf- actualization → 3 higher level needs
Being needs: 3 higher level needs→ growth needs
,person motivation increase because being needs is never completely achieved
criticism: not always behave like theory would predict
needs are interrealted
Self Determination: need for Competence:
Need for Competence: individuals need to demonstrate ability or mastery over the task
→ Promotes self-efficacy. Also related to performance goals
competence: similar to basic need of achievement
autonomy and control: power
affilation: relatedness → similar to sense of belonging (Maslow)
satisfy→ accomplishment, promote self efficacy, better learning goals
Need for autonomy: desire to have own wishes and choices → no external power or
pressure determine → self determination on action
Example: Should we share the screen or not today?
need for relatedness: desire to belong and to establish close emotional bonds and
attachmentswith others who care about us
even for collectivistic cultures needs are important
connection more emotionally engaged and more intrinsically motivated
positive relationship teacher→ more likely to be interested
emotional and physical problems more common if you lack social relations
Cognitive evaluation theory: Controlling and informational events
→ Enhances self-efficacy and competence
1. . Example: Good relationship with teacher or classmates leads to engagement
self determination in the classroom:
influenced by classroom goal structure→ teachers message about autonomy and
demonstarting competence
, level autonomy support offered by parents
direct impact parental attitude and support decline for older
support self detrmination and autonomy→ higher curiosity and interest students
autonomy may interact with interest
choice less important when task is already interesting
comtrolling environment only higher performance on rote recall tasks
focus on information and not on control in interaction students
Needs: Lesson for Tecahers:
infancy to old age want competence, connection and be in control
help to grow and not hold the possibility of failure
→ need choices and appropriately challenging task (not too easy and not impossible)
benefit from eatching the competence grow
Information and Control:
Cognitive evaluation theory: events affect motivation through individuals perception of
events as controlling behavior or providing information
2 aspects→ controlling and informational
more controlling→ pressure to act → less control and less intrinsic motivation
information→ higher competence and higher intrinsic motivation
1. limit controlling messages(must, ought, have to, should)
2. highlight growing competence→ emphasize gains made
Goal setting reasons Locke:
Goals improve performance because:
1. Direct attention: to task and away from distractions → help to finish the goal
2. Energize effort: more challenging the goal→ to a point higher effort made
3. Increase persistence: clear goal is less likely to give up until reaching
4. Promote the development of knowledge: different strategies when old strategies fall
short→ new if old not work
Goals are something we want to accomplish. The reasons and approach towards
pursuing these goals and evaluation of progress are goal orientations.
