1 MOTIVATION lessen the value of it Learned Helplessness if students think that they don t have the ability to do something they will o Make a joke out of their ability to complete the task as a protection mechanism o Extreme ability attribution that creates a negative achievement motivation they don t even o 1 Break it down provide detailed instruction in order to understand the different skills want to try something necessary o 2 Guided practice make the student actually do it o 3 Success o Attribution retraining look at the individual experiences that the students have and talk to them about attributing them to their effort what s important is not who the individual is but what the individual did Arousal key aspect of doing well is the focusing of attention o Nature of task when it is a new task the task appears relatively complex complex tasks we want low arousal because we want all of our attention on the complex task resulting in better performance o When tasks are more simple because we ve done it so many times we are less o If we know that the student is going to be stressed highly aroused we need to make the aroused focused on them task more simple o Never change the quality of performance because we always want to hit maximum performance in order to do so we have to manipulate arousal or the complexity of the task Example athletes are at the point where playing their sport is a simple task so they need to increase arousal they listen to pump up music o To try and reduce anxiety in learners we can try and remove the pressure to perform and help students sit realistic goals by breaking goals down into sub goals Mastery Learning Goals motivated to learn content primarily intrinsic they re going to focus on getting something out of their activities in terms of their knowledge o Teachers must focus on trying to get students to learn the content because of its value and deemphasize grades Performance Goals motivated to look good compared to others primarily extrinsic trying to get the highest grade deans list huge focus on the outcome of the grade learning just for the test o Teachers often fall into a trap of building performance goals without even knowing it by doing things such as curving grades Example if Dr Stevens said that only 10 of the class is going to get A s 20 will get B s 10 will get C s etc if Colin and Erin are both extremely close to getting in that 10 of A s group and Erin has to miss class for a couple of days Colin isn t going to give her the notes the complete set of notes because of performance goals and his desire to do the best Social Goals motivated to gain status in the peer group most notable competition is middle school girls Work Avoidant Goals motivated to just get it done and avoid challenge if you ask students why they re doing work they re respond by saying it s because they were told to If students aren t told why they re learning what they re learning they re likely to take on performance goals or work avoidant goals Self Regulated Learning for students goal setting goal monitoring students like to keep track to see if they re getting close once they have established their goals this has to be frequent metacognition getting students to think about how they re going to be and were successful strategies Developing a learning focused classroom for teachers good modeling not only in terms of teaching but self regulation of themselves enthusiasm makes students think there must be something about this that s cool or interesting and positive expectations when you set high 2 expectations and give students the strategies to be successful they are able to attain very high levels of performance Fear of Failure trait aspects traits that you have and what you bring with you to class o Achievement motivation the degree to which a person is driven for the need to succeed vs the need to avoid failure Where does it come from How you re raised comes from before you even enter school little things that parents allow their kids to do example make cookies with mom help develop the need to achieve because they want to see what succeeding is like Need to avoid failure comes when parents are critical of what children do are overprotective don t let kids do things for themselves because if they are quick to complain and criticize then children will want to avoid failure for obvious reasons Students that needs to avoid failure will try and find the easy way through a Students that need to succeed will look for challenges and try and get as much as curriculum and avoid certain subjects they can out of the environment Motivation Theories Attribution Theories o Behavioral external all about reinforcement or punishment o Humanistic internal all about self esteem and self actualization o Cognitive internal and external attributions self efficacy expectancy o Poor performance reasons people give test is too hard didn t study not enough time distractions healthy anxiety ability teacher o Good performance reasons people give test is easy studied luck ability instruction teacher Locus of Control external vs internal o Luck external uncontrollable unstable o Difficulty external uncontrollable stable o Effort internal controllable unstable you don t put the same amount of effort into everything o Ability internal uncontrollable relatively stable Task Value look at how students are motivated for specific tasks o Attainment Value success at the task gives you something of value satisfies a personal need extrinsic motivation Example taking on a challenging math problem because if you solve it then you can get 5 bonus points towards your grade o Intrinsic Interest Value sometimes we do things or put extra effort into things because they re interesting Example hobbies o Utility Value when you re learning something because it s useful you re more likely to remember it or at least try to remember it because it has value to you o Intrinsic and utility value longer knowledge but Dr Stevens argues to use all three Goal Structures Evaluation Structures another person fails o Competitive Evaluation there is a limited number of rewards and if one person succeeds Example only 10 of the class can get A s The person who usually wins tends to have performance motivation they want to look good over others and ability attribution VS the lower performing students who typically don t get the rewards have performance motivation and the ability attributions trigger learned helplessness o