Motivation in Learning

1. Motivation in Learning Understanding Learning: MOD001256

2. Objectives • Consider your own motivations to learn • Review some of the theories around extrinsic and intrinsic motivation • Identify implications of motivation for educational contexts

3. Your own motivation to learn • Thinking about your previous experiences of learning (formal or informal): • What increased your motivation to learn? • What decreased your motivation to learn? • Thinking about this degree course: • What are the rewards for undertaking this course? • What will motivate you to continue / stay on the course, other than the final outcome and rewards?

4. Which are you? Cyril Houle (1961) suggests there are three different types of learners, when on a course: • The goal-oriented learner • Who undertakes a course for specific reasons with clear objectives, such as obtaining a qualification. Once the objective is achieved, the learners stops studying the subject. • The activity-oriented learner • Who joins as much for the social engagement as for the course content. This learner tends to complete one course and then start another in a different subject. • The learning-oriented learner • Who enjoys learning for its own sake and attends a course purely out of interest in the subject. This learner is likely to continue studying (alone) long after the course has finished, to further extend their knowledge. Source: Armitage et al, 2007

5. Extrinsic vs Intrinsic motivation Extrinsic motivationComes from outside the individual. An external incentive provides motivation, e.g. reward, threat or punishment. Intrinsic motivationComes from within the individual. An inner drive, driven by curiosity and the desire to learn.

6. Extrinsic vs Intrinsic motivation Extrinsic (links to behaviourist theories) • Incentives and rewards • Punishment What examples of these can you think of in school and pre-school learning?

7. Incentives work…don’t they? Extrinsic vs Intrinsic motivation Extrinsic rewards may encourage us to work hard, but do they help us to work effectively? Dan Pink looks at the impact of incentives in business.http://www.ted.com/talks/lang/eng/dan_pink_on_motivation.html What might this imply for the use of extrinsic rewards in learning?

8. Affective aspects of motivation “ ‘Motive’ and ‘emotion’ share the same latin root, motere, ‘to move’. Emotions are literally what move us to pursue our goals; they fuel our motivations, and our motives in turn drive our perceptions and shape our actions.” (Goleman, 1998, p106) De-motivating Fear Boredom Failure Motivating Challenge Interest Success (Scales, 2008)

9. Affective aspects-beliefs about ability ‘Entity’ vs. ‘incremental’ view of ability • Entity: assumes that ability is a stable, uncontrollable trait; it cannot be changed. (nature) • Incremental: assumes that ability is unstable and controllable; through study or practice ability can be improved/ changed. (nurture) (Dweck, 1999,2002) “Learned helplessness” (Seligman, 1975)

10. Affective aspects • beliefs about cause and control Attribution theory (Weiner, 1979, 1986) • What is the reason for success or failure in something? Learners’ explanations, justifications and excuses influence motivation. • Most causes have 3 dimensions: • Locus (location of cause – internal or external to the person) • Stability (whether the cause is permanent or could change) • Controllability (whether the person has any control over the cause)

11. Affective aspects • beliefs about cause and control (Weiner, 2005)

12. Affective aspects-beliefs about self-efficacy Bandura defines self-efficacy as: “beliefs in one’s capabilities to organise and execute the courses of action required to produce given attainments.” (1997, p3) It is about our beliefs in a given area, for example: “I’m good at maths” “I’m rubbish at maths”

13. Extrinsic and Intrinsic motivation-humanist view “Everyone is motivated to learn; it’s part of what it means to be human.” (Scales, 2008, p226)

14. Extrinsic and Intrinsic motivation-humanist view Maslow’s Hierarchy of Needs Maslow (1970) proposed that ‘deficiency needs’ have to be satisfied before ‘growth needs’ - self actualization, problem solving, creativity.

15. Extrinsic and Intrinsic motivation- expectancy-value theory Petty on Expectancy- value theory: http://www.teacherstoolbox.co.uk/expectancy_value.html Motivation = Expectancy x Value Expectancy is the extent to which the learner expects to succeed in their learning. Value is the value of the learning, or the outcome of the learning, to the learner. If either Expectancy or Value equal zero, then motivation is zero. (Original theory: Fishbein and Ajzen, 1975, then Feather, 1982 Source: Petty, 2006, p41)

16. Conclusions- motivation to learn • External incentives • Are more effective with young children • Or when used with simple tasks • Internal drive • Can be stimulated by offering choice and challenging / stretching tasks • Effort is influenced by beliefs which are learned; teachers can influence these by showing improvements/ growth and setting achievable goals • Humans are motivated to learn • But other more basic needs can threaten concentration or active participation; teachers play a role in providing a safe, nurturing environment • The level of motivation depends on a number of factors, including expectations of success and the value of the learning outcome.

17. References Armitage, A, Bryant, R., Dunnil, R.,Flanagan, K., Hayes, D., Hudson, A., Kent, J., Lawes, S and Renwick, M., 2007. Teaching and Training in Post-Com,pulsory Education. Maidenhead: McGraw-Hill – OU Press. Bandura, A., 1997. Self-efficacy: The exercise of control. New York: Freeman. Dweck, C., 1999. Self-theories: Their Role in Motivation Personality and Development. Philadelphia: Psychology Press. Dweck, C. S., 2002. The development of ability conceptions. In A Wigfield and J. Eccles (eds), The development of Achievement Motivation. San Diegi, CA: Academic Press. Goleman, D., 1998. Working with Emotional Intelligence. London: Bloomsbury. Maslow, A. H., 1970. Motivation and Personality. New York: Harper Collins. Petty, G., 2006. Evidence-Based Teaching. Cheltenham: Nelson Thornes. Pink, D., 2009. The puzzle of motivation, TED Talks. [video online] Available at: http://www.ted.com/talks/lang/en/dan_pink_on_motivation.html [Accessed 23/10/12] Scales, P., 2008. Teaching in the Lifelong Learning Sector. Maidenhead: McGraw-Hill – OU Press. Seligman, M. E. P., 1975. Helplessness: On Development, Depression and Death. San Francisco: Freeman. Tollefson, N., 2000. Classroom Applications of Cognitive Theories of Motivation. Educational Psychology Review. [e-journal] 12 (1). pp. 63-83. Available through: EBSCO Professional Development Collection [Accessed 23/10/12]NB. The Tollefson article is also available freely here: http://patriart.pbworks.com/f/Motivation.pdf Weiner, 1979. A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25. Weiner, 1986. An Attributional Theory of Motivation and Emotion. New York: Springer.

18. Resources/ Reading • http://tip.psychology.org/motivate.html • http://www.learningandteaching.info/learning/motivation.htm • http://www.intelltheory.com/dweck.shtml Woolfolk, Hughes, M. and Walkup, V., 2013. Psychology in Education. Harlow: Pearson (E-book)(Chapter 10 – Motivation in Learning and Teaching)