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Motivation and Its Influence on Cognition

Motivation and Its Influence on Cognition. EDF 6215 Joyce Heath. Research.

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Motivation and Its Influence on Cognition

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  1. Motivation and Its Influence on Cognition EDF 6215 Joyce Heath

  2. Research The more common elements of motivation in the classroom are self-confidence, self-efficacy, self-esteem, task mastery, goal orientation, pride, empowerment, cooperative learning, and personal goals. A direct correlation has been found between motivation and the use of learning strategies. Learning strategies include self-regulation, self-confidence, persistence, and self-monitoring. Motivated students employ learning strategies. Learning strategies are directly connected to successful learning. Successful learning reinforces the elements of motivation. Knowing this it becomes obvious that one way to increase learning in the classroom is to increase motivation. Once motivated, the student must learn to access learning strategies automatically. The two factors combined should lead to successful learning or cognition.

  3. Motivation A constantly spinning Mobius strip of motivation, learning strategies, and successful learning.

  4. Motivation Relations

  5. A Motivation-Cognition Mobius Strip Motivation Positive self efficacy Achievement Encouragement Praise Self-Monitoring Self-Regulation Task Mastery Persistence Learning Strategies Successful Learning Motivation

  6. LearnerLarge oaks from little acorns grow Nurture with rain, sun, air, and soil Motivate with meaningful tasks, encouragement, praise, and success.

  7. Self-EfficacyThe little train that could • I think I can • I think I can • I think I can • I know I can • I know I can • I can • I can

  8. Self-Confidence • I know how to add. • I know how to subtract. • I know how to multiply. • Now I will learn to divide. • It is simply multiplying and subtracting. • And I can do both of those.

  9. Task Mastery/Goal Orientation • A baby naturally wants to crawl. • A crawler naturally wants to toddle. • A toddler naturally wants to walk. • A learner naturally wants to learn.

  10. Pride • I did it! • I did it! • I did it all by myself! • By myself! • I did it!

  11. Strategy • Cognitive strategy - If I practice every day I will improve • Metacognitive Strategy - I have practiced every day and I have improved. • Motivation - I will continue to practice and improve.

  12. Motivation and Cognition • Take a ready mind • Add the fuel, self-efficacy, persistence, learning strategies, motivation • Mix • Fire up continuous learning and success

  13. Ego-Oriented Learning • Take a ready mind • Hose it down with rote learning, anxiety over grades, low order thinking • Wash away self-efficacy, pride, and motivation

  14. References I • Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational • Anderman, E. M., Young, A. J. (1994). Motivation and strategy use in science: Research,61, 315-343. • Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811- 831. • Cain, K. M., Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly, 41, 1. • Graham, S., Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194. • Dicintio, M. J., Stevens, R. J. (1997). Student motivation and the cognitive complexity of mathematics instruction in six middle grades classrooms. Research in Middle Level Education Quarterly, 20, 27-42.

  15. References II Lan, W. Y. (1996). The effects of self-monitoring on students’ course performance,use of learning strategies, attitude, self-judgment ability, and knowledge representation. The Journal of Experimental Education,64,101-115. Miller, S. D., Meece, J. L. (1997). Enhancing elementary students’ motivation to read and write: A classroom intervention study. The Journal of Educational Research, 90,86-299 Mizelle, N. B., Carr, M. (1997). Young adolescents’ motivational processes and use of learning strategies with expository text. Research in Middle Level Education Quarterly, 21, 57-81. Nichols, J. D. (1998). An alternative learning program: Effects on student motivation and self-esteem. The Journal of Educational Research, 91, 272-278. Stajkovic, A. D., Luthans, F. (1998). Social cognitive theory and self-efficacy: going beyond traditional motivational and behavioral approaches. Organizational Dynamics, 26, 62-74. Stipek, D. J., Salmon, J. M., Givvin, K. B. (1998). The value (and convergence) of of practices suggested by motivation research and promoted by mathematics education reformers. Journal for Research in Mathematics Education, 29, 465-488.

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