EDUC 5420Week 4

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University of the People EDUC 5420 Discussion Week 4 Identify two motivational constructs or dimensions of motivation that were discussed in the unit readings. Develop educational implications for how you intend to motivate students based on your understanding of these constructs. Be sure to state what you found most interesting about the reading in discussing each construct, along with the educational implication you develop. For instance, if you like the construct of intrinsic motivation, then discuss how you and other educators can increase students’ internal motivation in school. Provide examples. University of the People EDUC 5420 Discussion Week 4 Answer Intrinsic and extrinsic motivation are the two sorts of motivational constructs. The internal drive or motivation that originates from within an individual is referred to as intrinsic motivation. It entails participating in activities for the intrinsic gratification, delight, or personal interest that they provide. Because individuals are motivated by their internal interests and ideals rather than external rewards or demands, intrinsic motivation frequently leads to prolonged involvement and higher degrees of self-determination. On the other hand, extrinsic motivation is motivated by external stimuli such as rewards. When people engage in an activity to receive a specific goal or reward, such as money, praise, grades, or social approval, they are extrinsically driven. Extrinsic motivation is further subdivided into several categories, including The most diminutive autonomous form of extrinsic motivation is external regulation. It entails doing something only

to avoid punishment or obtain rewards, with no personal enthusiasm or association with the task. Introjected Regulation: An example of extrinsic motivation is engaging in an activity to prevent guilt or maintain self-esteem. It is still pretty outward, but a sense of inside pressure is involved. Individuals engage in an activity because they perceive it is worth it and have connected with its relevance, even if they do not find it naturally enjoyable. Integrated Regulation: The highest level of extrinsic motivation entails connecting one's values and personal goals with an activity. Extrinsic motivation becomes more integrated into one's sense of self in this scenario. I plan to use the motivational construct to motivate the students positively. As a teacher, I always wanted to encourage the pupils to accomplish their schoolwork to finish their homework, assessments, and tests effectively and expediently. Students require a great deal of motivation. Additionally, "A lack of motivation can be caused by a lack of value for an activity"(Ryan, 1995,pg 61), "a lack of ability to carry it out"(Deci, 1975,pg61), or "a lack of belief that it would result in the desired outcome" (Seligman, 1975,pg61). Most of the time, the students needed to be motivated since they were under pressure from their parents and graduates, resulting in impaired performance. In this case, I frequently used extrinsic motivation to boost the students' performance. For example, when pupils performed well on examinations and quizzes, rewarded them. As a result, when students are extrinsic, they will be encouraged to motivate themselves to complete all assigned activities intrinsically. At Vreed-en-Hoop Secondary School, many students come from low-income families, and as a result, many of them work to support and maintain themselves. For example, many of the students come from homes where the mother is the sole breadwinner, and as a result, the mother usually works two jobs to support and maintain the family. Because the pupils are not adequately

supervised, they take advantage of not being prompt and regular at school, resulting in low exam results. However, Intrinsic motivation has emerged as an essential phenomenon for educators—a natural source of learning and achievement that may be systematically enhanced or suppressed by parental and teacher practices (Ryan & Stiller, 1991). Because intrinsic drive leads to high- quality learning and creativity, examining the variables and processes that foster and inhibit it is critical. As a teacher, I must urge students to be punctual and regular at school and encourage them to complete assignments and homework when provided. Therefore, I usually reward those who complete chores and congratulate those who are punctual at school. y (Skinner, 1953,pg57) maintained that all behaviors are motivated by rewards (i.e., by separable consequences such as food or money). Using this method, students are willing to motivate themselves to perform well in all examinations intrinsically, so they try to study hard to be successful in the educational field. Finally, the motivational framework is critical for the education system and all learners. As teachers, we should always employ extrinsic motivation to encourage pupils to motivate themselves intrinsically; our goal is for all students to succeed in all tests. As a result, motivation is critical in persuading students to accomplish a given assignment. All teachers want their pupils to succeed, and in order to succeed, we must positively stimulate learners to pursue an education.

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Reference Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education, 25 , 54-67. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf Deci, E. L. (1975). Intrinsic motivation. New York: Plenum. Ryan, R. M. (1995). Psychological needs and the facilitation of integrative processes. Journal of Personality, 63, 397–427. Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement (Vol. 7, pp. 115–149). Greenwich, CT: JAI Press. Seligman, M. (1975). Helplessness: On depression, development, and death. San Francisco: W. H. Freeman. Skinner, B. F. (1953). Science and human behavior. New York: Macmillan

University of the People EDUC 5420 Portfolio Week 4 Question Identify one take-home message or educational implication for each of the readings listed in the Reading Assignment of this unit. Think about the information presented in the learning resources and how you can utilize it when working to increase student motivation. There are 6 readings, which means you will create 6 take-home messages. Each take-home message or educational implication must be followed-up with an example to illustrate your thoughts. Answer 1. Nicholls, J. G. (1984). Achievement motivation. The key takeaway from this story is the kids' behavior. I believe that pupils' behavior varies depending on the environment in which they live. Dennett claimed in 1978 that behavior was adopted. Furthermore, according to game theory, action optimizes benefits while minimizing losses. As a result, the concept of ability is separated into two halves. However, the more people believe they have learned, the more capable they feel. Nicholls (1978), p.329. Standard intelligence testing procedures incorporate a more differentiated conceptualization.As a teacher, I can use it in my classroom to help students achieve their education goals by encouraging students to set specific, measurable, and challenging goals for themselves. Help them understand the importance of having goals and how achieving them can be personally fulfilling. 2. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: The takeaway from this essay is that motivation is vital in students' lives since it allows them to perform successfully. There are two sorts of motivation: internal motivation and extrinsic motivation. The intrinsic is

when pupils are motivated inwardly, such as having the willpower to attain their life goals and ambitions. For educators, intrinsic motivation has emerged as a critical factor, a natural source of learning and achievement that can be fostered or hampered by parent and teacher practices, according to Ryan & Stiller, 1991. However, because operant theory (Skinner, 1953) held that all behaviors are motivated by rewards (i.e., a separable result such as food or money), intrinsically motivated activities were defined as those in which the reward was found in the activity itself. On the other hand, extrinsic motivation is when pupils are motivated by others, such as when they are given gifts and awards or perform well. Students are sometimes motivated just by the promise of a reward and a gift if they pass a test or complete an assignment on time. Subsequent research has extended these findings regarding different types of extrinsic motivation, demonstrating, for example, that more autonomous extrinsic motivation is associated with higher engagement (Connell & Wellborn, 1990), better performance (Miserandino, 1996), less dropping out (Vallerand & Bissonnette, 1992), higher quality learning (Grolnick & Ryan, 1987), and higher psychological well-being (Sheldon & Kasser, 1995). Furthermore, the model provided in Fig. 1 appears cross-culturally generalizable (e.g., Hayamizu, 1997). I can use it in my classroom, allowing students to have some control over their learning experiences. Give them choices in topics, projects, or assignments whenever possible, which can increase their sense of ownership and intrinsic motivation. 3. Senko, C. (2016, January). Achievement goal theory: The takeaway from this article is that students have goals they want to attain. Thus, they are motivated to work hard to achieve those goals. Furthermore, achievement objectives theory connects experience to the goals that students pursue as part of their course or academic task. Furthermore, there are two types of goals: mastery and performance. The mastery goals concern developing competence through improving

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or learning as much as possible. As a result, when a student learns a topic and understands it, they will master that subject or field of study. While performance objectives are concerned with the outcome or performance of pupils; for example, if students have the goal of performing successfully, they will. However, some of the benefits of performance goals, combined with ambiguity in some of the theory's premises, necessitated a revision of this narrative (Elliot, 1999; Harackiewicz et al., 1998). I can use it in my classroom by Clearly communicating learning objectives to students, emphasizing the importance of understanding and mastery. Also, Use language that promotes a focus on learning and improvement rather than grades or competition. 4. Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. The main takeaway from this piece is that we must respect and treat all students equally, regardless of color. The degree to which students are driven is determined by our attitude toward them. Teachers must positively motivate pupils, and students must feel accepted in the classroom. As educators, we must remember that the school is the second home for all children, and we must treat them with love and affection in the classroom so that the students can perform effectively and efficiently in their schoolwork. People who are subjected to unfavorable stereotypes may experience attributional ambiguity or suspicion of the motivations behind how others treat them (Crocker, Voelkl, Testa, & Major, 1991; It can be used in the classroom by Creating a classroom environment that values diversity and inclusivity. Ensure all students feel welcome and respected regardless of race, ethnicity, or social background. 5. Weiner, B. (1985, November). An attributional theory of motivation and emotion. This article's

takeaway is that positive and lousy teacher attributes impact students. Students' attitudes can encourage them to succeed or fail in their educational pursuits. However, the attribution theory deals with ascribe to events in our lives. Thus, the teacher is the one who ascribes the students' lives; for example, if the students fail to understand the content or concept when taught, the instructor will ascribe that the students would fail. If, on the other hand, the pupils understand the subject or concept when explained in class, the teacher will ascribe that the kids will pass. On the other hand, based on how pupils do in class, the teacher can predict whether or not the students will pass the final exams. I can use it in my classroom by Promoting a Growth Mindset: Encourage students to adopt a growth mindset by emphasizing that effort and perseverance can lead to improvement and success (Dweck, 2006). Teach students that their efforts and strategies are crucial to their academic achievements, helping them attribute success to effort rather than innate ability. Also, When providing feedback on students' work, focus on their efforts, strategies, and specific actions rather than solely on the outcome (Hattie & Timperley, 2007). Highlight areas for improvement and suggest actionable steps, helping students see the connection between effort and improvement. 6. Wigfield, A., & Eccles, J. S. (2000, January). From expectancy-value theory of achievement motivation . The takeaway from this article is that students expect to succeed and place high importance on objectives and assignments. Students are expected to succeed in their academic fields, and this expectation stems from hard work. Eccles et al. (1983) devised and tested an expectancy-value model of achievement performance and choice in the mathematics accomplishment domain. Expectancies for success were described and measured by Eccles et al. (1983) as children's beliefs about how well they will perform in upcoming activities, either in the

near or distant future. In his self-worth model, Covington (1992) also focused on individuals' ability views, stating that people try to retain a positive feeling of ability to maintain their self- worth. I plan to use it in the classroom. Establish Clear Expectations: Communicate your expectations for student performance and effort. Students who understand what is expected of them are more likely to develop and work toward attainable goals (Wigfield & Eccles, 2000). Emphasize the Importance of Learning: Assist pupils in seeing the worth and significance of their studies. Please explain how they can use their classroom knowledge and abilities in real-life circumstances (Eccles & Wigfield, 2002). Reference Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91 (3), 328-346. http://gribouts.free.fr/psycho/menace%20du%20st%E9r%E9o/nicholls%20-%20malleable.p Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education, 25 , 54-67. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf Senko, C. (2016, January). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. Wentzel., & D. Miele. (Eds.), Handbook of Motivation at School, Vol. 2 . Researchgate. Retrieved from Researchgate. Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and

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achievement. Journal of Personality and Social Psychology, 92 (1), pp. 82-96. https://www.goshen.edu/wp-content/uploads/sites/2/2016/08/WaltonCohen2007.pdf Weiner, B. (1985, November). An attributional theory of motivation and emotion. Psychological Review, (92) 4, pp. 548-573. https://www.researchgate.net/profile/Bernard_Weiner/publication/19257755_An_Attributiona l_Theory_of_Achievement_Motivation_and_Emotion/links/5434140a0cf294006f734b2c/An- Attributional-Theory-of-Achievement-Motivation-and-Emotion.pdf Dweck, C. S. (2006). Mindset: The new psychology of success. Random House. Eccles J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco, CA: W. H. Freeman. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge Univ. Press. Connell, J. P., & Wellborn, J. G. (1990). Competence, autonomy and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), The Minnesota symposium on child psychology (Vol. 22, (pp. 43–77). Hillsdale, NJ: Erlbaum. Dennett, D. C. (1978). Brainstorms: Philosophical essays on mind and psychology. Montgomery, VT: Bradford

Nicholls, J. G. (1978). The development of the concepts of effort and ability, perception of own attainment, and the understanding that difficult tasks require more ability. Child Development, 49, 800-814. Skinner, B. F. (1953). Science and human behavior. New York: Macmillan. Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement (Vol. 7, pp. 115–149). Greenwich, CT: JAI Press. Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203–214. Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599–620. Sheldon, K. M., & Kasser, T. (1995). Coherence and congruence: Two aspects of personality integration. Journal of Personality and Social Psychology, 68, 531–543. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890– 898. Hayamizu, T. (1997). Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98–108. Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational

Psychologist, 34, 169-189 Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33, 1-21. Crocker, J., Voelkl, K., Testa, M., & Major, B. (1991). Social stigma: The affective consequences of attributional ambiguity. Journal of Personality and Social Psychology, 60, 218 –228. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.

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