Professional Documents
Culture Documents
Quality of Motivation:
Intrinsically motivated
Extrinsically motivated
Autonomous motivation
Involves volition and choice
Controlled motivation
Being pressured or coerced
Harlow (1953)
White (1959)
Intrinsically motivated behaviours: those
that are not energized by physiological
drives or their derivatives
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1. External Regulation:
Behaviour prompted by external
contingencies (e.g. rewards, punishment,
deadlines)
No internalization of the reasons for
performing the behaviour
Experienced as coercion
Perceived as an external locus of
causality (deCharms, 1968)
2. Introjected Regulation:
Engaged in an activity to comply with
internal pressure:
in the pursuit of self-aggrandizement &
(contingent) self-worth or
in the avoidance of feelings of guilt & shame
Partially internalized
Experienced as being coerced
Represented by external locus of control
(deCharms, 1968)
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3. Identification:
Identify with the value of an activity
Accept regulation of the activity as ones own
See the personal relevance of the activity
Internal perceived locus of causality
Relatively volitional ~ intrinsic
Identification & intrinsic motivation combined
into a composite of autonomous motivation
(Black & Deci, 2000; Vanstenekiste, Lens,
Dewitte, De Witte, & Deci, 2004)
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1. Competence
3. Jack studied the course Motivation and Selfdirected Learning because he understood
the importance of this course to his role as a
teacher.
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Autonomy-Supportive Context
Controlling Context
Pressure individuals to think, act, or feel in
particular ways
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Academic competence
School achievement
Higher well-being
(Allen, Hauser, Bell, & OConnor, 1004; Boggiano
et al., 1993; Grolnick, Ryan, & Deci, 1991;
Levesque et al., 2004; Soenens & Vansteenkiste,
2005)
Negatively predict maladjustment (e.g. distress in
emotion regulation and acting out, learning
problems)
(Grolnick, Kurowski, Dunlap, & Hevey, 2000;
Grolnick, Kurowski, McMenamy, Rivkin, & Bridges,
1998)
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Extrinsic
Motivation
Intrinsic goals
e.g. community contribution, health, personal growth,
affiliation
Satisfying in their own right
Provide direct satisfaction of basic psychological
needs
Expected to be positively related to psychological wellbeing and positive adjustment
Extrinsic goals
e.g. fame, financial success, physical appearance
Outward orientation
Tend to oriented toward Interpersonal comparisons,
contingent approval, & acquiring external signs of selfworth
Intrinsic
Motivation
Controlling
Social
Environments
AutonomySupportive Social
Environments
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Expectancy
Can I do it?
E.g. Self-efficacy (Bandura, 1997)
Reasons for Engagement
Why am I doing it?
E.g. Self-Determination Theory (Deci & Ryan, 2000)
Integrating Expectancy & Value
E.g. Expectancy-Value theory (Eccles & Wigfield,
2002)
Integrating Motivation & Cognition
E.g. Self-regulation
Internal
Variables within the individual give rise to
motivation & behavior
E.g. Hierarchy of Needs Theory (Maslow)
Process
Interaction between the individual and the
environment
E.g. Expectancy theory (Vroom)
External
Environmental elements leads to / direct /
maintain behaviour
E.g. Two-factor theory (Herzberg)
Expectancy
Can I do it?
E.g. Self-efficacy (Bandura, 1997)
Reasons for Engagement
Why am I doing it?
E.g. Self-Determination Theory (Deci & Ryan, 2000)
Integrating Expectancy & Value
E.g. Expectancy-Value theory (Eccles & Wigfield,
2002)
Integrating Motivation & Cognition
E.g. Self-regulation
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Sources of self-efficacy
Mastery experiences
Emotional arousal
Vicarious experiences
Social persuasion
Self-efficacy, self-concept, selfesteem
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Build on success
Develop basic skills
Provide students with mastery experience
Provide individual feedback on students
achievement
Provide explicit information on progress
Let students know your confidence in their abilities
to succeed
Involve peers as resource
Avoid social comparison; rather, promote
continuous self-improvement
Be sure errors occur within an overall context of
success
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Expectancy
Can I do it?
E.g. Self-efficacy (Bandura, 1997)
Reasons for Engagement
Why am I doing it?
E.g. Self-Determination Theory (Deci & Ryan, 2000)
Integrating Expectancy & Value
E.g. Expectancy-Value theory (Eccles & Wigfield,
2002)
Integrating Motivation & Cognition
E.g. Self-regulation
AUTONOMY
RELATEDNESS
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Expectancy
Can I do it?
E.g. Self-efficacy (Bandura, 1997)
Reasons for Engagement
Why am I doing it?
E.g. Self-Determination Theory (Deci & Ryan, 2000)
Integrating Expectancy & Value
E.g. Expectancy-Value theory (Eccles & Wigfield,
2002)
Integrating Motivation & Cognition
E.g. Self-regulation
COMPETENCE
Provide choices
Encourage self-directed learning
Involve students in making decisions
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Attainment
value
Cost
The price of
success/failure in terms
of effort, time,
opportunity lost, etc.
Interest
Utility
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Three-Needs Theory
()
David McClelland
(McClland et al.,1953)
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value
1.00
0.90
0.80
0.70
0.60
0.50
0.40
0.30
0.20
0.10
0.00
motivation
0.00
0.09
0.16
0.21
0.24
0.25
0.24
0.21
0.16
0.09
0.00
0.30
0.25
Motivation
Expectancy of success
0.20
0.15
0.10
0.05
0.00
0.0
0.1
0.2
0.3
0.4
0.5
0.6
Value
0.7
0.8
0.9
1.0
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Motivation to Read
This generalization that motivation is highest at
Strong in
English
Difficult
C
Weak in
English
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Easy
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Cognitive
Processes
Motivational Beliefs
Achievement
Behaviour
Affective
Memories
Cultural Milieu
Socialisers
Behaviours
Past
Performances
& Events
Perceptions of
Social
Environment
Interpretations
& Attributions
for Past Events
Task Value
Expectancy
Goals
Judgment of
Competence &
Self-Schemas
Perceptions of
Task Difficulty
Choice
Persistence
Quality of
effort
Cognitive
Engagement
Actual
Performance
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Expectancy of
ONE
Act will
certainly be
followed by
outcome
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Attitudes to School
4.0
S4-S7
3.5
3.14
3.11
2.96
3.0
2.89 2.92
2.91 2.89
2.91 2.90
SD
2.75
2.66
2.51 2.50
2.47 2.45
2.5
S1-S3
2.65
2.54 2.52
SA
S1
S2
S3
2.0
P3-P6
1.85 1.87
1.71
0%
1.5
20%
40%
60%
Experience
Achievement
General
Satisfaction
Social
Integration
Opportunity
Teacher
Student
Relationship
100%
Sample size
S4-S7: 61,544
S1-S3: 64,467
P3-P4: 79,072
1.0
Negative Affect
80%
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I am successful as a student
Gender difference, but moderated by cultural-gender
S4-S7
S1-S3
A
SA
P3-P6
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Sample size
S4-S7: 61,544
S1-S3: 64,467
P3-P4: 79,072
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Attitudes to School
4.0
3.5
3.0
2.88
2.58
2.47
2.5
2.55 2.55
2.56
2.97
2.97 2.97
2.95
3.02
2.64
M
Male
Female
F
2.0
1.82 1.80
1.5
1.0
Negative Affect
Experience
Achievement
General
Satisfaction
Social
Integration
Opportunity
Teacher
Student
Relationship
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62
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