Week 8 - Motivation Flashcards
List the five needs within Maslow’s hierarchy:
(Motivation)
(Pyramid)
- Physiological needs
- Safety needs
- Love and belonging needs
- Esteem needs
- Self-actualisation needs
What is motivation?
An internal state that arouses, directs, and maintains behaviour. It involves students’ energy and drive to:
○ Learn
○ Work effectively
○ Achieve to their potential
Name and define 3 types of motivation
○ Amotivation- complete lack of any intent to engage.
○ Intrinsic motivation- associated with activities that are their own reward.
○ Extrinsic motivation- external factors such as rewards and punishments.
Maslow’s hierarchy of needs (Examples for 5 needs)
Physiological:
- Air
- Sleep
- Shelter
- Food
- Sex
Safety:
- Protection
- Safety
- Security
Social:
- Understanding
- Affection
- Love
Esteem:
- Dignity
- Approval
- Self-respect
Self-fulfillment
- Accomplishment
- Creativity
Social Cognitive theorist views of motivation explained
Social Cognitive theorists combine both behaviourists’ concern with the effects or outcomes of behaviour and cognitivists’ interest in the impact of individual thinking
Motivation: Self-efficacy
4 sources
- Mastery experiences
- Vicarious experiences
- Verbal persuasion
- Physiological and affective states.
Motivation: Self-efficacy
4 sources explained
○ Mastery experiences (experiencing success vs. failure can either increase or decrease our motivation).
○ Social persuasion (pep talks and external feedback can increase or decrease motivation).
○ Vicarious experiences (the ‘if they can do it, so can I’ attitude or ‘if they can’t do it, how can I’ attitude can increase or decrease motivation).
○ Level of arousal (e.g. anxiety or excitement can lower or increase motivation).
People with higher self-efficacy tend to…
○ Set higher goals for themselves
○ Are more committed to assigned goals
○ Respond more positively to negative feedback
According to Expectancy x Value theory, motivation is seen as the product of two main sources. These are:
Feedback and goal acceptance
Expectancy-value theory
Motivation
Motivation is seen as the product of two main sources: expectancy and value
Expectancy: If I try hard can I succeed? (if yes, motivation increases; if no, motivation declines).
Value: If I succeed will it be rewarding to me? (if there is value in doing the work, motivation increases; if not, motivation declines).
Cognitive views of motivation
• People are active and curious, seeking information to solve personally relevant problems.
• Emphasis on intrinsic motivation.
• Focus on thinking.
• Behaviour is driven and controlled by:
○ Goals
○ Schemas
○ Expectations
○ AttributionsAttribution theories definition
Motivation
Describe how a person’s explanation, justifications, and excuses about the self or others influences motivation
Attribution theories explanation
Motivation
According to Weiner, students’ beliefs about the cause of their success is attributed to the following three dimensions:
- Locus (location of the cause): This can be internal (for example, attributing success or failure to ability) or external (for example, attributing failure or success to environmental factors such as other people).
- Stability (whether the cause remains the same or changes): For example, talent is stable, but effort can change.
- Controllability (whether the person can control the cause). For example, effort or finding a suitable teacher are controllable; innate musical talent is not.
When failure is attributed to a lack of ability (internal) and ability is considered uncontrollable, the sequence of motivation is:
Failure → lack of ability → uncontrollable → not responsible → shame → embarrassment → withdraw → performance declines.
For example, a student who believes she failed her English exam because she is ‘stupid’ is less likely to be motivated to study for English tests in the future.
When failure is attributed to a lack of effort (a controllable cause), the sequence is:
Failure → lack of effort → controllable → responsible → guilt → engagement → performance improves.
For example, a student who believes he failed his English exam because he did not study for it (effort) is more likely to be motivated to study in the future so as to avoid failing.
Provide a brief explanation of Attribution theories, including what tends to happen to performance when failure is attributed to lack of ability versus lack of effort.
Deals with how the social perceiver uses information to arrive at causal explanations for events. When children are praised for ability or effort may affect children’s attributions when they experience failure.
Sociocultural concepts of motivation
- Emphasise participation in communities of practice.
- A way to maintain identity and interpersonal relationships with other members of the community.
- A move from legitimate peripheral participation (genuinely involved in group activities despite not having the necessary skills) to more central participation.
