Lecture 2: Learning and motivation Flashcards
(32 cards)
doelen van secondary education vroeger en nu
vroeger: socialization (religious norms, conformity)
nu: independent thinking, making your own well informed choices
later: cooperation?
hoe is onderwijs ontwikkelt in de geschiedenis (developed and developing countries)
“Developed” countries
- Before last century: only elite & males
- Last century: knowledge economy, so econdary education is needed
“Developing” countries
- Same delayed pattern: urban middle class, males
- Distinction between public (underfunded, crowded) and private schools
developing countries: aantal kinderen dat naar primary/secondary/tertiatry gaat
daalt!
differences in schools in developed countries
US: comprehensive high school
- distinction between public & private schools
- funding depends on state (or even district)
Europe: college preparatory & vocational -> decide at early age:
- advantage: early idea of future; better able to tailor teaching
- disadvantage: disadvantageous for those developing a bit later
Japan & China: admission university only for highest performing students
- Makes them not more unhappy
- Stressful in high school, during university fun and exploration
factors promoting educational success
- authoritative parenting styles
- school size: 500-1000
- class size: 20-40
- school climate
- higher achieving peers (but lower self-concept)
- higher SES
- work <10 hrs per week
- motivation
higher SES advantages in school
Higher IQ
Better nutrition
Less health problems
Less stressors
More involved parents
-> is school a meritocracy? or does success also depend on background and luck, not just talent and effort?
teachers’ belief in school meritocracy legitimizes inequality
dus als leraren dit geloven komt er meer ongelijkheid
Absenteeism: associated factors
Negative attitude towards school
Externalizing or internalizing problems
Substance abuse
Low parent involvement
dropout associated factors and prevalence
- 1 in 8 students
- low ses
- low grades
- low iq or learning problems
- cumulation of problems over time
solution for dropout
Caring teachers
Small classes
Starting early
Supplemental academic training
Employment oriented training
motivation=
willingness to invest one’s capacities
motivation model
capacity/potential performance + motivation = actual performance
some facts about dutch students and school
- 50% of Dutch 15-year-olds do never read for enjoyment
- 25% of Dutch top performing students in final grade of primary school, do not graduate from secondary school in time
- Nowhere else in the developed world, high-school students experience less fun in reading and mathematics
- Dutch students are less willing than students in other OECD countries to work through difficult problems and do not remain interested in difficult tasks
Jenkins curve
percentage of students who love school decreases until 10, then increases a bit
how to measure motivation as a trait in school contexts
- need for cognition scale ( “tendency to engage in and enjoy effortful cognitive endeavors”)
- academic delay of gratification (study a little everyday and spend less time with friends, or spend more time with friends and cram just before test)
- self regulation questionnaire academic:
1) autonomous motivation: intrinsic (fun, enjoyment), identified (self-valued goal, personal importance)
2) controlled motivation: introjected (self- and other-approval, avoidance of disapproval), external (rule following, avoidance of punishment)
what is a disadvantage of trait indices?
cannot be used in experimental studies, e.g. on motivation enhancing interventions. je kan traits niet echt aanpassen met interventies.
This can be solved by using state indices……
how to measure motivation as a state in a school context
- motivation manipulation: Motivation assessed by increase in performance in motivated vs unmotivated condition (bv. compare 1 euro vs. 10 euro)
- Academic diligence task: motivation assessed by time spend on the academic task
- effort discounting task: how much should we pay you extra to redo a difficult instead of an easy task? if low additional amount: motivated.
example study academic dilligence task
vergelijken hoelang jongeren aan math en playing a video game spenderen
the students get a choice to work on a problem whilst being tempted with digital distractions, and they can swap between the two. but diligence is domain general, so usually equal time spent on math and language
example effort discounting task study
the motivation depends on the performance in the difficult task
dus relatie motivatie en performance
motivatie <-> performance
what factors influence motivation (Lazowski)
- mindset
- competence
- autonomy
- relatedness
- goals
- extrinsic rewards
what is the thing with mindset
it is not really related to performence. very weak correlation between growth mindset and performance. mindset interventions are only slightly effective for low SES and at-risk students
self-determination theory
three basic needs: competence, autonomy, relatedness
voldoening aan de drie behoeften verhoogt autonomous motivatie.
maar dit geldt alleen als extrinsieke beloningen niet salient (van belang) zijn
invloed van doelen/goals op motivatie
het hebben van een doel vergroot de motivatie (motivational interviewing)
