Motivation

2. Motivation The Self-Referral Process to Accomplish More Troy Hankonen

3. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

4. Wholeness Motivation is a central determinant of learning and therefore teachers must be masters of various motivational strategies. Development of intrinsic motivation to learn is one of the most important goals of education, because this will ensure that the students continue to learn and develop their whole lives. With growth to higher states of consciousness, motivation becomes more intrinsic or self-referral, and the inner conviction grows that one can do anything.

5. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

6. Goal Orientation and Motivation Types of Goals Feedback and Acceptance Goals: Lessons for Teachers

7. Types of Goals 1.) Learning Goal: Personal intention to improve abilities and understand, no matter how performance suffers.

8. Types of Goals 2.) Performance Goals: Personal intention to seem competent or perform well in the eyes of others.

9. Types of Goals 3.) Work-Avoidance Goals: Personal intention to avoid all work and doesn’t care to learn or look smart.

10. Types of Goals 4.) Social Goals: A wide variety of needs and motives to be connected to others or part of a group.

11. Feedback and Goal Acceptance Feedback: Motivation by a discrepancy between “where you are” and “where you want to be.” Goal Acceptance: Motivated learning is tapped when others’ or personal goals are accepted.

12. Goals: Lessons for Teachers Goals set should be: clear specific reasonable moderately challenging attainable within a relatively short period of time. Ensure reward and incentives are set to learn and improve, not on performance.

13. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

14. Interests and Emotions Tapping Interests Arousal: Excitement and Anxiety in Learning Interests and Emotions: Lessons for Teachers

15. Tapping Interests Survey of 200 middle school students. Explanation of failure: Explanation of success:

16. Arousal: Excitement and Anxiety

17. Interests and Emotions: Lessons for Teachers Arousal for the task at hand Variety, curiosity, surprise, physical activity Learn students’ interests Incorporate interests into lessons and assignments

18. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

19. Self-Schemas Beliefs about Ability Beliefs about Self-Efficacy Self-Determination Self-Schemas: Lessons for Teachers

20. Beliefs about Ability 1.) Entity View of Ability: Belief that ability is a fixed characteristic that cannot be changed. 2.) Incremental View of Ability: Belief that ability is a set of skills that can be changed. Entity View = Performance Goals Incremental View = Learning/Task-Involved Goals

21. Beliefs about Self-Efficacy Self-Efficacy: Beliefs about personal competence in a particular situation. Sources of Self-Efficacy: Mastery Experiences (our own direct experiences) Vicarious Experiences (modeled by someone else) Social Persuasion (“pep talk”, performance feedback)

22. Self-Determination Self-Determination: The need to experience choice and control in what we do and how we do it (rather than external rewards or pressures that determine our actions.)

23. Self-Schemas: Lessons for Teachers If students believe, they will act upon the belief. (belief = ability?) If students believe that failing means they are stupid they may adopt self-protective and self-defeating strategies. Telling students to “try harder” is not particularly effective. Students need evidence; authentic mastery experiences.

24. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

25. Exercise Types of Goals Match the type of goals below with the appropriate statements to the right. A.) Learning Goal B.) Performance Goal C.) Work-Avoidant Goal D.) Social Goal 1.) “I read using the PQ3R technique because I can get the reading done quick.” 2.) “I am going to play with my friends because it is fun.” 3.) “My skills are not good enough to win the race, so I will work harder.” 4.) “I train hard for the Olympics to get good in my sport.” 5.) “My family expects me to do well in school.” 6.) “My peers pressure me to do well, so I won’t do anything.”

26. Overview Wholeness Goal Orientation and Motivation Interests and Emotions Self-Schemas Summary Conclusion

27. Main Points 3.) Motivation to learn is encouraged when the sources of motivation are intrinsic, the goals are personally challenging, and the individual is focussed on the task, has a mastery orientation, attributes successes and failures to controllable causes, and believes ability can be improved. As higher states of consciousness dawn, one realizes that one has infinite potential and can accomplish anything.

28. Connecting Parts with WholenessMotivation: Relative Level 1.) Teachers must understand principles of motivation so that they can maximize student learning. 2.) Teachers must understand principles of motivation so that they can help foster intrinsic motivation to learn in their students, so that their students will want to continue learning all their lives.

29. Connecting Parts with WholenessMotivation: Absolute Level 3.) Transcendental Consciousness is the state of pure, infinitely lively awareness, the home of all possibilities. 4.) Wholeness moving within itself: In unity consciousness, all motivation is intrinsic, because everything is within the Self, and everything is possible because everything happens through action of the Self.

30. Questions?

31. Homework Read pg. 377 - 391 (6 Pages New Material) Question 1: Explain a couple ways to enhance self-efficacy in students. Give examples. Question 2: In terms of MVS, what principles relate to self-schemas in terms of 1.) ability, and 2.) Self-Efficacy? (At least 1 MVS principle for each.)