Download
1 / 34
340 likes | 433 Views
Beliefs & Choices About Motivation. You need your clicker!. Part 1. What Works for You as a Student. 1. I like a class more if the readings, activities, and assignments are interesting in themselves . . Strongly Agree Agree Neutral Disagree Strongly Disagree.
E N D
Beliefs & Choices About Motivation You need your clicker!
1. I like a class more if the readings, activities, and assignments are interesting in themselves. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
1. I like a class more if the readings, activities, and assignments are interesting in themselves. • High intrinsic motivation
2. I work harder and enjoy a class more when I want to learn the content, especially if it will be useful in my future. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
2. I work harder and enjoy a class more when I want to learn the content, especially if it will be useful in my future. • Mastery goal • High value
3. I learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
3. I learn better when I feel connected to the teacher and other students, and when I don’t feel uncomfortable or unpopular. • Need for affiliation met • Need for relatedness/intimacy met • Need for safety met • Low debilitating anxiety
4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
4. I like knowing that I can do what’s expected of me. I may have to work hard, but I know I can do it eventually. • High expectancy • High self-efficacy • Need for self-determination met
5. I like challenge, but not too much. It keeps me focused, but not freaked out. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
5. I like challenge, but not too much. It keeps me focused, but not freaked out. • Facilitating anxiety • Wobbly Place (ZPD)
6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
6. It's OK to make mistakes, because I learn from them. It's OK to look ignorant or unskilled in front of others, because I'm still learning. • Wobbly Place (ZPD) • Mastery goal • Need for safety met
7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
7. I give myself credit for my success. I’m smart enough, I worked hard, and I can do that again. If I fail, I can work harder or try a different approach next time. • Attribution: internal, controlled • Positive self-fulfilling prophecy • Resilient self-efficacy • Need for self-determination met
8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to succeed. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
8. Failure can hurt students’ self-esteem and make them dislike school. So it should be easy for students to succeed. • Self-efficacy • Debilitating anxiety (Wobbly Place?)
9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
9. Structure and routine can become boring. So a teacher should make every class unpredictable and exciting. • Intrinsic motivation • Need for safety
10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
10. Different students have different personal interests. So it’s very difficult to include students’ interests in activities. • Intrinsic motivation • Value
11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
11. Students can’t handle responsibility. So a teacher shouldn't give many choices, and should closely monitor students' work. • Need for self-determination • Attribution: external • Metacognition • Learned helplessness
12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial). • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
12. Authentic (or realistic) activities can confuse or frustrate students. So a teacher shouldn’t worry if an activity seems “academic” (or artificial). • Value • Debilitating anxiety • Wobbly Place (ZPD)
13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
13. Big, complex ideas can confuse students. So a teacher should simplify the content and only present small ideas at a time. • Mastery goal • Teaching for understanding
14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
14. Students cheat because they're lazy or immoral. So a teacher should treat cheaters like criminals and punish them harshly. • Self-efficacy • Performance goal • Self-handicapping
15. A content area is built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned. • Strongly Agree • Agree • Neutral • Disagree • Strongly Disagree
15. A content area is built on fundamental facts and models. So if a student can remember these facts accurately and use these models correctly, that student has learned. • Mastery goal
