2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update.

CHAPTER

13

Motivation, Teaching, and Learning

 2006 The McGraw-Hill Companies, Inc. All rights reserved.

Santrock, Educational Psychology, Second Edition, Classroom Update

Learning Goals

1. Define motivation and compare the behavioral,

humanistic, cognitive, and social perspectives on
motivation.
2. Discuss the important processes in motivation
to achieve.
3. Explain how relationships and sociocultural
contexts can support or undercut motivation.
4. Recommend how to help hard-to-reach,
low-achieving students.

13.2

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation, Teaching and Learning

Exploring
Motivation

What Is
Motivation?

Perspectives on
Motivation

13.3

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation
involves the processes
that energize, direct, and
sustain behavior.

13.4

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Perspectives on Motivation

The Behavioral Perspective

emphasizes external rewards and
punishments as keys in
determining student motivation.

13.5

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Santrock, Educational Psychology, Second Edition, Classroom Update

The Humanistic Perspective

stresses students capacity for
personal growth, freedom to choose
their own destinies, and positive
qualities.

Maslows Hierarchy
Motivation increases
as needs are met

SelfActualization
Need
Aesthetic Needs

Being (growth)
Needs

Need to know and Understand

Motivation
decreases
as needs
are met

Esteem Needs
Belongingness and Love Needs
Safety Needs
Physiological Needs

Deficiency
Needs

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Santrock, Educational Psychology, Second Edition, Classroom Update

Humanistic psychology

Some of the characteristics of the selfactualized individual are:

An ability to perceive reality accurately

Independence, spontaneity, and creativity
Treating others with unconditional positive regard
An outlook that emphasizes problem-solving
Enjoyment of life
A good sense of humor

Not a scientific list

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Perspectives on Motivation

The Cognitive Perspective

focuses on students competence
motivation, their internal motivation
to achieve, their attributions, and their
beliefs that they can effectively control
their environment.

13.9

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Perspectives on Motivation
The Social Perspective
stresses the need for affiliation
or relatedness that involves
establishing, maintaining,
and restoring warm, close,
personal relationships.

13.10

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation, Teaching,
and Learning
Motivation
to Achieve
Extrinsic
and Intrinsic
Motivation

Other
Cognitive
Processes

Teacher
Expectations

Anxiety and
Achievement
13.11

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Extrinsic vs. Intrinsic Motivation

Extrinsically
Motivated Students
Do something to obtain
something else.
Are influenced by
rewards and
punishments.

Intrinsically
Motivated Students
Demonstrate selfdetermination by
doing something for its
own sake.
Increase motivation
when they are given
some personal
choice.

13.12

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Optimal Experiences & Flow

Flow occurs:
When students develop a sense of mastery and are
absorbed in a state of concentration while they engage in
an activity.
When students are challenged and perceive that they
have a high degree of skill.

13.13

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Attribution Theory
Bernard Weiner
Attribution Theory: In their effort to make sense of
their own behavior or performance, individuals are
motivated to discover its underlying causes.

Locus: Students who perceive their success as being due

to internal factors (i.e., effort) are more likely to have
higher self-esteem.
Stability: If a student attributes a positive outcome to a
stable cause, there is an expectation of future success.
Controllability: Failure due to external factors causes
anger. Failure due to internal factors may cause guilt.

13.14

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Attribution Theory

13.15

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Santrock, Educational Psychology, Second Edition, Classroom Update

Weiners Attribution Theory

Theory into Practice

James believes he did well on a test because he

was lucky.
Q.1: Describe James attribution along Weiners dimensions.

Steve believes he did poorly on a test because he

is stupid.
Q.2: Describe Steve's attribution along Weiners dimensions.
13.16

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Santrock, Educational Psychology, Second Edition, Classroom Update

Weiners Attribution Theory

Theory into Practice

Sally believes she did poorly on a test because she

didnt study enough for this test.
Q.3: Describe Sallys attribution along Weiners
dimensions.

Sandra believes she did poorly in a class because

the teacher doesnt like her.
Q.4: Describe Sandra's attribution along Weiners
dimensions.
13.17

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Achievement Goal Orientation

Mastery Orientation
Students focus on the task rather than their
ability
Generate solution-oriented strategies
Helpless Orientation
Students focus on their personal inadequacies
Performance Orientation
Students are concerned with the outcome rather
than the process
13.18

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Santrock, Educational Psychology, Second Edition, Classroom Update

Goal Theory (Mastery Motivation)

Theory into Practice

Susan struggles with math. She often tells her

teacher that she cant do the assigned homework.
During class, she often just stares out of the
window. Not surprisingly, she does not do well.
Q: What goal orientation is Susan demonstrating?

13.19

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Santrock, Educational Psychology, Second Edition, Classroom Update

Goal Theory (Mastery Motivation)

Theory into Practice

Shana struggles with math. She tries very hard,

however, asking for help when she needs it,
completing her homework to the best of her ability,
and studying hard for tests. When she does better
than her usual score, she is very happy.
Q: What goal orientation is Shana demonstrating?

13.20

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Santrock, Educational Psychology, Second Edition, Classroom Update

Goal Theory (Mastery Motivation)

Theory into Practice

Sally does well in math. She aces most tests and

competes with Steve, who also does well, to see
who will get the highest score. She excitedly pumps
her fist in the air and whoops with pleasure each
time she earns the highest score in the class.
Q: What goal orientation is Sally demonstrating?

13.21

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Santrock, Educational Psychology, Second Edition, Classroom Update

Goal Theory (Mastery Motivation)

Theory into Practice
Steve does well in math. He aces most tests. He
often works on things that are beyond what his
classmates are doing, because he enjoys the
challenge and wants to learn more. When he does
not understand a concept, he tries to work it out and
asks for help if he needs it. He shakes his head
when Sally does her fist-pumping routine.
Q: What goal orientation is Steve demonstrating?

13.22

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Self-Efficacy
Teach specific
strategies
Help students
develop short and
long-term goals

Make sure students

are not overly
aroused or anxious

Provide students
with support from
positive adult and
peer models
13.23

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Santrock, Educational Psychology, Second Edition, Classroom Update

Enter the Debate

Should teachers help students who struggle by

giving them assignments they can easily
accomplish?

YES

NO

13.24

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation, Teaching,
and Learning
Motivation,
Relationships,
and Sociocultural
Contexts
Sociocultural
Contexts

Social
Motives
Social
Relationships

13.25

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Social Relationships
Parents
should provide
the right
amount of
challenge in a
positive
environment
and model
achievement
behavior.

Motivation
to Achieve

Peers
with high
achievement
standards will
support student
achievement in
others.

Teachers
optimize
achievement
when they provide
challenging
tasks in a
supportive
environment.

13.26

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Sociocultural Contexts

13.27

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Santrock, Educational Psychology, Second Edition, Classroom Update

Sociocultural Contexts

Ethnicity

There is DIVERSITY in
achievement motivation within
ethnic minority groups.

Socioeconomic
Status (SES)

When ethnicity and

socioeconomic status (SES)
are investigated in the same
study, SES is often the better
predictor of achievement.

13.28

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation & Gender

Males

Have higher competence

beliefs in math and sports
Are more rambunctious
Receive more teacher
attention, yet receive
lower grades
List more career options

Females

Have higher competence

beliefs for English, reading,
and social activities
Often experience conflicts
between gender roles and
achievement
Are more compliant, get less
teacher attention, by middle
school have lower selfesteem

13.29

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Motivation, Teaching,
and Learning
Hard-to-Reach
and Low-Achieving
Students

Discouraged
Students

Uninterested
or Alienated
Students

13.30

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Discouraged Students
Protection
of SelfWorth
by Avoiding
Failure

Low
Achievers
with Low
Expectations
Provide constant
reassurance as
long as student
demonstrates
effort.

Failure
Syndrome
Increase
self-efficacy
retraining and
attribution
training.

Includes nonperformance,
procrastination,
and
inappropriate
goal-setting.

13.31

 2006 The McGraw-Hill Companies, Inc. All rights reserved. Santrock, Educational Psychology, Second Edition, Classroom Update

Hard-to-Reach,
Low-Achieving Students
1. Develop positive
teacher-student
relationships.
2. Make school more
interesting.
3. Teach strategies to
make learning
enjoyable.
4. Consider including a
mentor.
13.32

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Santrock, Educational Psychology, Second Edition, Classroom Update

Crack the Case

The Reading Incentive Program

1. What are the issues in this case?
2. Analyze the case from the perspective of
extrinsic and intrinsic motivation.
3. Analyze the case from a goal orientation
perspective.

13.33

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Santrock, Educational Psychology, Second Edition, Classroom Update

Crack the Case

The Reading Incentive Program

4.

5.

Why do you think Sami went from receiving one

star the first month to receiving 30 stars the
next? Why does she no longer read in her free
time at school?
What are the problems with this type of
incentive program? How might an incentive
program be developed that does not undermine
students motivation to read?

13.34

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Santrock, Educational Psychology, Second Edition, Classroom Update

Reflection & Observation

Reflection:
How have teachers used games to
help you learn?
How have they affected your
motivation to learn?

Observation:
How is the competition differentially
affecting students? Explain from
a motivational perspective.
What are some ways to make
learning fun with the problems
you observed in this game?