Mathematics 1228A/B Lecture Notes - Lecture 4: Motivation, Cooperative Learning, Controllability
29 Apr 2018
School
Department
Course
Professor
Psychology in the Classroom
Psych 2990A- Oct 25th, 2016
Reading Topic: Cognitive processes in learning (ch. 5)
Lecture Topics:
1. Motivation in the classroom
2. Teacher expectancy effects
3. Cooperative learning
Part 1: Motivation in the Classroom
Prologue: Defining motivation (the “why” of behaviour)
→ A psychological state that INFLUENCES goal-directed behaviour
Three TYPES of influences:
1) ACTITIVATES the behaviour (causes it to begin)
- “I can’t wait to start this project!”
2) SUSTAINS the behaviour (keeps it going)
- continues to work on a task even with trouble than the student that gives up at the
first sign of trouble
3) REGULATES the behaviour (causes to plan and strategies for achieving the goal)
- has begun ways to achieve goal is more motivated than one who hasn’t
Where does motivation come from?
Perspectives on Motivation
A. The Behavioural Perspective
- Behaviour is controlled by its consequences (e.g., rewards and punishments)
- Can control motivation by controlling the consequences of behaviour:
o Reward desired behaviour (to increase motivation)
o Punish undesired behaviour (to decrease motivation)
Interlude: The problem with using rewards to motivation
First demonstrated with kids who liked playing with “magic marker” pens
Phase 1: Kids randomly assigned to 1/3 groups:
Group 1: Expected a “Good Player Award” badge for drawing a picture with pens
Group 2: Unexpectedly received the award AFTER drawing a picture (weren’t thinking of
an external award)
Group 3: (control group) didn’t receive any award
Phase 2: Reward is removed during free-play
Q: how much time will they play with magic markers?
Results: Group 1 spent half as much time playing with the pens
→ expected rewards UNDERMINED intrinsic motivation to continue the activity (when the
rewards were subsequently removed)!
◼ Not goona play with the pens unless there’s a reward :P
◼ E.g., Attend class if prof motivates additional % for attendance. Then don’t go to class if
reward is removed. What happens in real world when reward of marks is removed?
Guidelines when using rewards:
1. If intrinsic motivation is , rewards can at least motivation until end of course
2. If intrinsic motivation is , use rewards SELECTIVELY:
- Rewards can intrinsic motivation when given for QUALITY performance (e.g., “a
job well done”), rather than for mere performance of behaviour
o E.g., maybe if rewarded for quality of pictures, then reward= won’t be
undermined
- Need to go beyond rewards/punishment when understanding motivation for what
people think when they do well/fail
B. The Cognitive Perspective (s)
1. Expectancy x Value Theory:
Motivation is influenced by two cognitions:
i) Expectancy of achieving goal
ii) Value of goal
- If both are , person will be MOTIVATED to achieve goal
- If EITHER is , motivation will be
E.g., if student values science fair and thinks has chance to win= motivation
2. Bandura’s Self- Efficacy Theory
a) People will be motivated to achieve goals when they believe they have the ability to
achieve goals (when self-efficacy is )
- Sources of self-efficacy:
o Mastering experiences (our past experiences with success or failure)
▪ Ex: know capable of getting B, based on past performances = high
self-efficacy (I can do it because I’ve gotten it in my previous courses)
▪ OR if you think you can’t do it, bc you’ve never been able to get a B,
your motivation to get a B will also be low (I’ve never done it, so I
won’t even try)
o Vicarious experiences (performance of “models” who are similar to us)
o Interpretation of our emotional arousal (is it “anxiety” or “excitement”?)
▪ Anxiety our self- efficacy (“not going to be able to do it”)
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Document Summary
Lecture topics: motivation in the classroom, teacher expectancy effects, cooperative learning. A psychological state that influences goal-directed behaviour. Three types of influences: actitivates the behaviour (causes it to begin) I can"t wait to start this project! : sustains the behaviour (keeps it going) Continues to work on a task even with trouble than the student that gives up at the first sign of trouble. 3) regulates the behaviour (causes to plan and strategies for achieving the goal) Has begun ways to achieve goal is more motivated than one who hasn"t. Behaviour is controlled by its consequences (e. g. , rewards and punishments) Can control motivation by controlling the consequences of behaviour: reward desired behaviour (to increase motivation, punish undesired behaviour (to decrease motivation) Interlude: the problem with using rewards to motivation. First demonstrated with kids who liked playing with magic marker pens. Phase 1: kids randomly assigned to 1/3 groups:
