Chapter 3
The Chapter 3 question being posed is: "What factors motivate students to learn" (Ambrose et al., 2010)?
The Chapter 3 principle states that "A students motivation generates, directs, and sustains what they do to learn new concepts and skills " (Ambrose et al., 2010).
The Chapter 3 principle states that "A students motivation generates, directs, and sustains what they do to learn new concepts and skills " (Ambrose et al., 2010).
How do students stay motivated to learn when they are faced with so many varying factors that influence their academic performance? How can we as educators motivate students in ways that develop long-lasting effects on their abilities to successfully perform? We need to begin to look at various areas of the learning process, and how we can set-up opportunities for our students to progress academically while being motivated. To be motivated means that an individual believes that the time, effort, and outcome will be worth the investment of their commitment to a particular task (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010). The outcome of learning is to grow and eventually master new information that will provide you with the skill-set to flourish in the real-world. By knowing how we as educators approach teaching, we can begin to supply opportunities for students to feel motivated and driven to learn. As we take the time to understand the factors that affect how our students learn these opportunities can be designed so they are even more motivating.
There are two underlying concepts that lay the foundation for how we understand motivation. The first factor is subjective value, and the second being the expectations we have in relation to a specific goal. The ways these two concepts interact determine the level of motivation your students will exhibit when learning or completing work (Ambrose, et. al., 2010). Goals Setting goals are a way to organize what values and expectancies we have placed on particular activities. If a goal is presented in a way that is meaningful to the students own values about learning then learning behavior can be positively influenced. On the other hand if a student does not find value in any of the goals presented they lose motivation for learning, which can then begin to affect other areas of their schooling. It is important to have an active awareness that the goals students have for themselves may differ from the goals we have set for them (Ambrose, et. al., 2010). One type of goal that motivates students is performance goals. Performance goals can be misleading to educators making it seem that a student really understands a particular topic or skill. When students are focused on performance goals they are motivated by projecting a particular self-image or reputation (Ambrose, et. al., 2010). This makes it seem that they are competent academically and socially, even when this is not true. They are able to perform in a way that gives the outward appearance they can succeed academically, when they really have not mastered the materials or skills enough to apply them when needed. There are two forms of performance goals that we must be aware of performance-approach goals and performance-avoidant goals. The performance-approach is displayed when students are focused on completing a task for the sole purpose of meeting the requirements that have been set. While the avoidance goals are present when students focus on avoiding to demonstrate their incompetence’s within a particular area (Ambrose, et. al., 2010). A second type of goal is learning goals. When learning goals are what guides a student’s motivation they desire to become competent and to learn what they can by completing the activity (Ambrose, et. al., 2010). This can become a challenge when we want out students to be motivated by learning goals, if their only motivation comes from doing the bare minimum to pass. Students that are driven by learning goals will use study skills, seek assistance, and keep working through challenges until they are successful at reaching their end result. Work-avoidant goals are motivation when a students has the desire to rapidly complete an activity or task with no effort put forth (Ambrose, et. al, 2010). These students will show a lack of interest and get easily discouraged during a course. This disengaged may occur in just one course, or it may be the norm in all learning situations. Knowing where your student’s level of motivation is when they enter your course will help with approaching the various learning situations that they will be facing. It is important to note that the goals you value will not always coincide with those of your students, but when they do align the teaching/learning experience can be powerful (Ambrose, et. al., 2010). Many students will have multiple goals that motivate them to learn or not learn. When an activity has been developed to meet the needs to satisfying more than one of their goals a student’s level of motivation will be increased. The students that have multiple goals they are trying to reach, whether learning, social, or affective, will be more successful than those following one goal (Ambrose, et. al., 2010). Value The value of a goal is the level of importance that has been placed upon it. Students are more motivated to complete the necessary steps for learning when they have placed a high value on the outcome. There are three areas that determine how much value is placed on a goal. The first is attainment value. Attainment value is motivation for those who place value on what is gained from mastering a particular task (Ambrose, et. al., 2010). The next is intrinsic value, which is displayed when a student is satisfied with just completing the task, but not necessarily the end outcome. The final value is instrumental value. This value drives motivation when successfully completing one task or goal effects the accomplishment of another goal (Ambrose, et. al., 2010). Students who are motivated by the value the end result has either personally or professionally may not be motivated in all courses. This will be determined by what values they have and where they feel they fit with the course they are studying. Trying to bridge the gap between courses and showing how there is a value by successfully completing and mastering what you have to teach is important. Expectancies The expectations students have for themselves, their instructor, and the usefulness of what they are learning all play major roles with motivation. There are two types of expectancies that may drive a student’s level of motivation. Outcome expectancies are a reflection of how a student believes as particular outcome will occur (Ambrose, et. al., 2010). If a student goes into an activity or task with a positive attitude about their ability to be successful, they will have an “I can” attitude. Having a positive outcome expectation is of great importance when trying to stay motivated to learn. The opposite would be those that start off negatively thinking they cannot successfully complete the task put before them. These feelings of self-loathing will negatively impact their level of motivation and overall performance. When this occurs it begins to set the stage for how they are motivated when completing other activities or tasks with similar requirements. There must be a link between learning behaviors and the desired outcomes if a student is going to be positively motivated to learn and succeed (Ambrose, et. al., 2010). The other expectation is efficacy expectations. This expectation is also essential for high level of motivation. Those motivated by such expectations believe they can control the outcome by controlling the course of action taken to reach the end result (Ambrose, et. al., 2010). This motivation is present when a student believes they are capable of successfully completing the work not just because it is required for a grade, but because it is important that they receive a passing grade (Ambrose, et. al., 2010). Environment The learning environment plays a critical role in how motivated a student’s becomes to complete work for a course. If the learning environment is not supportive to student needs then no matter how goal oriented, or what the level of expectations, a student may not be motivated to learn. Having a supportive environment that meets a student’s personal, social, academic needs can easily turn low-levels of motivation to higher-levels motivation. The level of motivation and the value placed on what is being taught is enhanced when a supportive environment is in place (Ambrose, et. al., 2010). The lack of support in and environment for someone who is motivated to learn can result in defiant behavior and lack of cooperation (Ambrose, et. al., 2010). Strategies for Developing Motivation There are many strategies to use a when developing areas of motivation for your students. How they are introduced, and utilized are determined by your students current levels of motivation. Establishing Value
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Establishing Value Continued...
Building Positive Expectancies
Addressing Value and Expectations
In order for students to be successful in any learning environment they must be provided with a supportive and safe environment. When all three of the concepts that influence positive motivation are in place an instructor can feel confident that their students will successfully gain mastery of the course material. No single variable works for every student, all the time (Ambrose, et .al., 2010). It is important to take the time to understand what prior knowledge and experiences your students have had, and where it is they plan to go after your course. Motivating Students to Learn
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