Professional Development Webinar (Term 1, 2016) Motivational - PowerPoint PPT Presentation

Professional Development Webinar (Term 1, 2016) Motivational Orientations Are Students Actually Interested In Learning Itself ?

Student Motivation Highly Influential Student Motivation Activity choice Adjustment at School Engagement Lifelong disruption Persistence Help seeking Performance

Motivational Approaches Character Drives Instincts Motives Internal traits Cognitive Behaviour Processes Reinforcement Outcome expectations Rewards Self-efficacy Punishment Goal setting Social Processes Role modelling Group belonging Social comparison

Goal Achievement Motivation Student (internal) and Classroom (external) • Development Student • Achievement Motivation • Classroom structure External • Motivational climate Influences • Learning environment

Goal Achievement Motivation Defining Achievement Goals Performance Orientation • Develop competence relative to others • Strive to do better than others • Seek to prove capability Mastery Orientation Mastery Orientation • Develop competence through task mastery • Desire to learn • Seek deep understanding and mastery

Goal Achievement Motivation Orientations and Goals Approach Goals Avoidance Goals Focus on Avoid appearing Performance Orientation outperforming others incompetent or stupid Avoid Focus on learning Mastery Orientation misunderstanding Student’s disposition sets them up to adopt a specific goal orientation

Behavioral Implications Motivational orientation and behaviour Mastery Orientation Behavioural Implications • Positive learning behaviours patterns • Students persist with difficult tasks • Display high levels of task involvement • Show high levels of effort • Use “deep” learning strategies • Positive perceptions of academic ability and self-efficacy

Behavioral Implications Motivational orientation and behaviour Performance Orientation Behavioural Implications • High levels of motivation to demonstrate ability • Students persist to gain and prove their capability • Active use of memorising and rehearsing strategies Mastery Orientation But…. • Seek out challenges • Surface learning strategies • Enjoy learning • Self-handicapping strategies • Persist when failure occurs • Competitive (always wanting to outperform others) • Experience positive emotions • Low level of effort when challenged • Self-directed learners • Low persistence in the face of failure • Seek help • Use of deceptive strategies

Behavioral Implications Motivational orientation and behaviour Performance AVOIDANCE Orientation Behavioural Implications • Avoid being perceived as incompetent • Avoid negative judgments Difficulties • Disorganised study strategies • High test anxiety • Overly placatory • Low intrinsic motivation • Poor academic performance

Motivational Orientation Academic Performance Prediction What is the impact of goal orientation on academic achievement? • Mastery-approach - YES • Performance-approach – YES but see conditions… • Performance-avoidance goals – NO Conditions But not when: Performance-approach goals best when: - Low ability - Student comparison is emphasised - Insufficient competence - Low task difficulty - Difficult or complex tasks - Low fear of failure - High fear of failure

Situational Factors Can goal orientations change? Natural Situational Perception Goal Cues of Situation Orientation Mastery-oriented school setting Vague or weak situational cues • T ask-orientation and low-ego (or • Natural tendency better predicts goal orientation performance) orientation Performance-oriented sport setting Strong motivational climates • Low task-orientation and high- • Natural disposition less predictive • Situational cues determine goal-orientation performance orientation

Classroom Climate Goal structures and climate within the classroom Performance Goal Mastery Goal Structure Structure and Climate and Climate • Promotes learning and trying hard • Emphasis on competence relative • Students drive own learning to others • Personal development valued • Teacher drives class Mastery Evidence : Performance Evidence : Increased efficacy, effort, Increased extrinsic motivation, persistence, and belonging. greater effort and persistence when task not too difficult and perceived Decreased cheating, avoidance competence exists. coping, and withdrawal. Reduced student autonomy, low engagement in learning activities, and increased negative attitudes and boredom.

Restructuring Classrooms Setting up goal structure and climate TARGET System Learning environment and instructional strategies - strongly related to academic Mastery-oriented classroom motivation goals and climate: • Beliefs and intrinsic motivation • Task assignments • Positive emotions and Attitudes • Authority relations • Perceived Capacity and Competence • Recognition systems • Constructive behaviours and learning • Grouping procedures practices • Evaluation practices • Use of time

Summary Goal Achievement Orientation • Explains student goals and motivation • Mastery orientation – Learning for understanding • Performance orientation – Outperforming others Evidence • Mastery and performance-approach goals predict academic achievement • Most adaptive approach to learning occurs with mastery orientation Restructuring Classroom Goals and Climate • Teachers can influence student goal orientation • Restructure classroom goals and climate (TARGET system)

Free Resources 1. Webinars www.neuromite.com.au/webinar s • Professional Development • NEUROMITE programs 2. NEUROMITE web site www.neuromite.com.au 3. Free Subscription www.neuromite.com.au/school-resources-login • School Resource Centre online • News updates (e.g. webinar invitations)