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& Learning


         Jenna Condie

University of Salford
                                1
Session Overview
Part One:
• Motivation as crucial to learning in formal contexts
• Psychological understandings of motivation
• Empowerment, Edutainment and Creativity

Part Two:
• Identifying motivations to learn in a real case study
• Interventions for increasing teacher expectations
• Divergent thinking and creativity
• Creating motivating seminars
                                                      2
Motivation defined – what is it?




                                         Image created on Visual Thesaurus
“…the psychological
processes that lead us to
do certain things”
(Long, 2007, p. 104)

Is motivation a general
quality?
Is motivation relatively
specific to activity?
Is it better considered as
a process?
                                     3
Effectance motivation (White, 1959)
Babies are born with a desire to master their
environment
               Behaviour



Control/
                                Feedback
Agency




                           Expected
       Goals
                           Outcomes
                                                                4
                                           Flickr: Wayan Vota
Intrinsic and extrinsic motivation
Intrinsic motivation – that from within the
individual

                                                     Extrinsic motivation
                                                     - that from outside
                                                        an individual.



                Flickr: Official U.S. Navy Imagery


                                                                       5
Educational context…
• Teachers face difficulties in attempts to
  monitor motivation Motive: A reason for doing
  in classroom directly. something, esp. one that is
                           hidden or not obvious

• Educational definitions of motivation focus on
  academic achievement and involvement with
  tasks at school (Long, 2007)
• Motivation in school as crucial to meaningful
  learning
                  “You don't have to be great to start,
              but you have to start to be great” Zig Ziglar
                                                          6
The classroom as decontextualised:
Imagining learning about urban regeneration…
Which method requires more motivation?
                Flickr: EG Focus




                                               7
When motivation isn’t an issue…
Before school                     Cultures without formal education
                                                        Flickr: International Rivers




                                   Learning happens because it
                                  is contextualised, knowledge
                Flickr: courosa   that is useful and meaningful
                                                  (Bruner 1966)                 8
The Self         “Regardless of the theoretical
                   orientation, the self is considered
                   nowadays as
                   multiple, varied, changeable, sometimes as
Flickr: tonyhall
                   chameleon that changes along with the
                   context” (Salgado & Hermans, 2009, p. 3)

  • Sense of agency - control & choice
  • Mastery Orientation – belief that your
    achievements are based on your own efforts
    (Bukatko & Daehler, 2012)
  • Mastery Orientation vs learned helplessness
                                                          9
If ‘who we are’ is not fixed, then can
people develop identities of learning?




Rahm and Ash (2008)
• Out-of-school learning environments enabled
  ‘disenfranchised youth’ to take on an identity
  as insiders to the world of science
                                                   10
Aspirations
    In relation to lower income families:
    "Differences in the education aspirations of
    parents are probably the most important factor
    explaining the gap in school completion rates,"
              Polidano (2012), University of Melbourne, High School
                        Completion Study ScienceDaily Article here




Shared on #edupsych this week                                    11
Flickr: henry…

               Against the odds: How Working Class
              Children Succeed (Siraj‐Blatchford, 2010)
Home
Learning
Environment
(HLE)
- most
significant
factor in
predicting
children’s
learning
outcomes.
                                                   12
Self-Expectations
     • Human motivation as dependent upon outcome
       expectations (Bandura, 1977)
     • Self-efficacy - personal judgments of one’s
       capabilities to attain designated goals (Bandura,
       1986)
     • Self-efficacy beliefs in self-regulated Learning
       (SESRL) (Zuffianò et al., 2012)
     • Complex relationship between self-esteem &
       academic achievement (see Baumeister et al., 2003)
                                                       13
Flickr: breahn
Teacher Expectations
• A classic area of study A.K.A the self-fulfilling
  prophecy
• Pygmalion experiment (Rosenthal &
  Jacobson, 1968) – relationship between teacher
  expectations and student performance
• Brophy (1985) whole class teacher expectation
  likely to have greater effect than teachers
  expectation for individual students
• Rubie-Davies (2006) Study of HiEx and LoEx
  teachers - class level expectation important for
  student learning

                                                            14
                                             Flickr: Gates Foundation
Alternatively, are some not buying into
            the education success story
          i.e. good education = good job?
Flickr: -eko-
                                            15
Empowerment: A Humanistic Perspective
      • Move away from the economic story of education.
      • The role of education is to empower – to be able to
        think and to do.
      • “It is the mark of an educated mind to be able to
        entertain a thought without accepting it” (Aristotle)
      • In control of learning (student-driven).
      • Tasks that are intrinsically motivating.
      • Encourages learning beyond the formal context.
      • However, the realities of teaching and curriculum
        coverage constrain this teaching style (Long, 2007)

                                           (Lefranois, 1994)
                                                                16
Flickr: Capture Queen ™
Edutainment

“Edutainment” - a hybrid genre that relies heavily on
visual material, on narrative or game-like formats,
and on more informal, less didactic styles of address.
(Buckingham & Scanlon, 2000, cited in Okan, 2003)

                                                           17
                                                Flickr: Gustty
Play for Learning
• Formal schooling tends       A voluntary activity that is
  to restricts play to          intrinsically motivating
  early years.                    (Amory et al., 1999)
• Play for mastery of skills
• Play theories (Piaget, 1951; Smilansky 1968)
• Serious educational games research:
   – Amory et al., (1999) concluded adventure games
     provide educators with superior mechanisms to entice
     learners into environments where knowledge is
     acquired through intrinsic motivation
                                                            18
“Creativity is usually
defined as a combination
      of novelty and
appropriateness and has
  been associated with
   problem-solving and
  novelty generation as
well as with reactive and
adaptive behaviour that
allows people to cope up
      with turbulent
      environments”
 (Berglund & Wennberg,
       2006, p. 368) 19
Creativity and Learning
• Links back to enterprise and workplace – creativity
  has wide appeal (see Plucker et al., 2004)
• But don’t say the ‘C Word’!
• Divergent thinking
  – Really important or
    just a little important?
• More knowledge now
  about creativity
• Lacking strategies to
  enhance creativity      Flickr: Cea.

• How to think (current/future), not what to think
  (traditional model)
                                                        20
Potential of creativity rarely fulfilled
Why? “Creativity is important to society, but it traditionally has
been one of psychology’s orphans” (Sternberg & Lubart, 1999, p. 4).
Six Barriers
1     Mystic and spiritual origins;
2     Negative effects of pop psych & commercial        Can you
      approaches;                                       think of
3     Early work conducted in relative isolation from   any other
      mainstream psychology
                                                        barriers?
4     Elusive or trivial definitions
5     Negative effects of viewing creativity as an
      extraordinary phenomenon
6     Narrow, unidisciplinary approaches
                                                               21
How to move forward?




       Reconceptualise creativity (Plucker et al., 2004)
        “Creativity is the interaction among aptitude,
     process, and environment by which an individual or
      group produces a perceptible product that is both
     novel and useful as defined within a social context.”
                                                           22
Flickr: mtsofan
Group Work
Learning Outcomes
• Apply your knowledge of motivation to a real
  case study.
• Recognise individual differences in motivation
• Develop a teacher expectation intervention.
• Examine creativity and look for evidence of
  divergent thinking.
• Consider motivations to learn in relation to your
  assignment seminars.

                                                      23
& Learning


         Jenna Condie

University of Salford
                                24

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Motivation and learning - Educational Psychology

  • 1. & Learning Jenna Condie University of Salford 1
  • 2. Session Overview Part One: • Motivation as crucial to learning in formal contexts • Psychological understandings of motivation • Empowerment, Edutainment and Creativity Part Two: • Identifying motivations to learn in a real case study • Interventions for increasing teacher expectations • Divergent thinking and creativity • Creating motivating seminars 2
  • 3. Motivation defined – what is it? Image created on Visual Thesaurus “…the psychological processes that lead us to do certain things” (Long, 2007, p. 104) Is motivation a general quality? Is motivation relatively specific to activity? Is it better considered as a process? 3
  • 4. Effectance motivation (White, 1959) Babies are born with a desire to master their environment Behaviour Control/ Feedback Agency Expected Goals Outcomes 4 Flickr: Wayan Vota
  • 5. Intrinsic and extrinsic motivation Intrinsic motivation – that from within the individual Extrinsic motivation - that from outside an individual. Flickr: Official U.S. Navy Imagery 5
  • 6. Educational context… • Teachers face difficulties in attempts to monitor motivation Motive: A reason for doing in classroom directly. something, esp. one that is hidden or not obvious • Educational definitions of motivation focus on academic achievement and involvement with tasks at school (Long, 2007) • Motivation in school as crucial to meaningful learning “You don't have to be great to start, but you have to start to be great” Zig Ziglar 6
  • 7. The classroom as decontextualised: Imagining learning about urban regeneration… Which method requires more motivation? Flickr: EG Focus 7
  • 8. When motivation isn’t an issue… Before school Cultures without formal education Flickr: International Rivers Learning happens because it is contextualised, knowledge Flickr: courosa that is useful and meaningful (Bruner 1966) 8
  • 9. The Self “Regardless of the theoretical orientation, the self is considered nowadays as multiple, varied, changeable, sometimes as Flickr: tonyhall chameleon that changes along with the context” (Salgado & Hermans, 2009, p. 3) • Sense of agency - control & choice • Mastery Orientation – belief that your achievements are based on your own efforts (Bukatko & Daehler, 2012) • Mastery Orientation vs learned helplessness 9
  • 10. If ‘who we are’ is not fixed, then can people develop identities of learning? Rahm and Ash (2008) • Out-of-school learning environments enabled ‘disenfranchised youth’ to take on an identity as insiders to the world of science 10
  • 11. Aspirations In relation to lower income families: "Differences in the education aspirations of parents are probably the most important factor explaining the gap in school completion rates," Polidano (2012), University of Melbourne, High School Completion Study ScienceDaily Article here Shared on #edupsych this week 11
  • 12. Flickr: henry… Against the odds: How Working Class Children Succeed (Siraj‐Blatchford, 2010) Home Learning Environment (HLE) - most significant factor in predicting children’s learning outcomes. 12
  • 13. Self-Expectations • Human motivation as dependent upon outcome expectations (Bandura, 1977) • Self-efficacy - personal judgments of one’s capabilities to attain designated goals (Bandura, 1986) • Self-efficacy beliefs in self-regulated Learning (SESRL) (Zuffianò et al., 2012) • Complex relationship between self-esteem & academic achievement (see Baumeister et al., 2003) 13 Flickr: breahn
  • 14. Teacher Expectations • A classic area of study A.K.A the self-fulfilling prophecy • Pygmalion experiment (Rosenthal & Jacobson, 1968) – relationship between teacher expectations and student performance • Brophy (1985) whole class teacher expectation likely to have greater effect than teachers expectation for individual students • Rubie-Davies (2006) Study of HiEx and LoEx teachers - class level expectation important for student learning 14 Flickr: Gates Foundation
  • 15. Alternatively, are some not buying into the education success story i.e. good education = good job? Flickr: -eko- 15
  • 16. Empowerment: A Humanistic Perspective • Move away from the economic story of education. • The role of education is to empower – to be able to think and to do. • “It is the mark of an educated mind to be able to entertain a thought without accepting it” (Aristotle) • In control of learning (student-driven). • Tasks that are intrinsically motivating. • Encourages learning beyond the formal context. • However, the realities of teaching and curriculum coverage constrain this teaching style (Long, 2007) (Lefranois, 1994) 16 Flickr: Capture Queen ™
  • 17. Edutainment “Edutainment” - a hybrid genre that relies heavily on visual material, on narrative or game-like formats, and on more informal, less didactic styles of address. (Buckingham & Scanlon, 2000, cited in Okan, 2003) 17 Flickr: Gustty
  • 18. Play for Learning • Formal schooling tends A voluntary activity that is to restricts play to intrinsically motivating early years. (Amory et al., 1999) • Play for mastery of skills • Play theories (Piaget, 1951; Smilansky 1968) • Serious educational games research: – Amory et al., (1999) concluded adventure games provide educators with superior mechanisms to entice learners into environments where knowledge is acquired through intrinsic motivation 18
  • 19. “Creativity is usually defined as a combination of novelty and appropriateness and has been associated with problem-solving and novelty generation as well as with reactive and adaptive behaviour that allows people to cope up with turbulent environments” (Berglund & Wennberg, 2006, p. 368) 19
  • 20. Creativity and Learning • Links back to enterprise and workplace – creativity has wide appeal (see Plucker et al., 2004) • But don’t say the ‘C Word’! • Divergent thinking – Really important or just a little important? • More knowledge now about creativity • Lacking strategies to enhance creativity Flickr: Cea. • How to think (current/future), not what to think (traditional model) 20
  • 21. Potential of creativity rarely fulfilled Why? “Creativity is important to society, but it traditionally has been one of psychology’s orphans” (Sternberg & Lubart, 1999, p. 4). Six Barriers 1 Mystic and spiritual origins; 2 Negative effects of pop psych & commercial Can you approaches; think of 3 Early work conducted in relative isolation from any other mainstream psychology barriers? 4 Elusive or trivial definitions 5 Negative effects of viewing creativity as an extraordinary phenomenon 6 Narrow, unidisciplinary approaches 21
  • 22. How to move forward? Reconceptualise creativity (Plucker et al., 2004) “Creativity is the interaction among aptitude, process, and environment by which an individual or group produces a perceptible product that is both novel and useful as defined within a social context.” 22 Flickr: mtsofan
  • 23. Group Work Learning Outcomes • Apply your knowledge of motivation to a real case study. • Recognise individual differences in motivation • Develop a teacher expectation intervention. • Examine creativity and look for evidence of divergent thinking. • Consider motivations to learn in relation to your assignment seminars. 23
  • 24. & Learning Jenna Condie University of Salford 24

Editor's Notes

  1. “Families tend to make the extra efforts required in developing a rich HLE when they believe their efforts will be rewarded. When parents are aware that their child has as much potential as any other to be successful, and when they recognise that they have an active role to play themselves in realising this potential, then early social disadvantages may be overcome”(p. 476-477