1.0 Introduction

Motivation is the internal process that initiates, directs, and sustains goal-directed behavior. In educational contexts, motivation and engagement are crucial for academic success, persistence, and student well-being. Teachers must understand what drives students to learn and how to foster sustained involvement in academic tasks.

Learning Outcomes:

1. Define motivation and distinguish between intrinsic and extrinsic motivation.

2. Explain Self-Determination Theory and its relevance in education.

3. Describe Attribution Theory and how it shapes learners’ self-perceptions.

4. Analyze Dweck’s mindset research and its implications for student achievement.

5. Apply goal-setting techniques to promote academic engagement.

2.0 Types of Motivation

2.1 Intrinsic Motivation

• Driven by internal rewards such as curiosity, interest, or enjoyment.

• Learners engage in tasks for their own sake.

• Example: A student reads a novel out of personal interest.

2.2 Extrinsic Motivation

• Driven by external rewards or pressures (e.g., grades, praise, punishment).

• Example: A student studies hard to earn a certificate or avoid failure.

Effective classrooms balance both types but aim to cultivate intrinsic motivation.

3.0 Self-Determination Theory (Deci & Ryan)

This theory posits that people are motivated when three basic psychological needs are met:

3.1 Core Needs

1. Autonomy – Feeling in control of one’s actions.

   • Allow students to make choices and take ownership.

2. Competence – Feeling capable and effective.

   • Provide appropriate challenges and feedback.

3. Relatedness – Feeling connected to others.

   • Foster a supportive classroom community.

Diagram: Venn diagram showing overlap of autonomy, competence, and relatedness leading to intrinsic motivation.

3.2 Educational Applications

• Use project-based learning to foster autonomy.

• Scaffold difficult tasks to build competence.

• Build peer relationships through collaborative learning.

4.0 Attribution Theory (Weiner)

Explains how students interpret their successes or failures, which affects future motivation.

4.1 Key Dimensions

1. Locus – Internal (ability, effort) vs. External (luck, task difficulty).

2. Stability – Stable (unchanging) vs. Unstable (can vary).

3. Controllability – Controllable (effort) vs. Uncontrollable (innate ability).

Example: A student who attributes failure to lack of effort (internal, unstable, controllable) is more likely to try again than one who attributes it to lack of intelligence.

4.2 Classroom Implications

• Encourage attributions to effort and strategy rather than fixed ability.

• Provide feedback focused on improvement and perseverance.

5.0 Growth Mindset (Carol Dweck)

Dweck’s research shows that beliefs about intelligence affect learning behavior.

5.1 Two Mindsets

• Fixed Mindset: Belief that intelligence is static.

• Growth Mindset: Belief that abilities can develop through effort and learning.

Illustration: Brain growing with effort, symbolizing neuroplasticity.

5.2 Classroom Strategies

• Praise effort, not innate ability (e.g., “You worked hard” vs. “You’re smart”).

• Normalize struggle as part of learning.

• Use language that emphasizes learning over performance.

6.0 Goal-Setting for Engagement

Goal-setting provides direction and a sense of purpose.

6.1 SMART Goals Framework

• Specific

• Measurable

• Achievable

• Relevant

• Time-bound

6.2 Goal Types

• Mastery Goals: Focused on learning and improvement.

• Performance Goals: Focused on demonstrating ability to others.

Encourage mastery goals to promote long-term engagement and resilience.

7.0 Activities and Reflection

1. Case Study: Analyze a student’s motivation using the Self-Determination framework.

2. Goal-Setting Exercise: Have students write SMART goals related to a current academic task.

3. Mindset Reflection Journal: Reflect on a time when effort led to success.

4. Class Discussion: How do teachers influence students’ motivation through feedback and classroom culture?

8.0 Summary

• Motivation influences the direction, intensity, and persistence of learning behavior.

• Self-Determination Theory emphasizes autonomy, competence, and relatedness.

• Attribution Theory and mindset research show that students’ beliefs affect their motivation.

• Teachers can foster motivation by creating a supportive environment, emphasizing effort, and helping students set meaningful goals.

Next Week: Constructivist Approaches (Bruner, Bandura, Situated Cognition)