Motivation Concept Map

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Motivation Concept Map by Mind Map: Motivation Concept Map

1. Teachers need to utilize intrinsic and extrinsic motivators

2. Maslow's Hierarchy of Needs

2.1. Motivation is based on people seeking fulfillment and change through personal growth

2.2. Hierarchy of Needs

2.3. Most behavior is MULTI-motivated

2.4. Teachers need to ensure that the basic needs are being met before expecting students to succeed in the classroom.

2.5. Basic needs must be more or less met (rather than all or none) prior to higher needs, but the order of the needs is not fixed and can be flexible based on outside events

2.6. Impact on Teaching

2.6.1. Being Needs: Don't arise from deprivation, but from a desire to grow as a person.

2.6.1.1. Meeting aesthetic needs: pleasant lighting, colorful wall displays, clean room, pleasant smells, appealing layout

2.6.1.2. Meeting intellectual needs: challenging lessons, use a variety of approaches, critical-thinking, encourage higher-order thinking, teach transferable knowledge

2.6.1.3. Meeting self-actualization needs: expect students to do their best, allow students to explore and discover, make connections to "real" life, use metacognitive activities

2.6.1.3.1. If students achieve self-actualization they can reach their "FLOW STATE," which is where they are completely present in their activity

2.6.2. Basic/Deficiency Needs: arise due to deprivation and motivate people to fulfill them.

2.6.2.1. Meeting emotional/belonging needs: get to know students, be available, listen and be supportive, value student thoughts and opinions, provide opportunities for group/collaborative work

2.6.2.2. Meeting survival needs: free/reduced lunches, suitable room temperatures, bathroom and drink breaks, snacks in the classroom

2.6.2.3. Meeting safety needs: well-planned emergency procedures, fair discipline, consistent expectations and routines, accepting/non-judgemental environment

3. Intrinsic and Extrinsic Motivation

3.1. Intrinsic motivation

3.1.1. Motivation that comes from within the learner

3.1.1.1. Ways of driving behavior

3.1.1.1.1. Activity enjoyable

3.1.1.1.2. Fun and exciting

3.1.1.1.3. Studying a subject they find fascinating

3.2. Extrinsic motivation

3.2.1. Motivation that comes from someone other than the learner

3.2.1.1. Ways of driving behavior

3.2.1.1.1. Win awards

3.2.1.1.2. Competing in a contest

3.2.1.1.3. Studying for a good grade

3.2.1.1.4. Avoid punishment

4. Goal Theory

4.1. an overall approach to motivation that emphasizes the need to establish goals as intrinsic motivation.

4.2. Goals that affect achievement INDIRECTLY

4.2.1. Failure Avoidance Goals

4.2.1.1. Often they are a negative byproduct of the competitiveness of performance goals

4.2.1.2. Undermine academic achievement

4.2.2. Social Goals

4.2.2.1. Most students need and value relationships, both with classmates and with teachers, and often they get a good deal of positive support from the relationships. But the effects of social relationships are complex, and at times can work both for and against academic achievement.

4.3. Goals that contribute to achievement

4.3.1. Performance Goals

4.3.1.1. performance, relative ability, ego-involved, approach and avoidance

4.3.1.2. extrinsic motivation

4.3.2. Mastery Goals

4.3.2.1. understanding of concepts and content, and application to tasks - learning, task-involved, approach and avoidance

4.3.2.2. enjoyment of learning the material

4.3.2.3. Intrinsic Motivation

5. Self Determination

5.1. Focuses on motivation

5.1.1. Extrinsic

5.1.1.1. Rewards, outside motivators

5.1.2. Intrinsic

5.1.2.1. Personal fulfillment, passion, internal motivators

5.1.2.2. Competence and autonomy are the basis of intrinsic motivation

5.2. Needs

5.2.1. Competence: seek to control outcome and experience of mastery

5.2.2. Autonomy: desire to be causal agents of ones own life and act in harmony with ones integrated self. This does not necessarily mean independence from others

5.2.3. Relatedness: will to interact, be connected to, and experience caring for others

5.3. Inherent Growth Tendencies

5.3.1. In order to actualize students potential, they need nurturing from the social environment. If this happens they grow, if it does not, they do not. They will not actualize if their basic needs are not fulfilled

6. Self-efficacy, Expectancy × Value, and Learned Helplessness

6.1. Self-efficacy (Bandura)

6.1.1. Belief in one's abilities

6.1.1.1. "Self-belief does not necessary ensure success, but self-disbelief assuredly spawns failure" (Bandura 1997)

6.1.1.2. Opportunities should be provided to achieve small successes.

6.2. Expectancy × Value

6.2.1. Expect to be successful

6.2.1.1. Achievement in small things can be translated to expectation of success in larger tasks.

6.2.2. Perceived value of a task is necessary

6.2.2.1. Grades are often a motivator for students but sometimes it isn't enough and different strategies must be employed.

6.3. Learned Helplessness

6.3.1. Belief that no amount of effort will lead to success

6.3.1.1. Small success can be used to boost confidence to help combat learned helplessness.

7. Guiding Principles

7.1. Teachers should help students achieve "Flow State"

7.2. There's an inherent ability and desire to grow

7.3. Teachers should have goals that contribute directly AND indirectly to achievement

7.4. Students need to believe that they can achieve (growth mindset)

8. Cognitive Arousal

8.1. There is a point of optimal cognitive arousal for student's minds

8.1.1. If students are too cognitively aroused, their behavior will be impaired due to strong anxiety

8.1.2. If students are not cognitively aroused enough, their performance is affected due to lack of interest

9. Attribution Theory

9.1. Considers to whom or what students attribute their success

9.1.1. Locus (location)

9.1.1.1. Internal (dispositional)

9.1.1.2. External (situational)

9.1.2. Stability (likelihood of change)

9.1.2.1. Stable

9.1.2.2. Unstable

9.1.3. Control (Power)

9.1.3.1. Controllable

9.1.3.2. Uncontrollable

10. Names

10.1. Haley Crystal (Maslow)

10.2. Lacey Berger (Goal Theory)

10.3. Callie Campbell (Self-Determination)

10.4. Daniel Carroll (Self-efficacy)

10.5. Lucy Franklyn (Intrinsic/Extrinsic)