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Motivation by Mind Map: Motivation

1. Mindset

1.1. Carol Dweck

1.2. Fixed Mindset vs. Growth Mindset

1.3. Strategies

1.3.1. Acknowledge and embrace imperfections

1.3.2. View challenges as opportunities

1.3.3. Replace 'failing' with 'learning'

1.3.4. Value the process over the end result

1.3.5. Cultivate a sense of purpose

1.3.6. Emphasize growth over speed

1.3.7. Reward actions, not traits

1.3.8. Place effort over talent

1.3.9. Use the word "yet"

1.3.10. Think realistically about time and effort

2. Attribution Theory

2.1. Weiner

2.2. Attributions are perceptions about the causes of success and failure

2.2.1. Locus: Internal or External

2.2.2. Stability: Stabe or Unstable

2.2.3. Control: Controllable or Uncontrollable

2.3. Strategies

2.3.1. Ask kids WHY they are struggling

2.3.2. Help them learn how they can have control over their learning

3. Cognitive Arousal

3.1. Yerkes-Dodson

3.2. Optimal Arousal = Optimal Performance

3.3. Strategies

3.3.1. Friendly competition

3.3.2. Group work

3.3.3. Changing up classroom procedures

3.3.4. Switch between engaging students and allowing them to process

3.3.5. Roleplaying

4. Intrinsic/Extrinsic; Intrests; Flow

4.1. Flow: When someone feels challenge and is having fun, then can pass a lot of time without realizing it

4.1.1. Mihaly Csisaentmihalyi

4.2. Strategies

4.2.1. Allow students to do things because they love them without another reward

4.2.2. Use extrinsic motivation to retain intrinsic motivation

4.2.3. Making topics enjoyable sparks intrinsic motivation

5. Self-Efficacy; Learned Helplessness; Expenctancy X Value

5.1. Albert Bandura

5.2. Self-Efficacy: One's belief in their ability to successfully complete a task

5.3. Learned Helplessness: The belief that no amount of effort will ever lead to success

5.4. Expectancy X Value: Students will feel motivated to complete a task they expect to be successful at and that provides a value for them

5.5. Strategies

5.5.1. Break complicated tasks down into steps

5.5.2. Connect to students' interests

5.5.3. Group work

5.5.4. Create a learning environment that is accepting of mistakes

5.5.5. Provide clear insturctions

5.5.6. Provide daily opportunities for small, attainable successes

6. Goal Theory

6.1. Connell and McClellan

6.2. Four main goals

6.2.1. Mastery (Intrinsic): Desire to master the material

6.2.2. Performance (Extrinsic): Desire to look successful

6.2.3. Failure Avoidance (Extrinsic): Don't feel like you can win, so don't be the last

6.2.4. Social (Extrinsic) : Motivated by relationships

6.3. Strategies

6.3.1. Encourage mastery goals

6.3.2. Encourage good social goals

6.3.3. Tests should go deeper than the surface level

6.3.4. Compare students to themselves instead of others

7. Maslow's Theory

7.1. Maslow

7.2. Hierarchy of Needs

7.2.1. Physiological

7.2.2. Saftey

7.2.3. Belongingness

7.2.4. Self-Esteem

7.2.5. Cognitive

7.2.6. Aesthetics

7.2.7. Self-Actualization

7.3. Strategies

7.3.1. Fair discipline

7.3.2. Be genuine

7.3.3. Provide choices

7.3.4. Connect back to 'real life'

8. Self-Determination Theory

8.1. Edward L Deci and Richard Ryan

8.2. Inherent postive human tendency to move towards growth

8.2.1. Autonomy

8.2.2. Competence

8.2.3. Relatedness

8.2.4. Relevance

8.2.5. Fun

8.3. Strategies

8.3.1. Provide choice and meaningful rationale

8.3.2. Acknowledge students feelings about topics

8.3.3. Minimize pressure and control

8.3.4. Provide effective feedback

8.3.5. Respect students

9. Guiding Principles

9.1. Give students a sense of control over their work

9.2. Balance group work and individual work

9.3. Accept mistakes as part of the learning process

9.4. Connect the material to students' lives

9.5. Incorporate fun into learning