Motivation

1. Attribution theory

1.1. Stability

1.1.1. Stable Factors-Own Ability and Task Difficulty while unstable factors are effort and luck.

1.2. Locus of causailty

1.2.1. Reason given for a particular success. (internal-effort/ability or external-task difficulty/luck)

1.3. Locus of control

1.3.1. extent to which an individual can influence it. If you attribute a top mark to your effort at studying, then the source of success is relatively controllable. You can influene effort simply by deciding how much to study.

1.4. looks at reasons given by coaches and players themselves to account for success and failure in a sport.

2. Self-efficacy

2.1. belief in ability to do something

2.1.1. This can be the ability to deal with various situations, how you feel about yourself, and whether or not you successfully achieve your goals.

2.2. View challenging problems as tasks to be mastered Develop a deeper interest in the activities in which they participate Form a stronger sense of commitment to their interests and activities Recover quickly from setbacks and disappointments

2.3. People with a weak sense of self-efficacy: Avoid challenging tasks Believe that difficult tasks and situations are beyond their capabilities Focus on personal failings and negative outcomes Quickly lose confidence in personal abilities

2.4. Self-Eseem-respect one has for self

2.5. Self Efficacy-belief in one's capability to succeed in a certain situation. Strong (RISE-recover, interests, strong, enjoy) Weak (FALL-fail,avoid, lose, lack) Sources come from 1.Mastery of Experience 2. Social Modeling 3.Social Persuasion 4. Psychological Responses

2.6. Locus of Contro-Percieved control over events in life. Two types are internal-he/she attributes things to their own traits or external-blames outside sources for everything.

3. Intrinsic/extrinsic motivation

3.1. Intrinsic motivation comes from within the learner. Motivated to perform an activity for their own sake and personal rewards. The behavior itself is it's own reward. connect to students interest.

3.1.1. participating in a sport because you find the activity enjoyable.

3.1.2. Cleaning your room because you like tidying up

3.1.3. Cleaning your room because you like tidying up

3.1.4. Studying a subject you find fascinating

3.2. Extrinsic is motivation that comes from someone other than the learner. These students can be motivated to perform an activity, earn a reward, or avoid punishment.

3.2.1. Participating in a sport to win awards

3.2.2. Cleaning your room to avoid being reprimanded by your parents

3.2.3. Competing in a contest to win a scholarship

3.2.4. Studying because you want to get a good grade

4. Maslow's Hierarchy of Needs

4.1. Safety needs: emergency procedures are well planned, discussed, and practiced. Providing fair discipline, have consistent expectations and class routines, ensure attitude as the teacher is not judgmental and not threatening. Provide praise for correct responses instead of punishment for incorrect responses. Make sure students treat others with kindness.

4.2. considers the whole individual rather than factors or part of someone.

4.3. to meet student's needs we may need to provide free/reduced lunch programs, ensure correct room temperatures, provide bathroom and drink breaks, and provide snacks in the classroom.

4.4. student's emotional/belonging needs: Make a sincere effort to get to know students. be available for students in need even if that means being there before school. Listen to students and be supportive. Show that we value students thoughts, opinions. Provide opportunities for group work, peer tutoring, class meetings....ect.

4.5. Meeting student's esteem needs requires: Development of new knowledge to ensure success. Take individual needs/abilities into account when planning lessons. Be alert to student difficulties, involve students in activities.

4.6. intellectual needs:providing lessons that are challenging, approach topics in various ways. engage students in problem solving.

4.7. aesthetic needs: put up colorful wall displays, use large windows for light, classroom should be clean and smell nice.

4.8. some choice and freedom in the classroom would be good for self-actualization.

5. Motivation Deficits

5.1. 1: The student is unmotivated because he or she cannot do the assigned work. (Readiness)

5.2. 2: The student is unmotivated because the ‘response effort’ needed to complete the assigned work seems too great. (Work avoidance)

5.3. 3: The student is unmotivated because classroom instruction does not engage. (Interest)

5.4. 4: The student is unmotivated because he or she fails to see an adequate payoff to doing the assigned work. (Value)

5.5. 5: The student is unmotivated because of low self-efficacy—lack of confidence that he or she can do the assigned work. (Belief)

5.6. 6: The student is unmotivated because he or she lacks a positive relationship with the teacher. (Belonging)

6. Mindset

6.1. Carol Dweck states that people's brains with the Incremental/Growth mindset can be continuously developed. My true potential is unknown and unknowable. Desire continuous learning, confront uncertainties, embrace challenges, not afraid of failure, effort put in to learn.

6.2. With the Fixed mindset there is not a huge desire to learn because they are afraid of failure, and don't like trhing new things because it is stepping into the unknown.

6.3. Those with a growth mindset will have better self-esteem and improve their relationships because of their idea of how things are to come. Fixed mindset doesn’t help you to learn, grow, and find new things to try.

7. Cognitive and emotional arousal

7.1. It is important that we have some definite energy in our classes to bring students to that optimal level of cognitive and emotional arousal. Interestingly, our brains interpret boredom and stress in almost exactly the same way.

7.2. It's hard to find a balance of what is the most engaging for students and what is too much or not enough. You have to be careful to make sure your class doesn't get to out of hand.

8. Goal theory

8.1. understanding students goals can help motivate them to learn.

8.2. what kind of goals do students hold? Mastery goals are to learn or master material. Performance goals are focused on looking successful to others. Performance/failure-avoidance goals are not necessarily concerned about learning or about competitive success, just about avoiding failure. Social goals are where they get positive support from the relationships they value.

9. Self-determination theory

9.1. autonomy-self endorsed behavior, feel self initiating, competence-essential to wellness, some sense of mastery. belonging-feeling cared for and connected to others. enhanced by your giving to them and matter in their lives.

9.2. relevance. want to know why they need to know something and how to apply it to their lives.

9.3. Fun should be another need we put into our lesson planning. "All other things being equal, make it fun." Ma