Learning and Motivation
Dr. K. A. Korb
University of Jos
Outline
Motivation and Learning Self Efficacy Goals Self Regulation
Rote vs. Meaningful Learning Searching on Databases
Dr. K. A. KorbUniversity of Jos
Self Efficacy
Self Efficacy: Belief about personal competence in a particular situation
Influenced by: Estimation of personal ability Outcome expectations
Influences: Effort Length of time persisting when faced with
challenges Level of performance
Dr. K. A. KorbUniversity of Jos
Self Efficacy
Academic Self Efficacy (Bandura, 2006) I am certain I can figure out the most difficult
concepts in EAPY 556. I can do even the hardest work in EAPY 556 if
I try. I am certain that I can master the concepts
taught in EAPY 556. I can do almost all the work in EAPY 556 if I
do not give up. Even if the work in EAPY 556 is hard, I can
learn it.
Dr. K. A. KorbUniversity of Jos
Self Efficacy
Self Efficacy for Meeting Others Expectations (Bandura, 2006) I can live up to what my teachers expect of
me. I can live up to what my family expects of me. I can live up to what I expect of myself. I can live up to what my peers expect of me.
Dr. K. A. KorbUniversity of Jos
Self Efficacy
Developed by: Mastery experiences Mastery modeling Verbal persuasion Physiological states
Dr. K. A. KorbUniversity of Jos
Goals
Goal: Outcome one is striving to accomplish Three properties of goals influence the
effectiveness of the goal Time to achieve the goal
Short-term goals Long-term goals
Generality of the goal Difficulty of the goal Orientation of the goal
Dr. K. A. KorbUniversity of Jos
Goal Generality
Best goals are: Specific: Define exactly how to achieve
Opposed to: Do your best Difficult
Goal DifficultyEasy Hard
Su
cces
s
Dr. K. A. KorbUniversity of Jos
Goal orientation
Mastery: Develop or improve competence Seek challenges Persist with difficulty Higher intrinsic
motivation
Performance: Demonstrate or prove competence Choose tasks that can
win at Avoid challenges Affects performance
Dr. K. A. KorbUniversity of Jos
Goals
1. One of my goals is to master a lot of new teaching skills in EAPY 556.2. It is important to me that I thoroughly understand the content in EAPY
556.3. One of my goals is to show others that I am good at my class work.4. It is important to me that I learn a lot of new concepts in EAPY 556
this year.5. It is important to me that other students in EAPY 556 think I am good
at my class work.6. One of my goals is to show others that class work is easy for me.7. It is important to me that I improve my teaching skills in EAPY 556.8. One of my goals is to look smart in comparison to other students in
my class.9. One of my goals in EAPY 556 is to learn as much as I can.10. It is important to me that I look smart when compared to other
students.
Dr. K. A. KorbUniversity of Jos
Goals
Important to success of goals: Goal acceptance: Provide a rationale for the
goal Implementation Intentions: Outline for how to
meet the goal Two parts
1. Plan to meet goal Plan many short-term goals
2. Plan to overcome obstacles Feedback: Know how close to reaching goal
Dr. K. A. KorbUniversity of Jos
Self Regulation
Self Regulated Learners:1. Set goals for their learning
2. Monitor their progression toward their goals
Dr. K. A. KorbUniversity of Jos
Self-Regulation
Performance1. Implement
strategies2. Record progress
toward goal
Self-Reflection
Compare performance to goal
Forethought1. Set Goals2. Strategy to meet goals
Dr. K. A. KorbUniversity of Jos
Self Regulation
Forethought Declarative knowledge of study strategies Procedural knowledge of study strategies Conditional knowledge of study strategies
Performance Monitoring progress is critical component of
self regulation (Schunk & Zimmerman, 1994) Observe performance Compare performance to standard Respond to perceived difference
Dr. K. A. KorbUniversity of Jos
Self Regulation
Self Regulation is developed by: Direct instruction of study strategies Model positive learning Coaching of when to apply particular study
strategies
Dr. K. A. KorbUniversity of Jos
Meaningful vs. Rote Learning
Meaningful
Learning Concept is fully
understood by student Student can relate new
information to what is already known
Rote
Learning Verbatim memorization
of new information No connection between
previous and new knowledge
Dr. K. A. KorbUniversity of Jos
Outcomes of Meaningful vs. Rote Learning
Meaningful Understanding of new
information Understanding of
relationships between new information and prior knowledge
Ability to apply the new information to real-life situations
Rote Memorizing the new
information Isolated understanding
of concept Ability only to repeat the
new information in the exact same context
Dr. K. A. KorbUniversity of Jos
Teaching for Meaningful vs. Rote Learning
Meaningful Relate information to
common experiences Organized incorporation
of new knowledge with existing knowledge
Deliberate effort to link new knowledge with prior knowledge
Rote Present definitions, formulas,
information without explaining relationship with students’ experiences
Random presentation of new knowledge into memory
No effort to integrate new knowledge with existing prior knowledge
Dr. K. A. KorbUniversity of Jos
Meaningful Learning
Three conditions: Students: Approach the learning task with the purpose
of engaging in meaningful learning If learner only wants to memorize then meaningful
learning cannot occur Application: Teach students how to engage in
meaningful learning Students: Must already have background knowledge
that relates to the new material Application: Ensure that students have foundational
knowledge for a new topic
Dr. K. A. KorbUniversity of Jos
Meaningful Learning
Three conditions: Teachers: Material to be learnt must be
potentially meaningful Application: Learning materials have to be
organized, readable, and relevant
Dr. K. A. KorbUniversity of Jos
Summary: Meaningful vs. Rote
Very few things need to be learned by rote (Woolfolk, 2007)
Point of Meaningful Learning: Make materials meaningful to the learner
To achieve Meaningful Learning: Organize instruction to make meaningful connections to what learners already know
Dr. K. A. KorbUniversity of Jos
Meaningful Learning
Use analogies Tell stories to demonstrate concepts Ask students for their relevant experiences Ask students questions beyond what you
have directly taught to test their understanding
Dr. K. A. KorbUniversity of Jos
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