Motivation, Self-Perception & Classroom Management – X Feb ✓ Solved

Background: Chapter 11 first outlined the factors that generally affect a student’s motivation, and these are as follows: how capable they believe they are to meet classroom demands, whether they believe their actions will affect the quality of the outcome, how interested they are in the task, and whether they receive approval from people who are important to them. All of these factors in combination generally dictate a student’s motivation to complete classroom tasks. From a Behavioral viewpoint, there is extrinsic and intrinsic motivation. Extrinsic motivation is when a learner engages in an activity because of the awards they might receive, while intrinsic motivation means a learner acquires a skill in order to become more knowledgeable/independent. Extrinsic motivation is dangerous because changes in behavior may revert back after a reward is received, students may develop a materialistic view of learning, and it will likely lessen any intrinsic motivation a student may have to complete the task.

Intrinsic motivation decreases when students have to compete for a limited amount of rewards, and increases when the reward is positive verbal feedback. From a Social Cognitive viewpoint, the two factors that strongly influence learning motivation are the models the learner is exposed to and the learner’s sense of self-efficacy. This refers to the teacher, and the student’s sense of their ability to complete a task. When it comes to beliefs about ability, students can be entity theorists, incremental theorists, or mixed theorists. Entity theorists think about intelligence as a fixed thing with certain characteristics, incremental theorists think intelligence can be improved gradually, and mixed theorists believe in both theories depending on the subject. Out of authoritarian, permissive, and authoritative styles of teaching, authoritative produces the highest level of desired behavior.

Evaluative Critique: A con position explained in chapter 11 is that teachers should avoid the excessive use of rewards for influencing classroom behavior, especially when students seem to be naturally interested in the activity without a reward present. Along with this, a pro position is that rewards should instead be used to provide students with information about their level of competence on tasks they’ve yet to master, and encourage them to explore topics they aren’t interested in. Another con position is that critics of computer-based learning argue that increases in student-motivation with the use of computers are likely going to be short term, and are mostly due to the novelty of learning through a new program. Lastly, another pro position is the recommendation for teachers to follow constructivist learning theory by involving students in a variety of subject matters and meaningful activities, with the hope that situational interest will turn into personal interest.

Real-World Applications: Something that presents itself daily in real-world teaching environments is vicarious reinforcement, which says that we expect to receive the same reinforcer that we see someone else get for exhibiting a certain behavior. It is so important as a teacher to be consistent with reinforcers for all students so that everyone is treated fairly. Another real-world application is the suggestion that goes along with Maslow’s hierarchy of needs, that a teacher should do everything possible to make sure the lower needs of students are met (physiological needs, safety, belonging) so they will be more likely to function at higher levels. Lastly, to limit the amount of classroom disturbances, students should know what they are expected to do, be kept busy with activities, receive frequent feedback, and believe that their teacher is interested in helping them learn.

Paper For Above Instructions

Motivation and self-perception are critical components of effective classroom management, influencing students' engagement and achievement. Understanding the dual components of motivation—extrinsic and intrinsic—can help educators tailor their approaches to meet diverse learner needs. As highlighted in Chapter 11, self-efficacy, or a student’s belief in their capabilities, profoundly affects their motivation levels (Bandura, 1997). This paper discusses motivators in the classroom, critiques reward systems, and applies theoretical principles to real-world educational settings.

One of the primary reasons students engage in tasks is based on their motivation, which can be separated into extrinsic and intrinsic categories. Extrinsic motivation stems from external rewards, such as grades or accolades (Deci & Ryan, 2000). While such rewards can initially enhance engagement, they have a downside. When students expect rewards, they may focus on the outcome rather than the learning experience, potentially diminishing their intrinsic motivation (Kohn, 1993). Over-reliance on rewards can lead to a superficial view of education, reducing students’ appreciation for learning as a process rather than merely a means to an end.

Research shows that intrinsic motivation, when developed effectively, can lead to a more profound understanding of material and encourage lifelong learning (Ryan & Deci, 2000). Factors that enhance intrinsic motivation include positive feedback and a supportive classroom environment (Brophy, 2004). For instance, a teacher who acknowledges students’ efforts and provides constructive feedback fosters an atmosphere where learners feel capable and appreciated, leading to increased self-efficacy and motivation.

From a Social Cognitive perspective, the models presented by teachers greatly influence students' motivation to learn. Bandura (1997) suggests that learners draw from the successes and failures of role models, thus shaping their motivation and self-perception. Consequently, teachers must exemplify the behaviors they wish to see in their classrooms, inspiring students to emulate positive attitudes toward learning and perseverance.

Students' beliefs about their intelligence also significantly impact their motivation levels. Entity theorists perceive intelligence as a fixed trait, which may discourage them from exerting effort in learning (Dweck, 2008). Conversely, incremental theorists believe that intelligence can be improved through hard work and perseverance. Instructors can promote an incremental mindset by praising effort and strategies rather than innate ability, ultimately increasing students' motivation and resilience. This approach aligns with authoritative teaching styles, which are more effective in encouraging desired behaviors compared to authoritarian or permissive models (Baumrind, 1991).

Despite the clear benefits of intrinsic motivation and supportive teaching methods, critics caution against excessive reliance on rewards. Detractors argue that, while rewards may be effective short-term motivators, they often inhibit meaningful learning and understanding (Kohn, 1993). Therefore, rewards should be strategically used to provide information about student competence rather than merely incentivizing performance. This insight can guide teachers in transitioning from a rewards-centric model to a more constructivist approach to education (Bruscia, 2020).

The application of concepts such as vicarious reinforcement in the classroom highlights the importance of fairness and consistency in motivation strategies (Bandura, 1977). Teachers must ensure that reinforcers are distributed equitably to promote a sense of belonging and reduce competition among peers. According to Maslow’s hierarchy of needs, fulfilling students' basic needs, such as safety and belongingness, is crucial for fostering a conducive learning environment (Maslow, 1943). Only when these lower-tier needs are satisfied can students reach their full potential and engage with higher-order tasks that promote learning and growth.

To minimize classroom disturbances, clear expectations and frequent communication play an essential role. Students benefit from understanding classroom norms and being engaged in meaningful activities that stimulate their interest (Weimer, 2013). Regular feedback promotes a growth mindset and encourages students to take ownership of their learning experiences (Hattie & Timperley, 2007). Ultimately, fostering a classroom culture that values continuous improvement and collective support will enhance students’ motivation and self-perception.

In summary, motivation and self-perception are vital components that shape student behavior and learning outcomes. By understanding intrinsic and extrinsic motivators and their implications, educators can create a positive learning environment that nurtures student growth. Critically analyzing reward systems, implementing constructivist practices, and recognizing the influence of classroom dynamics will enable teachers to equip students with the tools they need to succeed academically and personally.

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
• Bandura, A. (1977). Social Learning Theory. Prentice Hall.
• Brophy, J. (2004). Motivating students to learn (2nd ed.). Lawrence Erlbaum Associates.
• Bruscia, K. (2020). The role of intrinsic motivation in education. Educational Research Review, 14, 100182.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Dweck, C. S. (2008). Mindset: The new psychology of success. Ballantine Books.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and other bribes. Houghton Mifflin Harcourt.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
• Weimer, M. (2013). Learner-centered teaching: Five key changes to practice. John Wiley & Sons.