Chapter 14 Motivation The educators job is not increase motivation per se(本身) but to discover, initiate,and sustain student's motivation to learn and to engage in activities that lead to learning
Chapter 14 Motivation The educator’s job is not increase motivation per se(本身）but to discover, initiate, and sustain student’s motivation to learn, and to engage in activities that lead to learning
Chapter 14 Motivation 14. 1 What is motivation Motivation is an internal process that activates, guides, and maintaining behavior over time. In plain language, it's what gets you going, keeps you going, and determines where you are trying to go. Motivation may vary both in intensity and direction
Chapter 14 Motivation • 14.1 What is motivation • Motivation is an internal process that activates, guides, and maintaining behavior over time. In plain language, it’s what gets you going, keeps you going, and determines where you are trying to go. • Motivation may vary both in intensity and direction
Chapter 14 Motivation 14.1 hat is motivation Motivation may come from intrinsic characteristics of a task, it may also come from sources extrinsic to the task Some tasks, such as playing games, have enough intrinsic incentive value to motivate one to learn Much of what must be learned is not inherently interesting, so, extrinsic incentives are needed Extrinsic reinforcers may range from praise to grades to recognition to prizes or other rewards
Chapter 14 Motivation • 14.1 What is motivation • Motivation may come from intrinsic characteristics of a task, it may also come from sources extrinsic to the task. • Some tasks, such as playing games, have enough intrinsic incentive value to motivate one to learn. • Much of what must be learned is not inherently interesting, so, extrinsic incentives are needed. Extrinsic reinforcers may range from praise to grades to recognition to prizes or other rewards
14.1 What is motivation 14.1 What is motivation Lepper's experiment on the impact of rewards on motivation Lepper et al(1973)gave preschoolers an opportunity to draw with felt-tipped(毡头墨水) markers, which many of them did quite enthusiastically. The children were randomly divided into three groups: one was told they would receive a reward for drawing a picture for a visitor(a good Player Award); one was given the reward as surprise(not dependent on their drawing); and one received no reward. Over the next four days observes recorded the free-play activities of the children no reward
14.1 What is motivation • 14.1 What is motivation • Lepper’s experiment on the impact of rewards on motivation • Lepper et al(1973)gave preschoolers an opportunity to draw with felt-tipped(毡头墨水） markers, which many of them did quite enthusiastically. The children were randomly divided into three groups: one was told they would receive a reward for drawing a picture for a visitor(a Good Player Award）; one was given the reward as surprise(not dependent on their drawing); and one received no reward. Over the next four days observes recorded the free-play activities of the children. no reward
14.1 What is motivation Lepper's experiment on the impact of rewards on motivation The results showed that those who had received a reward for drawing spent about half as much time drawing as those who had received the surprisereward and those who had not gotten The authors suggested that promising extrinsic rewards for an activity that is intrinsically interesting may undermine intrinsic interest by inducing children to expect a reward for doing what they had previously done nothing
14.1 What is motivation • Lepper’s experiment on the impact of rewards on motivation • The results showed that those who had received a reward for drawing spent about half as much time drawing as those who had received the “surprise”reward and those who had not gotten. • The authors suggested that promising extrinsic rewards for an activity that is intrinsically interesting may undermine intrinsic interest by inducing children to expect a reward for doing what they had previously done nothing