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Ed 210 Chapters 5, 10, 11, 12, and 13

Ed 210 Chapters 5, 10, 11, 12, and 13 - Chapter10 P371377...

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Chapter 10  P 371-377 Sherry: In my section, I read about many meanings and sources of motivation. Motivation is an  internal state that arouses, directs, and maintains behavior. There are many factors that  influence motivation and engaged learning. In the classroom, each student presents a different  motivational challenge. One might ask, “What energizes and directs our behavior?” There is  intrinsic motivation: natural tendency to seek out and conquer challenges as we pursue  personal interests and exercise capabilities. We don’t need rewards or punishments because  the activity itself is rewarding. Also, there is extrinsic motivation: we are not really interested in  the activity for its own benefit; we care only about what it will gain for us. For example, one  might gain a grade or avoid punishment. In discussion about intrinsic and extrinsic motivation,  the locus of causality distinguishes the difference b/w the two types of motivation. It is the  essential difference for the student’s reason for acting. It is the location where the motivation is  coming from: inside or outside. Motivation can include both trait and state factors; it also can  include both intrinsic and extrinsic factors. There are situations where incentives and external  supports are necessary. Teachers must encourage and nurture intrinsic motivation, while  making sure that extrinsic motivation supports learning. In general, there are four approaches to  motivation. The first one is the behavioral approach to motivation: a careful analysis of rewards  and incentive. Reward is an attractive object or event supplied as a consequence of particular  behavior (receiving extra points or grade). Incentive is an object or event that encourages or  discourages behavior (the promising of rewards).If consistently reinforced by these, we develop  habits to act in certain ways. They are extrinsic means of motivation. The second is the  humanistic approaches to learning in which Carl Rogers argued that there wasn’t a good  argument as to why ay people act as they do. This approach’s interpretations emphasize  intrinsic sources of motivation such as a person’s need for “self-actualization”, the inborn  “actualizing tendency”, or the need for self-determination”.  So, the humanistic approach to  motivate means to encourage people’s inner self (i.e. sense of self esteem or autonomy). The  third is Maslow’s hierarchy: Abraham Maslow suggested a hierarchy of needs ranging from  lower level needs for survival to higher levels for intellectual achievement and self-actualization.  Self-actualization means self-fulfillment, it is the realization of personal potential. All lower needs 
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  • Spring '09
  • Thorkildeson
  • extrinsic motivation, intrinsic motivation. Behavior, problem wrong. Students, motivation. Motivation

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