Why may these rewards not increase motivation?
Cohen (1990) motivation is something that drives people to do what they do.
Brehm and Self (1989) we should think about the extent to which we are motivated.
Also we should consider effort.
We should consider:
Estimation of success (If too easy then demotivating)
Defining motivation is difficult
Are there different types of motivation?
What role do others play in motivating you?
Others may influence you but cannot make you do things.
Taylor and Thornton (1995) say ‘No one is responsible for the motivation of another person’.
Modelling – Social learning theory (challenges Taylor and Thornton? Or supports?)
In general, motivation can be considered as either extrinsic (behavioural) or intrinsic (biological, cognitive, affective , conative, or spiritual).
Good for physiological needs but not so good for psychological needs (e.g. the need for affiliation or achievement).
LeFrancois (1997) points out that physiological needs can be satisfied and psychological needs are never completely satisfied. Maslow’s hierarchy of needs better explains psychological needs (i.e. striving for self-actualization).
Deficiency needs would be the drive to satisfy hunger etc; this would prevent learning owing to distraction or inability to concentrate.
Yerkes-Dodson Law addresses the function of the physiological component of motivation (such as heart rate, brain activity etc). The theory points out that there is not a direct linear relationship between physiological arousal and motivation. Too much arousal would lead to a drop in motivation and performance.
Slater (1996) disagrees with the order of needs.
He looked at schizophrenics.
They are not secure but could show intimacy.
A couple of other needs could be added:
Criticism – but already covered by esteem needs and belongingness needs.
Emotive influences can be linked to Yerkes-Dodson. Too much emotional arousal will cause a decrease in self-efficacy and thus a drop in motivation and performance.
Rewards and Reinforcement
Cox (1991) believes that motivation is a drive that can be influenced and purposefully changed by well thought-out environmental manipulations. A behaviourist view.
Locus of control
Internal locus of control – believing that success or failure is attributable to one’s own effort or ability.
External locus of control – attributing success or failure to factors outside of one’s control (e.g. luck, poor teaching, etc).
High achievers attribute success to internal and stable (fixed or unchangeable) causes
High achievers attribute failure to external and stable causes (test was not fair) or internal and unstable causes (I didn’t revise).
Dweck and Leggett 1988
Termed ‘Mastery orientated’
Persist in the face of failure
Low achievers attribute success to internal unstable causes (I passed because I did lots of revision) or external causes such as ‘the test was easy’ or ‘I was lucky my favourite topics came up’.
They fail to make the connection between personal ability and consequences.
Label themselves as thick and useless.
They have low expectations and lower levels of motivation.
A form of ‘learned helplessness’ (Dweck 1978).
Point out – cognitive approach
Remedy – Teacher has to persuade the child to think differently about themselves.
There are a variety of specific actions that teachers can take to increase motivation on classroom tasks. In general, these fall into the two categories: intrinsic motivation and extrinsic motivation.
Intrinsic works best for most. Extrinsic rewards will work provided that the teacher is around.
Types of rewards:
1. Is delivered randomly or unsystematically.
2. Is restricted to global positive reactions.
3. Shows a bland uniformity, which suggests a conditioned response made with minimal attention.
4. Provides no information at all or gives students information about their status.
5. Is given without regard to the effort expended or the meaning of the accomplishment.
6. Focuses students' attention on the teacher as an external authority figure who is manipulating them.
7. Intrudes into ongoing process, distracting attention from task relevant behaviour.
Beginning, During and Ending
Time: Beginning - When learner enters and starts learning.
Attitudes - towards the environment, teacher, subject matter and self.
Needs - the basic need within the learner at the time of learning.
Time: During - When learner is involved in the body or main content of the learning process
Stimulation - the stimulation processes affecting the learner during the learning experience.
Affect - the emotional experience of the learner while learning.
Time: Ending - When learner is completing the learning process
Competence - the competence value for the learner that is a result of the learning behaviours
Reinforcement - the reinforcement value attached to the learning experience, for the learner.