Motivation+in+general


 * What is Motivation? **

"Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task" (Urdan & Schoenfelder, 2006)

toc This page is a collaboration of generalized motivational resources and information and is not directly aimed at any particular motivational or learning theory. It is intended to give a brief snapshot of what motivation means.

motivation // noun //  something that arouses action or activity   **Synonyms** [|boost], [|encouragement] , [|goad] , [|impetus] , [|incentive] ,  [|incitation] , [|incitement] , [|instigation] , [|momentum] , [|motivation] ,   [|provocation] , [|spur] , [|stimulant] , [|stimulus] , [|yeast]  **Related Words** [|inducement], [|invitation] ; [|antecedent] ,  [|cause] , [|consideration] ,  <span style="background-color: #ffffff; display: block; font-family: verdana,arial,helvetica,sans-serif;"><span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: right;"> [|grounds] , [|motive] , [|occasion] , [|reason] ;  <span style="background-color: #ffffff; display: block; font-family: verdana,arial,helvetica,sans-serif;"><span style="display: block; font-family: Tahoma,Geneva,sans-serif; text-align: right;"> [|catalyst] , [|catalyzer] , [|fuel] , [|spark] <span style="display: block; font-family: tahoma,geneva,sans-serif; text-align: right;">Retrieved from []

a teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on a cold iron. - Horace Mann

now that we've defined motivation.... =Motivational Learning Theories Defined=

These are theories that not only define and describe behaviors, ways of thinking, and ways of learning, but also seek to explain //why// we behave a certain way. Moreover, by understanding why, theories point us in the direction of change and improvement of our behaviors, reactions, and abilities. Universally, teachers want their students to //want to learn.// Here's how to foster that desire//.//

Attribution Theory: Attribution theory holds that learners attribute, or assign, learning outcomes. In other words, this theory concerns how learners view the reasons for certain learning outcomes.

Expectancy-Value Theory: According to expectancy-value theory, behavior is a function of the expectancies one has and the value of the goal toward which one is working. Such an approach predicts that, when more than one behavior is possible, the behavior chosen will be the one with the largest combination of expected success and value. Expectancy-value theories hold that people are goal-oriented beings. The behaviors they perform in response to their beliefs and values are undertaken to achieve some end.

Goal Theory: Goal theory suggests that goal orientation is central to a learner's intrisic motivation.

Intrinsic Motivation: Intrinsic motivation concerns those learning motivations internal to the learner. For example, mastery goals, personal curiosity, or a competitive spirit might also be considered intrinsic motivators.

Extrinsic Motivation: Extrinsic motvation is a concern with those things outside of the learner which might act as learning motivation: pay increases, a grade letter, and the like.

Social-cognitive Theory: Social cognitive theory is a learning theory based on the premise that people learn by watching what others do and will not do. While social cognitists agree that there is a fair amount of influence on development generated by learned behavior displayed in the environment in which one grows up, they believe that the individual person is just as important in determining moral development. People learn by watching and observing others, with the environment, behavior, and cognition all as the chief factors in influencing a person's development.

=Comparative Observations by Wookie Group Members=

Common ground
 * Intrinsic, goal, expectancy-value, and attribution theory all speak to the internal world of the learner.

Differences
 * Unlike the other theories, extrinsic motivation speaks to concerns that are outside of the learner.

Relationships
 * Social cognitive theory represents a link from the outside (social cues/experiences) to the inside (beliefs/emotions formed through experience)

= In the Real World =

Theories are great, but how do we make them work for us in real life? Here, we explore that gap between theory and practice in five career areas.


 * Motivation in Extension Education


 * Motivation in Manufacturing World


 * Nursing Education & Motivation


 * Motivation and Human Resource Development


 * __ For Educators: Constructivist Learning Theory as Motivating __

__ **Videos for fun and inspiration** __ You-tube videos about inspiration, motivation....and the lack thereof. = __Interviews with motivation experts__ = Interviews with people in the world who use motivational techniques at work and in their personal lives. = __Concept Maps__ =

A concept map of the theories described in this wiki:Maps describing various theories of motivation and learning. []

=Great links!=

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Another Motivation in Learning Wiki A Great Motivation in Learning Wiki

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The essence of the book Drive by Dan Pink as noted by Fite: What does this mean? Motivation 1.0 needs must be met first, then 2.0 needs are addressed, and then 3.0 needs are addressed last in direct correlation with [|Maslow's hierarchy] of needs. People cannot attend to higher level needs when they are hungry or scared.
 * Are teachers using "if-then" rewards or sparking a connection to a greater purpose?**
 * Motivation **1.0** || Basic needs: food, shelter ||
 * Motivation **2.0** || Seek reward/avoid punishment ||
 * Motivation **3.0** || Autonomy and intrinsic motivation ||

Fite, K. (2009). //A Review of Drive//: //The Surprising Truth about What Motivates Us. Networks, 12(2).// article based on [|Pink, D.H.] (2009). //Drive: The Surprising Truth about What Motivates Us//. Riverhead Books: New York.

References