Assignment 5 pages

Healthy & Unhealthy Motivation to Learn

The two biggest “forks in the road” in education come when we decide 1) Which goals to pursue, and 2) Which type of motivation to rely on to get us there. I believe one motivation pattern has proven more healthy for the whole child in the long run, and a superior basis for pursuing not just disciplinary learning, but also for achieving the other top goals we have for children—creativity, love of learning, initiative, character, leadership, persistence, critical thinking, leadership, respect, responsibility, etc.

I simply call this motivational pattern “healthy motivation:” Healthy and unhealthy motivation are explained below.

More Effective & More Healthy Pattern Less Effective & Less Healthy Pattern

1) High and consistent motivation to learn 1) Low and/or inconsistent motivation to learn

2) Loves learning for its own sake / Self-motivated to learn 2) Motivated to learn primarily only to earn extrinsic

rewards and/or to avoid punishment

3) Believes ability/intelligence can be improved with effort 3) Believes ability/intelligence is fixed/innate

4) Has confidence in own ability to learn 4) May doubt own ability to learn

5) Views help-seeking as desirable & part of what it means to be smart 5) Views help-seeking as indicator of low ability/intelligence

6) Highly curious 6) Little or no curiosity

7) Goal is to improve one’s own knowledge or skill 7) Goal is to prove one’s own knowledge or skill

8) Generally non-competitive ambition 8) Generally competitive ambition

9) Focused on approaching learning or mastery (approach goals) 9) Focused on avoiding failure (avoid goals)

10) Feels that s/he is freely choosing his/her own actions (autonomous) 10) Feels that s/he is being controlled by others (controlled)

11) Feels ownership of learning-related goals, beliefs, and values 11) Feels that learning-related goals, beliefs, and values are

(they are part of “one’s true self”) imposed on him/her; are not part of one’s true self

12) Strategically manages own actions, motivation, & learning 12) Poor management of own actions, motivation, & learning

13) Experiences a sense of “flow” 13) Rarely experiences a sense of “flow” during learning

· often gets “lost” in learning activity - rarely gets immersed in learning activities

· experiences loss of self awareness/ self concerns - frequently focused on self concerns/appearances

· experience altered sense of time - experience time as passing slowly

(e.g., ‘time flies when you’re having fun”) (e.g., “when will this be over?”)

14) Positive emotions/attitudes regarding the subject, task, 14) Negative emotions/attitudes regarding the subject, task,

teacher/leader, and learning setting (e.g., school, job, agency). teacher /leader, and setting (e.g., school, job, agency)

- Karl F. Wheatley Ph.D., 2/9/05, 2/1/11

Characteristics and Consequences of a

More Effective & More Healthy Motivational Pattern

CHARACTERISTICS CONSEQUENCES

1) High and consistent motivation to learn 1) Learner engages in learning eagerly, w/o prodding,

rewards, threats

2) Loves learning for its own sake 2) Initiate learning activities on their own, continues with

learning even after learning activity is “over”

3) Believes ability/intelligence can be improved with effort 3) Works hard to improve skills / Persists and may even

increase effort after failure

4) Has confidence in own ability to learn 4) Sets challenging goals for self / Persists and may even

increase effort after failure /

5) Views help-seeking as desirable/part of what it means to be smart 5) Seeks help, information, or collaboration when appropriate

6) Highly curious 6) Explores, inquires, constantly learning

7) Goal is to improve one’s own knowledge & skills 7) Initiates activities to improve own skills / Undefensive

8) Generally noncompetitive ambition 8) Measures own success by specific indicators of learning,

improved skills, or a personal best / Shares ideas

9) Adopts approach goals 9) Completes work on time / Doesn’t procrastinate

10) Feels like s/he is freely choosing his/her own actions 10) Engagement, commitment, positive emotions

11) Feels ownership of learning-related goals, beliefs, and values 11) Commitment to learning, initiative, positive emotions,

positive relationships w/teacher or leader

12) Strategically manages own actions, motivation, & learning 12) Effective use of time, resources, opportunities

13) Experiences a sense of “flow” 13) Enjoys learning/ Positive attitudes towards learning

· gets “lost” in learning activity - learning activities, classes seem to go quickly

· experiences loss of self awareness/ self concerns - undefensive

· experience altered sense of time - surprised when time is up

14) Positive emotions/attitudes regarding the subject, task, 14) More intrinsic motivation to learn / Eager for next

teacher/leader, and learning setting opportunity to learn, next class / Respects school

- Karl F. Wheatley Ph.D., 2/9/05 draft

Characteristics and Consequences of a

Less Effective & Less Healthy Motivational Pattern

CHARACTERISTICS SELECTED CONSEQUENCES

1) Low and/or inconsistent motivation to learn 1) Inconsistent motivation from learner / Low initiative

2) Motivated to learn primarily only to earn extrinsic 2) Little intrinsic motivation evident / Expects & demands

rewards and/or to avoid punishment rewards / Learners give minimum effort necessary /

Reduced creativity & joy / Passive students

3) Believes ability/intelligence is fixed/innate 3) Sts. may not try hard, may avoid tasks, give up easily

4) May doubt own ability to learn 4) Sts. may not try hard, may avoid tasks, give up easily

5) Views help-seeking as indicator of low ability/intelligence 5) Don’t get help even when doing so would be wise

6) Little or no curiosity 6) Little exploration, initiative, energy for learning

7) Goal is to prove one’s own knowledge or skill 7) Lack of effort, showing off, avoid challenge

8) Generally competitive ambition 8) “I’m better than you are,” conflicts with other students,

reduced pro-social behaviors; more misbehavior

9) Focused on avoiding failure (avoid goals) 9) Self-handicapping behaviors,

10) Feels that s/he is being controlled by others (controlled) 10) Compliance & anxiety; passivity; or resistance, anger

11) Feels that learning-related goals, beliefs, and values are 11) See #10, half-hearted effort; acting out,

imposed on him/her; are not part of one’s true self identity problems, low energy

12) Poor management of own actions, motivation, & learning 12) Irresponsible, inefficient, late work

13) Rarely experiences a sense of “flow” during learning 13) a) Teacher/leader has to work hard to keep learner on

a) rarely gets immersed in learning activities task; learner does not experience learning as

b) frequently focused on self concerns/appearances enjoyable, which deepens negative attitudes

c) experience time as passing slowly b) Distracted, makes simple mistakes, takes shortcuts

(e.g., “when will this be over?”) c) Bored; misbehaves to make the time pass faster

14) Negative emotions/attitudes regarding the subject, task, 14) Negative relationships with teacher/leader; anger;

teacher/leader, and setting (e.g., school, job, agency) negative comments and destructive behaviors towards learning, teacher, school/setting; withdrawal; sabotage; dropping-out.

- Karl F. Wheatley Ph.D., 2/10/05 draft

Healthy Motivation and

Related Motivation Theories and Terms/Concepts

THESE CHARACTERISTICS … … FIT UNDER THESE THEORIES & TERMS

1) Highly motivated to learn 1) Strong intrinsic motivation to learn /

Continuing motivation / Flow

2) Loves learning for its own sake 2) Strong intrinsic motivation to learn

3) Believes ability/intelligence can be improved with effort 3) Incremental beliefs regarding ability/intelligence

increases effort after failure (e.g., Dweck)

4) Has confidence in own ability to learn / 4) High or positive self-efficacy beliefs (e.g., Bandura)

Persists and may increase effort after failures

5) Views help-seeking as desirable/part of what it means to be smart 5) Growth mindset / Learning goals

6) Seeks assistance, information, or collaboration when appropriate 6) Growth mindset / Learning goals

7) Highly curious 7) Curiosity motivation / Interest

8) Finds improving own skill naturally satisfying/enjoyable 8) Competence motivation / Flow

9) Focused on succeeding (not avoiding failure) 9) Approach goals / Mastery orientation

10) Feels like s/he is freely choosing his/her own actions 10) Autonomy / Autonomous motivation

11) Feels ownership of learning-related goals, beliefs, and values 11) Commitment to learning / Autonomy

12) Strategically manages own actions, motivation, & learning 12) Self-regulation

13) Has internalized cultural goals and values that guide action 13) Internalized self-regulation

14) Experiences such as … 14) Flow

· gets “lost” in learning activity

· learning activities, classes seem to go quickly

· experiences loss of self awareness/self concerns

· undefensive

· experience altered sense of time

· surprised when time is up

15) Feelings of enjoyment, interest, competence 15) Positive emotions

16) Feels physically safe, psychologically secure, feels a sense 16) Basic needs are met

of autonomy, belonging, competence, freedom, fun, power

- Karl F. Wheatley Ph.D., 2/10/05, 2/1/11