1.8C Human Learning 2020/2021 ENG full summary incl. lecture notes and practice questions for pr.7
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Course
1.8 Human Learning (FSWP1080A)
Institution
Erasmus Universiteit Rotterdam (EUR)
Book
Educational Psychology
Full extensive English summary of 1.8C Human Learning incl. lecture notes and practice questions for problem 7. Well organised and easy to read. Good luck!
1.8C Human Learning 2020/2021- Problem 1: (Un)Motivated to Learn
What are the motivation theories of learning? What percentages were the teaching styles in What teaching style would be considered most
What different factors influence your the diagram? effective?
motivation (internal/external)? What teaching styles are there? (only (read about the research w/ the chart too)
What are the different types of motivation? regarding motivation)
Motivation: an internal state that arouses, directs and maintains behavior.
Psychologists see motivation as:
Trait: personal traits or individual characteristics or State: a temporary situation e.g. reading
e.g. individual interests in cars. something for an exam.
= mostly a combo of both (e.g. you value learning + prepare for test).
A motivation: complete lack of any intent to act - no engagement at all.
Locus of causality: the location- internal or external- of the cause of behavior.
Extrinsic motivation/external locus of causality: Intrinsic motivation: natural human tendency to
someone/ something else is motivating someone seek out and conquer challenges as we pursue
from the outside e.g. rewards and punishments. personal interests and exercise our capabilities.
When doing something to e.g. earn a grade, avoid No need for incentives or punishments: activity
punishment, please the teacher. Not interested in itself is satisfying and their own reward (e.g.
the activity for its own sake: only about what it taking a course in something you like but not
will gain us (e.g. caring for the grade not the need).
subject) ↓
Associated with negative emotions, poor academic achievement and maladaptive learning strategies.
However, extrinsic motivation also has benefits: provides incentives as students try new things e.g. an extra
push to get started or helps them complete a mundane task. Beware of either/or!
Explanations that avoid either/or thinking:
1. Activities fall along continuum from fully self-determined/intrinsic motivation to fully determined by
others/extrinsic motivation.
Four types of extrinsic motivation are based on the level of internal drive to engage.
Starting with the most extrinsic, these four types are:
1. external regulation: completely controlled by outside consequences.
2. introjected regulation: engaging in the task to avoid guilt or negative self-perceptions.
3. identification: participating despite lack of interest because it serves a larger goal that is personally
motivating.
4. integrated regulation: participating in a task because it is both interesting AND has extrinsic reward
value. E.g. a student working hard on a less enjoyable goal, because they know that it is important to
reach a valued goal (e.g. studying statistic to become a psychologist) = freely choosing to accept out-
side causes and then trying to get the most benefit from the requirements).
,2. Intrinsic and extrinsic motivations are not two ends of a continuum but two independent possibilities: one
can be motivated by both intrinsic and extrinsic factors.
Maslow: humans have a hierarchy of seven levels of human needs. From basic physiological
requirements to the need for self-actualization. Each of the lower-level needs must be met before the next
higher need can be addressed. Self-actualization = fulfilling one’s potential (see image ↓).
Deficiency needs: the 4 lower-level needs
(survival, safety, belonging and self-esteem),
must be satisfied before higher-level needs
can be addressed. When these needs are
satisfied: does not necessarily mean people
are motivated to fulfil the higher needs: the
needs decrease↓. When these are taken
away, they do cause dissatisfaction.
Being needs/growth needs: The 3 higher-
levels needs: (cognitive needs, aesthetic
needs and self-actualization). When they
are met, a person's motivation increases↑
because these being needs can never be
completely filled (e.g. the better you are at
something, the more likely it is that you will
strive for even greater improvement).
Maslow’s theory on students: physical,
emotional, and intellectual needs are
interrelated e.g. when children are hungry=
trouble focusing on academic learning. Or if school is fearful, unpredictable place where neither teachers
nor students are emotionally safe= more concerned with security and less with learning or teaching.
Criticism: people do not always behave as theory predicts. Most of us move back and forth among
different types of needs and may even be motivated by many needs at the same time. Some people
deny themselves safety or friendship to achieve knowledge or greater self-esteem.
Self-determination theory: more recent: we all need to feel 1. competent and capable to have a sense of
2. autonomy and control over our lives & to feel 3. connected to others in relationships.
1. Need for competence: need 2. Need for autonomy: desire 3. The need for relatedness:
to demonstrate ability or to have own wishes/ choices desire to belong and establish
mastery over tasks. Satisfying (rather than external rewards/ close emotional bonds and
this need results in sense of pressures) determine our attachments with others who
accomplishment, self-efficacy, actions → central to self- care about us. Students placed
and helps learners establish determination. People struggle at risk (eating disorder/suicide)
better learning goals for future against pressure from external have greater need for positive
tasks. controls e.g. rules, schedules, relationships with teachers →
deadlines, orders, and limits increases the likelihood that
imposed by others. students will succeed in high
Sometimes, even help is school and go on to college.
rejected → individual remains
in control.
Criticism: because diff cultures have divergent concepts of self: psychologists have asked whether
needs for competence, autonomy, and relatedness are universal.
, o However, experiences of competence, autonomy, and relatedness associated with satisfying learning
experiences for Korean high school students= even in collectivistic culture, needs may be important.
Cognitive evaluation theory: students’ experiences e.g. being praised, criticized, reminded of deadlines,
assigned grades, given choices or lectured about rules can influence their intrinsic motivation by affecting
their sense of self-determination and competence. All events have two aspects:
Controlling If event is highly controlling = it
pressures students to act or feel a certain way
→ students experience less autonomy and their
intrinsic motivation will diminish.
Informational If event provides info that
increases students' sense of competence →
intrinsic motivation will increase. Of course, if
info provided makes students feel less
competent
→ motivation will decrease.
An example of a more controlling
communication:
Goal orientation theory
Goal orientations: reasons we pursue goals and standards we use to evaluate progress toward those goals.
Most common distinction in research on students' goals is between master and performance goals e.g. you
want to have a 10 in this 1.8C course. Are you doing so in order to: Master educational psychology (to learn
all about it) or Perform (to look good in the eyes of friends).
Students with mastery goals/task goals/learning Students with performance goals/ability goals/ego
goals: personal intention to improve abilities and goals: personal intention to seem competent or
learn, no matter how performance suffers or perform well in the eyes of others. Care about
awkward you appear. When students set mastery demonstrating their ability to others. May act in
goals they are more invested, especially with ways that actually interfere with learning (e.g.
sense of autonomy. They tend to seek challenges, cheat or use short-cuts to get finished, work hard
persist when they encounter difficulties and feel only on graded assignments, be upset and hide
better about their work. These people "get lost in papers with low grades, choose tasks that are
their work”, are more likely to seek appropriate easy, avoid collaborating with other students, and
help, use deeper cognitive processing strategies, be very uncomfortable with assignments that
apply better study strategies, and generally have unclear evaluation criteria). For college
approach academic tasks with confidence. students= related to higher achievement.
Both mastery and performance goals= associated with using active learning strategies and high self-efficacy.
Students can pursue mastery and performance goals at the same time (e.g. you may want to really
understand educational
psychology but also get a
top grade in your class):
Educational psychologist
added an approach ↔
avoidance focus to
distinguish the two.
Students may either:
Be motivated to approach
mastery ↔ avoid
misunderstanding:
students who fear
, misunderstanding may be perfectionists - focused on getting it exactly right or afraid they will never live up
to their potential.
Or students may approach performance ↔ avoid looking dumb: students try to avoid looking dumb may
adopt defensive, failure-avoiding strategies e.g. cheat, pretend not to care, make a show of ‘not really
trying’ so they have an excuse for failure.
o Final caution: performance approach goals can turn into performance avoidance goals if students are
not successful in looking smart or winning. The path might lead from performance approach (trying
to win) to performance avoidance (saving face and trying not to look dumb), to learned helplessness
(I give up!). Teachers are wise to avoid trying to motivate using competition and social comparisons.
Anderman & Anderman, 2014: Goals that are specific, elaborated, moderately difficult (provide a challenge
but not too difficult), and proximal (likely to be reached in the near future) tend to enhance motivation and
persistence.
Feedback, Goal Framing, and Goal Acceptance
In addition to having specific goals and creating supportive social relationships,
3 factors make goal setting in the classroom effective:
Feedback. To be motivated by Goal framing. When activities Goal acceptance. Relationship
a discrepancy between "where are linked to students' intrinsic between higher goals and
you are" and "where you want goals of becoming competent, better performance is
to be”, you must have accurate self-directed, connected with strongest when people are
sense of current status and others → students process info committed to goals. If students
how far you have to go: more deeply and persist longer reject goals set by others/
feedback emphasizing to gain a conceptual (non- refuse to set goals: their
progress is most effective. superficial) understanding. motivation will suffer. Students
Linking activities to the are more willing to commit to
extrinsic goals of meeting goals of others if goals seem
someone else's standards realistic, reasonably difficult,
promotes rote learning and meaningful - and if goals
(memorizing based on are validated by connecting
repetition) -not deep activities to students' intrinsic
understanding or persistence. interests.
= Teachers can promote higher goal acceptance if students are involved in setting goals and make active
commitment to goal e.g. writing goals down and checking them off as they reach them.
Expectancy- Value- Cost Explanations
Motivation is seen as product of two main forces:
1. the individual's expectation of reaching a goal "If I try hard, can I
succeed?".
2. the individual's value of that goal "If I succeed, will the outcome be
valuable or rewarding to me?".
= both expectancy and values are personal interpretations.
Motivation: product of expectancy and value - if either factor is zero, then there is no motivation to work
towards the goal (e.g. I believe I have a good chance of making the basketball team (high expectation), and
making the team is important to me (high value) = my motivation should be strong ↔ but if one factor is
zero (I don’t believe I can make the team/ I couldn't care less about playing basketball), then motivation will
be zero too.
Task Value: individual's belief about how useful, enjoyable, or otherwise important a task/assignment is.
Perceptions of value predict the choices students make about participating in a task or activity.
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