Teaching Methods
Impact of Motivational Patterns on Learning
Attribution
When individuals attribute their successes or failures to internal factors within their control such as effort, they are more likely to be motivated to persist in their learning endeavors.
Learned Helplessness can lead to a decline in motivation and effort because they believe they have no control over the outcomes.
Providing feedback that emphasizes effort and strategies (internal factors) rather than innate ability and recognizing individual effort and improvement can foster a growth mindset.
If teachers attribute success to effort and improvement, it can positively impact students' attitudes and achievement.
Attributing successes to internal factors positively impacts students’ self-efficacy
(Dweck, 1975)
Mindset
Fixed Mindset:
May be more likely to fear failure when faced with a challenging task
Effort is often viewed negatively because it implies they have no natural talent
More likely to give up after a failure because they see it as a reflection of inherent abilities or lack thereof
The desire to look smart or talented can lead to a focus on performance rather than learning which hinders long-term knowledge development
Growth Mindset:
See challenges as opportunities to learn and grow
Believes that effort is a crucial part of the learning process
View failure as an opportunity to learn and improve
Fosters a love for learning and is associated with higher academic achievement
(Dweck, 2007)
Self Efficacy
High Self-Efficacy:
More likely to set challenging goals for themselves believing that they have the capability to achieve these goals through their efforts
More likely to put in sustained effort and persist in the face of challenges. They see setbacks as temporary and believe that their effort will lead to success.
More inclined to choose challenging tasks and activities viewing challenges as opportunities for growth
More likely to use effective problem-solving strategies and seek assistance when needed
Students who believe in their capabilities are more likely to approach learning tasks with confidence, leading to improved performance.
Low Self-Efficacy:
May set less ambitious goals or may avoid setting goals altogether due to a lack of confidence in their ability to attain them
May give up easily when faced with difficulties, as they doubt their ability to overcome obstacles.
Opt for easier activities where success seems more assured
May feel overwhelmed and less likely to seek solutions or assistance, contributing to a cycle of continued struggle
Associated with lower academic performance. Doubts about a student’s ability can create anxiety and hinder effective learning strategies
(Bandura, 1996)
How To Foster Positive Motivational Patterns (Calvin's Version)
The overall key to fostering these positive patterns is to understand Calvin's individual needs, strengths, and interests to tailor the learning experience to him.
Encourage Curiosity: providing interesting and challenging materials can stimulate Calvin's interest in learning.
Recognize and Praise Effort: Miss Wormwood can provide specific and genuine praise for the effort Calvin puts into his tasks, even if he doesn't reach the desired result. This can help build a growth mindset.
Set Achievable Goals: breaking larger tasks into smaller manageable ones can help motivate Calvin by letting him experience success in small increments and build his confidence with future large tasks.
Provide Opportunities for Autonomy: allowing Calvin some autonomy in his learning can foster a sense of control and ownership as well as responsibility
Use Varied Teaching Methods: incorporating a variety of teaching methods and materials, like exploring hands-on activities, visual aids, or discussions to keep him engaged and motivated.
Connect Learning to Real-Life Contexts: relating lessons to real-life situations can make Calvin see the relevance of what he's learning and make it more likely that he will stay motivated.
Build a Positive Teacher-Student Relationship: if Miss Wormwood can show genuine interest in Calvin's well-being, listen actively, and provide guidance when needed, their positive relationship can enhance his motivation to learn
(Dweck, 2007)
