Download Motivation MO1. Define motivation and discuss why a concept like

Motivation
MO1. Define motivation and discuss why a concept like motivation is or is not necessary in a
model of teaching and learning and human behavior (i.e., how does motivation relate to
intelligence or ability?) If it is necessary to what aspects of learning might it apply? Discuss how
the concepts of underachievement and overachievement might be related to motivation (i.e., how
can someone be an over- or underachiever?)
MO2. Describe how two of the five major groups of learning theories discussed previously (i.e.,
behaviorists, cognitivists, constructivists, humanists, and social cognitivists) relate to the concept
of motivation? Which approach do you prefer? Give specific examples of how you as a
professional educator can use different approaches to motivation.
MO3. Attribution theory is an information processing explanation for motivation, whereas
expectancy theory is derived from principles associated with information processing and social
cognition.. Describe each theory and how you would use principles derived from each in your
classroom. Be specific in terms of students and content you are likely to teach.
MO4. Discuss the differences between internal and external motivation. Describe the positions
that behaviorists, cognitivists, constructivists, humanists, and social cognitivists might take on
this distinction. Give one example from each of the groups of theories of learning that you could
use as a teacher or administrator to influence student motivation?
MO5. Describe the overall purpose of Maslow's hierarchy of needs. In this theory, what is the
difference between a deficiency need and a growth need? Where does need for academic
achievement fall in this hierarchy?
MO6. What is the research support for Maslow’s theory? What are some implications of this
theory for educators?
MO7. How does Maslow’s theory relate to achieving excellence in the nine areas of life
presented in the "Becoming a Brilliant Star" framework discussed in class?
MO8. How do the major theories of learning relate to the issues of internal verses external
motivation? Which approaches seem to work best for you? Why? How would you use a
combination of approaches in your classroom? Be specific in terms of students and content you
are likely to teach.
Motivational Beliefs, Values, and Goals
MB1. Compare and contrast self-efficacy and control theories of motivation, describing the
importance of each for teachers and parents.
MB2. Compare and contrast intrinsic motivation, interest, and goal theories as they relate to
engaging in goal-directed activities. Give an example of each from your own personal
experience.
MB3. Briefly explain the major components of the Eccles et al. expectancy-value model of
achievement. Based on your experience does this model seem reasonable? Why or why not?
MB4. Eccles and Wigfield propose that motivation is linked to previously discussed cognitive,
social cognitive, and volitional theories. Which do you believe is the most important connection?
Support your answer.
Summary of Learning Theories
SLT1. Compare and contrast behavioral and cognitive approaches to learning, discussing (with
examples) at least two principles of learning derived from each approach.
SLT2. Compare and contrast behavioral and constructivistic approaches to learning, discussing
(with examples) at least two principles of learning derived from each approach.
SLT3. Compare and contrast cognitive and humanistic approaches to learning, discussing (with
examples) at least two principles of learning derived from each approach.
SLT4. Compare and contrast constructivistic and social cognition approaches to learning,
discussing (with examples) at least two principles of learning derived from each approach.
SLT5. Compare and contrast humanistic and social cognition approaches to learning, discussing
(with examples) at least two principles of learning derived from each approach.