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Development of Motivation and Moral Reasoning Chapter Thirteen Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Overview Motivation Self-Regulation (pages 508-514, Will Not Be On Exam 3) Moral Reasoning and Behavior (To be Covered in Discussion) Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Motivation Defined as a state that energizes, directs, and sustains behavior It’s what gets people to do something and keeps them doing it All children and adolescents are motivated in one form or another Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Motivation Extrinsic Motivation External factors unrelated to the task and outside of the individual Examples include praise, rewards, grades, etc Intrinsic Motivation Internal desire to perform a particular task Example: Working on extra homework problems to improve their skills Effects of Extrinsic Rewards and Punishment Based on B.F. Skinner’s Operant Conditioning Emphasis on environmental influences to behavior Reinforcement Delayed Gratification Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Primary – Satisfy a built-in need Secondary – Created over time by pairing with other reinforcers Children become better at this as they grow older Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Motivation Development of Intrinsic Motivation Intrinsic motivation is more powerful and lasting than extrinsic motivation Key Principles Children seem to be genetically predisposed to exploring their environment Children require consistency in understanding their world Children gravitate towards activities at which they think they will be successful High self-efficacy = higher chance of activity being undertaken Children also prefer certain levels of autonomy Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved Motivation Developmental Trends in Intrinsic Motivation Children’s interests stabilize Two general types of interest as they get older Situational – Evoked by something in the environment; temporary Personal – Interest in a particular topic or activity; relatively stable Children and adolescents gravitate toward activities they find valuable Children’s motivation to partake in certain activities becomes internalized over time Children’s intrinsic motivation to learn school subjects declines over time Caused by a combination of increased focus on extrinsic rewards, decreased self-efficacy, and developmental transitions Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved Motivation Development of Goals Children have a natural tendency toward goal-directed behavior Some core goals can drive children’s behavior Mastery goal – Desire to acquire new knowledge or skills Performance goal – Desire to achieve favorable status with others Social Goal – Desire to establish and maintain good relationships with others Diversity in Motivation Children differ in their responses to motivational reinforcers Gender stereotypes affect children’s self-efficacy for certain roles Each gender tends to focus on gender typical career choices Boys also tend to have a healthier attribution style than girls who internalize failures more Culture and ethnicity may affect self-efficacy for academic and future success Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved Motivation Development of Attributions Children’s attributions of success/failure are selfconstructed (interpretations) and vary along three factors: Locus: Internal/External Stability: Stable/Unstable Control: Controllable/Uncontrollable Children’s view of ability often shifts over development Children become predictable in their patterns of attribution regarding future performance Children tend to attribute successes to internal causes and failures to external causes…but for the long run, it is best to attribute both successes and failures to internal and controllable factors. Children need to sort through the various contribution of effort, ability, luck, task difficulty, etc. Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Incremental (early elem.) Entity (adolescence) Examples include Mastery orientation – Belief that one is capable of accomplishing difficult tasks Learned helplessness – Belief that you have little or no control over your environment and that you do not have the ability to accomplish tasks Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved. Motivating children & adolescents Focus on promoting intrinsic motivation Focus on enhancing children’s self-efficacy for mastering important knowledge and skills Set them up for success Encourage children to set goals Mastery as well as performance goals Help children to refocus their efforts after failures Teresa M. McDevitt and Jeanne Ellis Ormrod Child Development and Education, third edition Help children meet their social goals Use extrinsic reinforcers only when necessary Be aware of at-risk students’ needs Minimize comparison and competition among children Expose children to successful models with characteristics and backgrounds similar to their own Copyright ©2007 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 All rights reserved.