The Implication of the Findings
Having known that adults are supposed to be self-directed, internally motivated and goal-oriented in the learning process, it is believed that Expectancy-Value Theory proposed by Wigfiled and his colleagues might be fruitful in explaining adults’ learning motivation in this case study.
a) Expectancy-Value Theory
Expectancy-Value Theory (EVT) as one of the influential motivation theories has a long history in Education and Psychology. This theory claims that “individuals’ performance on different activities will be influenced by what an individual expects and how much the individual values the things that are expected” (Wigfield et al., 2011, p.10). This means that expectancies and values are supposed to be
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As Wlodkowski (2008) contends, most people show consistency throughout adulthood. Traits, habits, modes of thinking, and the ways by which people cope and interact remain stable through old age. In other words, motivations seems stabilize in adult learning which may lead to future participation in education (Gorges & Kandler, 2011). In order to see their values on learning, classifying the four beliefs suggested by Wigfield et al. (2011) is required. Firstly, the attainment value which refers to the importance of activity could be seen from students rational in taking English course. Secondly, the intrinsic value which refers to the enjoyment in doing the activity could be seen on how they respond to the task given by the teacher and their engagement in the classroom activities. Thirdly, utility value which refers to the usefulness of activity for the future can also be seen from their reasons why taking this course. It is assumed that some of them might want to take a higher degree in education, while others want advance in their job. Finally, cost value which refers to effort to finish the activity could be seen from their commitment in learning. Attending class on time is an evidence that they value this English …show more content…
It provides a real opportunity for genuine communication. It also helps building students’ comprehension on a text. In the daily life, we can tell people about a news article we have read, so this is a classroom activity that is fairly authentic.
2. Self-Directed Learning (SDL)
Self-directed or independent learning is a strategy which focuses on giving responsibility for students in their own learning. McInerney et al. (2015) state that this strategy is likely well-suited to teach adult learners since adults are autonomous learners. The example of applying this strategy in learning is by giving a project to students that lasts over several days and this is largely unsupervised. This is often employed by university lecturers when they give assignments to their students.
Before applying this strategy, the teacher have to concern that assistance could be given in ensuring that resources to support the project are available. Also, the teacher can facilitate the process by providing explicit directions so that the students will not get some confusion during the
Expectancy Theory suggests that human actions are guided by the expected results of those actions (Expectancy Theory). It proposes that humans act in a certain way only if they believe that that the action is going to result in a certain desired outcome. Therefore, this theory acknowledges that humans exercise choice on their actions. This choice is exercised in three different ways, which are classified as expectancy, Instrumentality, and valence (Expectancy Theory). Expectancy refers to the knowledge and belief that one can effectively do a particular action; instrumentality refers to the belief that one will be rewarded upon effectively executing a particular action, and valence refers to the level of value a person places on the rewards being offered after properly executing a particular action (Expectancy
Ever since I began my teaching career, I have been fascinated with the topic of motivation and the role it plays in student learning. Daniel Pink’s book, Drive: The Surprising Truth About What Motivates Us, has been on my personal reading list for a couple of years now, and I was elated to find that it was one of the recommended books to read for this assignment. I have often wondered why some of my students, and even one of my own children, are more internally driven than others to complete a given task. Now that I am in the process of becoming a school administrator, my curiosity about what motivates adults has been heightened, as well. In the hopes of finding some insight, and perhaps the answers to some of my burning questions, I finally picked up Daniel Pink’s book and began reading.
Following the assumptions by Van Parijs, we could also question whether women's higher life expectation could be due to biological reasons. In order to introduce this topic, we can use Paula Casal's Love not war. On the chemistry of good and evil. She develops during her article the main biological reasons for different life expectations by sex.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
Lei, Simon A. "Intrinsic and Extrinsic Motivation: Evaluating Benefits and Drawbacks from College Instructors' Perspectives." Journal of Instructional Psychology 37.2 (2010): 153-160. Academic Search Complete. EBSCO. Web. 7 Mar. 2011.
“In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes.” (Knowles, Holton, Swanson, 2011, p. 18)
Motivation to learn- The motivation is possibly for self-esteem, recognition or the possibility of a better quality of life.
The Adult Learning Theories Essay assignment provides information on how learning takes place throughout different stages in life. The topic begin with how learning take place in humans, how one develops throughout various stages in life, the learning process, and blending adult learning and development experiences. The course content requires mastery because learning never ends once it begins at birth. The importance of knowing what is learned in each stage of life builds upon what is already learned which will lead to the next stage of development.
...motivation. However, SCT recognise the importance of social interactions and their influence of motivation. Furthermore, SCT is a social cognitive expectancy x value approach to motivation, reflective of Eccles and Wigfield’s (2001;2002) model of expectancy value theory. Similar to attribution theory, SCT determines that motivation is influenced by the environment and interactions with others and how these influence learners’ attributes and judgements. Conversely, SCT is unique as it determines that motivation and behaviour is influences through observation and cognition, disregarding Blooms (1956) domains of affect and psychomotor. Self-regulation is a recent development in SCT. Like SDT, self-regulation comprises of two categories, with learners being self-regulated or not. According to this theory, underachievement occurs when a learner is (Woolfolk et al. 2013).
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
Andragogy is focusing on creating good learning experiences for adults(2013). Here, we should understand some assumptions about the boundary of adult and pre-adult. First , Adult learner can do self-direct learning (chapter 4), and can study independent than the pre-adult or children who are totally learning rely on teachers---learner’s self-concept, also this part is the most engaged part with learning. The second assumption is the most impressive and helpful. Adult learner have more experience than other learner, that means, adult’s prior experience have a big difference feeling or motivation with other adults. Take myself for example, when I was in high school, my orientation for study was went into a good University; whereas, right now, my orientation for study is to make my life different than before. It’s a internal motivation, because I experienced many things which I didn’t experienced in high school. The part “the need to know” makes me feel distanced from
Take initiative – Initiative it means having a new plan, new ideas or new procedures in solving a problem or something difficult or simple. This is the main and the most usable aspect of self-directed concept. The self-directed student should always starts learning without wait external forces from outside. Do not wait for someone outside to encourage your learning. The initiative starts from ones personal step.
Individuals are assumed to learn better when they discover things by themselves and when they control the pace of learning (Leidner & Jarvenpaa, 1995). Therefore, it is natural to expect that self-directed, interactive learning would improve learning outcome.
The next theory is expectancy theory of motivation: expectancy theory of motivation suggest that we think about our future. We create different expectations about what is going to happen next, and we always want a positive outcome. We believe that we have the ability to get the best. This motivate us to work hard in order to achieve the goal towards we work. This theory of motivation is the best tool for students because if we hope then only we can work. If we use expectancy theory to motivate our students then we can aspect that each student have their own goal and positive expectation to achieve good