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Purpose of this paper
The purpose of this paper is three-fold: First, to examine briefly Social Cognitive Theory’s view on the contribution of self-efficacy to learning and motivation; Then, to offer some guidelines for motivational strategies reflecting self-efficacy concepts that have been supported by research; Finally, to provide some possible ways to implement these guidelines in a mathematics class.
Introduction
Within us all is a desire to achieve. The need exists to show, to ourselves and to others, that we are capable in some area; that we are able to perform difficult tasks, acquire knowledge that no one else knows, run faster, jump higher, and live up to some perceived potential unique to us as individuals.
This goal to achieve is evident in young children, manifesting itself early and continuing at some level throughout the school years and on into adulthood. Of particular interest and importance to me as a teacher are contributing factors to students’ motivation to achieve, and motivational strategies that can increase the likelihood of student achievement.
At this point, let me state the obvious: Studying motivation is somewhat difficult, because motivation is subjective. Motivation is not directly observable. It must be inferred from student behavior. Also, behavior patterns exhibited by students may have similar surface attributes, but could arise from entirely different motivations (Good, Brophy, 1995).
Student motivation is affected by many variables including past experience, peers, home life, classroom and school expectations, and teacher behavior. This adds to the complexity of studying motivation, and adds to the difficulty teachers face when addressing issues relevant to promoting st...
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...03). My Current Understanding of Understanding Mathematics, paper submitted for MAT 791.
Snowman, J. & Biehler, R. (2000). Psychology Applied to Teaching. 9th Edition.
Boston, MA. Houghton Mifflin Company.
Urdan, T. Midgley, C., & Anderman, E. M. (1998), The role of classroom goal structure in students’ use of self-handicapping stragtegies, American Education Research Journal,
35(1), 101-122.
Online sources and suggestions:
www.analytictech.com/mbo21/motivation.htm.
www.cartwright.k12.az.us/Math/Resources/cooperat.html (Cooperative Learning Suggestions).
www.emory.edu/EDUCATION/mfp/BanEncy.html (Self-Efficacy by Albert Bandura).
www.emory.edu/EDUCATION/mfp/effpage.html (An excellent resource for information
and links on SCT and self-efficacy).
www.fiu.edu/~cryan/selfefficacy/MotivationandOpportunity.htm.
www.med.usf.edu/~kmbrown/Social_
RIOT can create lists of user comments and postings online for evaluation. However, it does not read a user’s private emails, though the federal government has been demanding this information from various firms. RIOT cannot mine the data files on your personal computer. However, the federal government has been arguing that data stored on the cloud isn’t “private” like data on a computer in your home, thus exempt from many of the protections granted to private papers. Internet security then only applies to the government itself, though it has a ...
The participants in this study where 257 students mostly non-Hispanic white fourth graders, with an almost even split of boys and girls. The exclusion criteria were all non-fourth graders and non-white participants since CWK is already focused on that particular demographic and this new study was aimed at a different sample. The study design included participants from a pool of 12 schools in northern Colorado who indicated interest to an invitation from the district wellness coordinator (Cuningham-Sabo & Lohse, 2013). From those 12 schools, four elementary schools with similar enrollments and socio-economic characteristics were selected and randomly assigned to two schools for intervention, or two schools for comparison (Cuningham-Sabo & Lohse, 2013). The intervention group involved CWK and included cooking and tastin...
The atrocities in Darfur are being conducted by an assembly of government funded and heavily armed militants who are known as the Janjaweed. These groups of Arab radicals destroy the people of Darfur by pillaging and burning their villages, robbing them of their economic assets, contaminating their water supplies by dumping dead bodies into the wells, slaughtering, raping, and tormenting them. The attacks on the villages range from a variety of approaches but the most typical start with bombings from the Sudanese Air Force, followed by the raids of the Janjaweed. A recent estimate by UNICEF has the death toll in Darfur at an astonishing 300,000. Out of the total population of 6.2 million people, 4.7 million are affected by the conflict. Half of the directly affected people are children; of these children, almost 700,000 have lived their entire life knowing nothing more than the violent lifestyle that has overtaken the region (Sudan: Darfur Overview).
Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.
Instead of giving up the cutting task, disturbing other students, or cutting the paper randomly, he persists in the task, complete it efficiently, and follows the teacher’s instruction. He is the first student of whom sticks four cutting pictures in a red paper in his table. This example indicates that self-efficacy contributes to behaviors (person → behavior). After he completes the task successfully, he may perceive that he is able to understand what the teacher is saying, use a scissor, and stick pictures in a paper, which in turn will foster his self-efficacy. The reason is that positive results improve his confidence in similar tasks (behavior →
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
A positive mood in the classroom increases the students self-efficacy. I stand at the doorway and greet each child as he or she enters the classroom. A simple, “Hello, how are you?” is often enough to put a smile on the face of most students. Choice is also a very important motivator in increasing the self efficacy of a student (Brozo & Flint, 2008). I allow the students to demonstrate choice in several ways. I give each student several appropriate leveled books to select from. The student chooses from a “menu” of interesting and engaging group activities to demonstrate mastery. I need to change the students’ thinking from “I can’t” to “I can.” One strategy is to increase the chances that a student will have a successful academic experience. The student should be assigned short attainable tasks that are moderately challenging. The assignment should not be so easy that the student is insulted or so hard that he gives up. Once the student demonstrates mastery and realizes that he can be successful, I gr...
Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84, pp191-215. Gecas, V. (1989). The Social Psychology of Self-Efficacy. Annual Review of Sociology.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
People have been deforesting the Earth for thousands of years, primarily to clear land for crops or livestock. Although tropical forests are largely confined to developing countries, they aren’t just meeting local or national needs; economic globalization means that the needs and wants of the global population are bearing down on them as well. Direct causes of deforestation are agricultural expansion, wood extraction (e.g., logging or wood harvest for domestic fuel or charcoal), and infrastructure expansion such as road building and urbanization. Rarely is there a single direct cause for deforestation. Most often, multiple processes work simultaneously or sequentially to cause deforestation.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
The concept of self-efficacy is grounded in Bandura’s (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people’s beliefs about their capabilities to produce efforts” (p. 71). In essence, one having strong self-efficacy experience increase in motivation, accomplishment, and personal well-being ( Bandura, 1994). Those with a low sense of self-efficacy, on the other hand, often suffer stress and depression; unbelieving of their capabilities and often succumbed to failure (Bandura, 1994).
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
At the end I would like to include that the most important thing in learning process is being intrinsically motivated. Because it satay us lifelong. If you have no motive that means we won’t have any goals of our life. So as a student we all should have a certain targets towards our