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MindMap Gallery 3.7 Learning motivation

3.7 Learning motivation

This is a mind map about 3.7 learning motivation. The main contents include: the stimulation of learning motivation, the Yerkes-Dodson law, the theory of learning motivation, the classification of learning motivation, and the definition of learning motivation.

Edited at 2024-04-12 22:19:30

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3.7 Learning motivation

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Outline

How to learn algorithms efficiently
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Fundamentals of Educational Psychology
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learning motivation
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3.7 Learning motivation

learning motivation definition

Definition: Motivation is the psychological process or internal motivation that causes, promotes, maintains and regulates individual behavior so that it tends towards a certain psychological goal.

condition

Internal conditions: need

External conditions: incentives

Basic ingredients (composition)

Learning needs (intrinsic drive)

Learning expectations (incentives)

Learning expectations are not equal to learning goals

Learning motivation refers to an internal process or internal psychological state that motivates individuals to carry out learning activities, maintains induced learning activities, and causes behavior to move toward certain learning goals.

The function of learning motivation

activation

Orientation

maintain and adjust

Learning motivation classification

According to the source of the inducement

internal motivation

Refers to the motivation caused by people's interest in learning itself, and the satisfaction of motivation is within the activity

external motivation

Refers to satisfaction beyond activities, people are interested in the results of learning

get rewarded

avoid punishment

please the teacher

The book has its own golden house, and the book has its own beauty like jade

According to the social significance of learning motivation

Noble motives (altruism)

Low motives (egoism)

Study hard to be a teacher

According to the relationship between learning motivation and learning activities

Direct motivation (learning content or results) in close proximity

Indirect motivation of vision (social significance and personal future)

Different scopes depending on learning motivation

General versus specific motivations

According to the position of motivation in the activity and the size of its role

Dominant and auxiliary motivations

three internal drives

cognitive drive

internal motivation

Cognitive drive is the most important and stable motivation and plays a great role in promoting learning.

Cognitive drive is primarily derived from the tendency to be curious

It does not come from natural curiosity, but due to repeated successes in the learning process and experiencing the fun of satisfying needs.

Self-improvement drive

external motivation

Examples: Competitiveness, enterprising spirit, awards for learning pacesetters; status ranking, standing out

Cognitive drive and self-improvement drive are the main motivations for teenage students to learn

Self-improvement drive refers to an individual's need to gain a corresponding status due to his or her competence or work ability.

Self-improvement drive is derived from basic human needs - the need for respect and self-improvement

accessory drive

external motivation

Approval or recognition from elders (parents, teachers) or authorities, vanity

Accessory drives are most prominent in early childhood

Yerkes-Dodson law

Relatively easy tasks: rising with the improvement of learning motivation. When the motivation level is moderate to high, learning efficiency is the highest.

More difficult tasks: Learning efficiency decreases as motivation intensity increases. At a medium to low motivation level, learning efficiency is the highest.

Tasks of medium difficulty: Learning efficiency is highest when the learning motivation level is medium

Moderate learning motivation and best learning effect

The relationship between learning motivation and learning efficiency is an inverted "U" shaped curve.

As the task difficulty increases, the optimal motivation level first increases and then decreases.

Generally speaking, the optimal level is moderate intensity motivation

The relationship between learning motivation and learning effect is often mediated by learning behavior

learning motivation theory

reinforcement theory

Proposed by: Pavlov, Skinner (behaviorism)

Positive reinforcement and negative reinforcement; reward and punishment (external incentives maintain learning motivation)

Positive reinforcement: bonuses, recognition and praise for achievements, improvement of working conditions and interpersonal relationships, promotion, arranging challenging jobs, giving opportunities for learning and growth, etc.

Negative reinforcement: Eliminate annoying frequent exams

Background: Behavioral Psychology

arousal theory

Preference for arousal level is a factor in determining individual behavior

Individual preference for moderate intensity stimulation levels

hierarchy of needs theory

Basic needs (deficit needs): physiological needs, safety needs, belonging and love needs, esteem needs

Growth needs: aesthetic needs, knowledge needs and self-actualization needs

achievement motivation theory/expectancy-value theory

Proposed by (main representatives): McClelland and Atkinson

Opinion: People who strive to succeed tend to choose tasks of moderate difficulty (success rate is about 50%); people who avoid failure tend to choose tasks that are very easy or very difficult

Characteristics of highly achievement motivated people

Be challenging with moderately difficult tasks and go all out to succeed

Be clear about the goals to be achieved and have expectations for success

Energetic, exploring new things and having a pioneering spirit

Choose work partners based on high ability, not family ties.

success-failure attribution theory

Presented by: American Weiner (Weiner)

six factors

Controllable, uncontrollable

Controllable factors: effort

Uncontrollable factors: task difficulty, luck, external environment, physical and mental state

internal/external factors

Intrinsic factors: ability, effort, physical and mental condition

External factors: task difficulty, luck, external environment

stability

Stability: ability, work difficulty

Unstable: effort, luck, physical and mental conditions, external environment

Ability is intrinsic, stable, and uncontrollable

self-efficacy theory

Self-efficacy refers to people's subjective judgment of whether they can successfully engage in a certain achievement behavior

First proposed by Bandura

effect

Influence people's behavioral orientation and choice of behavioral tasks

Affects people's effort and persistence

Influence individual thinking patterns and emotional reactions

Attribution style that affects individuals

People with a strong sense of self-efficacy attribute behavioral failures to insufficient effort

Low self-efficacy attributes behavioral failures to lack of ability

Main factors affecting self-efficacy

Experience and cognitive attribution of success or failure

most influential

vicarious and imaginary experiences

Evaluation and Persuasion

Emotional responses and physiological states

expect

outcome factors

vicarious reinforcement

direct reinforcement

self-reinforcement

Antecedent factors

Result expectations

performance expectations

Self-worth theory (Covington)

Stimulation of learning motivation

Stimulating and cultivating internal motivation

Create problem situations to stimulate interest and maintain curiosity

Interest and curiosity are the core components of internal motivation and are the basis for cultivating and stimulating students' internal learning motivation.

Set appropriate goals

Develop appropriate self-efficacy

Increase student success experience

Help students set goals

Improve student learning strategies

Infect students with positive emotions

Guide students to hone their will

Evaluation mechanism motivates students

Positive expectations for students

Role models encourage students

Praise and rewards

Mainly spiritual rewards, supplemented by material rewards

training attribution

effort attribution

reality attribution

Stimulating and cultivating external motivation

express clear expectations

Provide clear, timely and frequent feedback

Proper use of external rewards

Use praise effectively

The way of praise is more important than the frequency of praise

According to the age characteristics and individual differences of students, we must be objective, fair, comprehensive and just right. We must not only distinguish rewards and punishments, but also convince people with reason. Only in this way can we achieve the expected teaching effect.

Motivation gradually transforms from external motivation to internal motivation. The middle grade is a critical period for the transition from concrete image thinking to abstract logical thinking.