Matakuliah
Tahun
: E1122 - Psikologi Pendidikan
: 2010
Motivation, Teaching, and Learning
Pertemuan 10
Exploring Motivation
• Motivation; the processes that energize, direct,
and sustain behavior
Bina Nusantara University
2
Perspectives on Motivation
• The Behavioral Perspective; emphasizes extenal
rewards and punishment as key in determining a
student’s motivation
• The Cognitive Perspective; according to the cognitive
perspective on motivation, students’s thoughts guide
their motivation. The cognitive perspective recommends
that students should be given more opportunities and
responsibility for controlling their own achievement
outcomes
Bina Nusantara University
3
Perspectives on Motivation
• The Humanistic Perspective;
a view that stresses students’
capacity for personal growth,
freedom to choose their destiny,
and positive qualities.
• Maslow’s hierarchy of needs
•
•
•
•
Physiological
Safety
Love and belongingness
Esteem
• Self-actualization
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Bina Nusantara University
Perspectives on Motivation
• The Social Perspective;
Need for affiliation or relatedness; the motive to
be securely connected with other people
Students in schools with caring and supportive
interpersonal relationships have more positive
academic attitudes and values and are more
satisfied with school.
5
Bina Nusantara University
Achievement Processes
• Extrinsic Motivation; the external motivation to do
something to obtain something else (a means to an end)
• Intrinsic Motivation; The internal motivation to do
something for its own sake (an end in itself)
• Self –determination and personal choice; research
have found that students’ internal motivation and intrinsic
interest in school task increase when students have
some choice and some opportunities to take personal
responsibility for their learning
• Optimal experiences and flow
• Interest
Bina Nusantara University
6
Achievement Processes
• Cognitive engagement and self-responsibility
Phyllis Blumenfeld and her collegues emphasize the
importance of creating learning environments that
encourage students to become cognitively engaged and
take responsibility for their learning.
• Extrinsic reward and intrinsic motivation
• Development shifts in instrinsic and extrinsic
motivation
• Some final thought about instrinsic and extrinsic
motivation
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7
Atribution
• Atribution theory; the theory that in their effort to make
sense of their own behavior or performance, individuals
are motivated to discover its underlying causes.
• Bernard Weiner identified three dimensions of causal
attributions;
– Locus; wheter the couse is internal or external to the actor
– Stability; the extent to which the cause remains the same or
changes
– Controllability; the extent to which the individual can control the
cause
Bina Nusantara University
8
Mastery Motivation
• Mastery orientation; a personal stance that involves
mastery of the task, positive affect, and solution-oriented
strategies
• Helpless orientation; a personal stance taht focuses
on personal inadequacies, attribution of difficulty to a
lack of ability, and negative affect
• Performance orientation; a personal stance of
concern with the outcome rather than the process; for
performance-oriented individuals, winning is what
matters and happiness is believed to result from winning
Bina Nusantara University
9
Self-Efficacy
• Self efficacy; the belief that one can master a situation
and produce positive outcomes.
• Bandura belief that self efficacy is a critical factor in
whether or not students achieve.
• Self efficacy has much in common with matery
motivation and intrinsic motivation.
Bina Nusantara University
10
Goal Setting, Planning, and Self-Monitoring
• Researchers found that self-efficacy and
achievement improve when students set goals
that are specific, proximal, and challenging
• High-achieving students self-monitor their
learning more and systematically avaluate their
progress toward a goal more than low-achieving
students do.
Bina Nusantara University
11
Expectation
• Expectation can exert a powerful influence on
students’ motivation
• Students’ expectations; if the students expect
to succeed, they are more likely to work hard to
reach a goal than if they are expect to fail.
• Teachers’ expectations; teachers’
expectations influence students’ motivation an
performance
Bina Nusantara University
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