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PROFESSIONAL BACKGROUND

  • National Board Certified Teacher
    • school librarian
    • classroom teacher
    • literacy specialist
  • Curriculum Specialist
    • Special Education Division of NM Public Education Department

EDUCATION

  • Working towards Ed.D. in Leadership & Learning at Peabody College, Vanderbilt University
  • M.A. in Curriculum, Teaching & Learning
  • B.S. in Elementary Education

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According to social cognitive theory, behavioral, personal, and social/ environmental processes interact reciprocally to influence human learning and behavior.

Albert Bandura

1925-2021

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Behavior

Personal

Environmental

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A subset of motivation theories which focus on the personal elements of beliefs, values, emotions, and psychological needs that interact with the environment, and shape the process of starting, stopping or maintaining motivation for a goal or task.

Social Cognitive Theories of Motivation

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Expectancy

Value

Theory

Attribution

Theory

Social- Cognitive

Theory

Goal

Theory

Self-

Determination

Theory

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  • Motivation is driven by the expectation of success
  • Motivation is influenced by the learner’s goals, self-concept, and task difficulty
  • Learner weighs the value of the task against the costs of doing it

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Focuses on the explanations (attributions) learners create for themselves after an event to understand the outcomes

  • Attributions determine whether the cause was…
    • Internal or external to the learner (locus)
    • Fixed or likely to change (stability)
    • Within or outside the learner’s control (controllability)

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Emphasizes the role of the social environment on learning and motivation

  • Based on the concept of self-efficacy
  • Four influences shape self-efficacy
    • Mastery experiences
    • Vicarious or modeled experiences
    • Verbal persuasion
    • Physiological/emotional arousal level
  • Self-regulation is a key factor

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Learners engage in tasks based on their goals

    • Master content
      • Mastery goal
    • Outperform others
      • Performance goal
    • Avoid failure
      • Performance-avoidance goal

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  • Learners are motivated by three psychological needs:
    • Competence
    • Autonomy
    • Relatedness
  • Learners become self-determined when these needs are met
  • Types of motivation that facilitate or inhibit self-determination
    • Intrinsic motivation
    • Extrinsic motivation
    • Amotivation

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How do we support learners with integrating and internalizing motivation in situations in which motivation is extrinsic?

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Motivation is stronger when...

  • learners believe they can accomplish a goal
  • have some degree of control over the situation
  • can identify the relevance or intrinsic value of the task
  • have a sense of connectedness with the people with whom they are working

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  • Create a vision that communicates the task’s purpose so learners see its value.
  • Clearly identify goals and learning objectives.
  • Recognize learners’ competence.
  • Provide learners with the means to further develop their skills, so they will achieve success.
  • Provide opportunities for learners to exercise choice while providing structure with clear expectations and guidelines.
  • Build capacity for continued implementation of learned strategies.
  • Promote a responsive and supportive environment in which learners feel a sense of connection and regard for each other.

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mary@chappellweb.com

@LiteracyMary

www.linkedin.com/in/mary-chappell-literacy/

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References

Cook, D. A., & Artino, A. R. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997–1014. Retrieved July 14, 2021, from https://doi.org/10.1111/medu.13074

Costello, M., & Costello, D. (2017). The struggle for teacher professionalism in a mandated literacy curriculum. Articles, 51(2), 833–856. Retrieved July 22, 2021, from https://doi.org/10.7202/1038605ar

Ford, T. G., Lavigne, A. L., Fiegener, A. M., & Si, S. (2020). Understanding district support for leader development and success in the accountability era: A review of the literature using social-cognitive theories of motivation. Review of Educational Research, 90(2), 264–307. Retrieved July 17, 2021, from https://doi.org/10.3102/0034654319899723

Gorozidis, G., & Papaioannou, A. G. (2014). Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education, 39, 1–11. Retrieved July 22, 2021, from https://doi.org/10.1016/j.tate.2013.12.001

Ormrod, J. E. (2020). Human learning (8th ed.). Pearson.

Power, K., & Goodnough, K. (2018). Fostering teachers’ autonomous motivation during professional learning: A self-determination theory perspective. Teaching Education, 30(3), 278–298. Retrieved July 22, 2021, from https://doi.org/10.1080/10476210.2018.1465035

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. Retrieved July 22, 2021, from https://doi.org/10.1016/j.cedpsych.2020.101860

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. Retrieved July 17, 2021, from https://doi.org/10.1016/j.cedpsych.2019.101832

Schunk, D. H., & Usher, E. L. (2019). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The oxford handbook of human motivation (2nd ed., pp. 13–27). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190666453.001.0001