Motivation

Paul Pintrich

• expectancy
  • self-efficacy
  • agency
• feelings
  • positive, curious happy
  • negative, frustrated bored
• values
  • goal oriented
  • intrinsic and extrinsic

Motivation as process

Developing pedagogy

• symptoms
  • smiling, energetic, working
  • listless, forwning, high pulse rate
• states
  • confident, happy, delighted
  • frustrated, anxious, confused
• reactions
  • expectations-based
  • values-based
  • feelings-based

Causes - what happened to the student before they got into the room. What kind of a learner are they? For you to find the right kind of “lever” to help move them to where you want them to be.

Causes and cures of frustration

• Feelings based
  • i am feeling frustrated
• values
  • this is not what i want to do, this is why I didn't come to uni for this
• expectations based
  • the work seems to hard
  • the work seems to easy

Questions

• What kinds of data to make inferences about motivational, metacognitive and affective states of learner?
• What is nature of theory that links such data to inferred motivations, metacognitive and affective states?
• What kinds of motivational states are to be distinguished?
• What are relationships between learning and either relatively stable personality traits or relatively transient motivational states and feelings, or less transient affective states such as moods?
• What are the predicatable trajectories between affective states over duration of lesson or of course?
• What is the nature of the theory that determines how a system might best assist the learner to move away from trajectories or states that might inhibit learning towards those that might enhance it?