PAMT

• Motivation - one’s reason or purpose for undertaking an activity. It could originate from inner self or from external forces
• Motivation is regarded as something that forces, compels, and energizes an individual to act in a specific manner at a particular time to achieve a specific goal.
• 2 types of motivation - Intrinsic and Extrinsic
• Intrinsic Motivation - originates from the student’s inner self. It can arise from his or her needs at the time.
• Extrinsic Motivation - originates from the learning environment. It includes some forms of incentives intended to arouse and sustain interest in a learning activity.
• Indicators of Motivation - Choice, Effort, Persistence, Level of Achievement
• Choice - a student choosing to complete a task on their own free will indicates they are motivated
• Effort - the amount of effort a student puts forth on a task or working toward achieving a goal is an indicator of their level of motivation.
• Persistence - The longer a student is willing to work on something, despite difficulty or other obstacles, is an indicator of their motivation
• Level of Achievement - The higher each of the three aforementioned

  indicators (choice, effort, persistence), the higher the likeliness of task completion and achievement.
• Achievement Goal Theory - argues that all motivation can be linked to one’s orientation towards a goal.
• 2 forms of goals - Performance Goals and Mastery Goals
• Performance Goals is based on satisfying one’s ego by appearing smart

  in front of one’s peers or on achieving a sense of superiority.
• Mastery Goals - motivated by a desire to fully master a skill or concept. Mastery goals largely align with intrinsic motivation.
• Expectancy Value Theory - expectations and values influence performance and task choice directly.
• Expectations and values themselves are influenced by beliefs about one’s competence (otherwise known as self-efficacy)
• Student' s Effort - the level of challenge they choose and ultimately their performance will follow their expectation of success or failure
• Student Values of Learning - a skill or concept directly impacts their effort and mastery of that skill or concept.
• Expectancy Value Theory - is a motivation as a function of two requisite variables
• Expectancy (ABILITY) - The learner's believe that they can succeed in the given task
• VALUE (BENEFIT) - Learners' belief that there are direct and indirect benefit in performing the task
• Learners must place VALUE on the task itself or the outcome
• Flow is described as a psychological state in which an individual is purely intrinsically motivated and in which their sense of time is muted. Students experience flow during mastery oriented tasks.
• Flow is the most effective state of learning.
• Behavioral Approach - Behaviorist focusses to apply extrinsic motivation caused by punishment or reward.
• If students are consistently forced for certain behavior, they may develop habits to act in different ways.
• Classical Conditioning - Learning through association
• Operant Conditioning - Learning through consequences
• Observational Learning - Learning through observations
• Positive reinforcement - Give good to increase behavior
• Negative Reinforcement - Take bad to increase behavior
• Positive Punishment - Give bad to decrease behavior
• Negative Punishment - Take good to decrease behavior
• Humanistic Approach - It deals to encourage students' inner resources, their sense of competence, self-esteem
• CHARACTERISTICS OF HUMANISTIC APPROACH:

  Teacher is a role model

  Teacher should motivate learners

  Students should be observant, respectful, and explore

  Develop a natural desire for learning
• Cognitive approach - Cognitive theorists believe that behavior is determined by our thinking not simply rewarded or punishment.
• COGNITIVE LEARNING STYLES:

  Extraversion

  Intraversion

  Sensing

  Intuition

  Thinking

  Feeling

  Judging

  Perceiving
• Extraversion - Outward Turning, enjoys frequent socializing, and are energized after spending time with people
• Intraversion - Inward turning, thought-oriented, loves deep and meaningful interactions
• Sensing - Realistic, focused on facts, and rely on common sense and past experiences