Motivational Theories Essays - Educational Psychology, Motivation

Educational Motivational Theories EDU 615 Ashford University Dennis Lawerance August 22, 2011 Motivational in the academic context sometimes is the difference between successful and unsuccessful completion of educational goals for students. According to a definition presented by Wikipedia, motivation is a driving force by which humans achieve their goals. It can be either intrinsic or extrinsic. (Wikipedia, 2011) More often than not educators find that one student who has the talent and intelligence but just doesn?t seem to be motivated in standing and achieving the mark that has been set for them. This study of this is considered to be situational motivation in which educational goals are achieved in an optimal setting where learners are in an environment created by educators. Various studies have been contributed to motivation in the sociocultural and the educational context. Skinner, Piaget, and Wiener have presented theories that have been deemed motivational. B.F. Skinner, a behavior theorist, presented a theory that cognitive and behavior are not influenced by the environment in which they are incorporated. The ideology behind the behavioral theorist is that classroom environments have to be set up in a manner where students can get a specific instructional context and students are rewarded for mastering learning objectives. There are three basic assumptions to this theory: 1. learning is manifested by a change in behavior. 2. the environment shapes behavior. 3. the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. In his model Skinner has two conditioning standards which are classical and operant. Classical conditioning is a reflex response whereas operant is reinforced behavior predicated on reward or punishment. (Wikipedia, 2011) Jean Piaget, made a clear distinction from motivation and learning in the 1970?s. His theoretical framework focused on individuals, with a clear distinction between learning and motivation. This was known as cognitive theories of motivation which include social cognitive theories (e.g., self-efficacy and self-regulation) and intrinsic motivation theories (e.g., self-determination, expectancy theory, and personal interest). It simply stated that social context was relevant to the learning of individuals. The ideology of making a motivational contextual classroom environment is the study that makes for a more developed learner. His conceptual theory was adaptation. (Wikipedia, 2011) Wiener?s theory of attribution is educational motivation where failure or success depends of three characteristics: 1.Cause of success or failure may be internal or external. 2.Success or failure may be either stable or unstable 3.Success or failure can be controllable or uncontrollable. One of the basic assumptions to this theory is that people will interpret their environment in a way that is positively viewed by others. In essence, Weiner?s theory is predicated on the fact that students can take academic success as a positive for themselves. Yet if there is not a successful academic pursuit then it is blamed on something else like bad teaching or bad luck. It formulates the belief that one can transform with effort on their academic pursuits. `` Each of the theories have a common factor in that they attempt to make real sense of the problems that teachers and students may have when dealing with motivation. Piaget states that environment alone in the classroom can help motivate students. All that is needed is an equipped teacher who knows classroom design and students. The problem with Piaget?s theory is that environments can often change, one moment it is stable , the other, unstable, environment is not the only obstacle for students when dealing with education. In each educational environment, problems solving should accompany classroom environments. It is often the obstacles in life that are conflicts for students when out of the classroom environment. Unstable home environment, social conflicts, and general student problems contribute to additional stress. No matter how good an educator is or the environment in which they teach, if the needs of the students are not being met all around then there will likely be a flow bac k into the classroom. Weiner?s attribution theory is based on three characteristics that are founded on belief in one?s success only if there is success but failure it attributed to outside forces other than the individual. When dealing with