AED38A

Motivating Pupils to Learn

Session 1
Introduction

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 Overview of Today’s Session

 Introduction to the Course

 Schedule, Assessment, References

 Introduction to Motivation
 Definition
 Impact

 Factors that Affect Motivation

 Bronfenbrenner’s bioecological model

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Tutor

Name Dr Tan Ser Hong

Office NIE5-B3-29
Email [Link]@[Link]

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 AED38A Course Schedule
W1 (16 Jan) W2 (23 Jan) W3 (30 Jan) W4 (6 Feb) W5 (13 Feb) W6 (20 Feb) W7 (27 Feb)

Term Break W8 (13 Mar) W9 (20 Mar) W10 (27 Mar) W11* W12 (10 Apr) W13 (17 Apr)

• Micro-Teaching Preparation and

• In-person class
Consultation (in-person)

• E-learning
• Microteaching (in-person)

• Essay submission *No class on 3 Apr 26. A make-up class will be 4

arranged on W11
 Course Assessments

1. Class Participation and Attendance (Individual) – 10%

2. Quiz (Individual) – 20%

When: Week 7 (27 Feb 26, in class)

3. Microteaching and Lesson Plan (Group) – 30%

When: Groups 1-3 - Week 9 (20 Mar 26, in class)
Groups 4-6 - Week 10 (27 Mar 26, in class)

4. Case Study (Individual) – 40%

Due date: Week 13 (17 Apr 26, 4.30pm, via NTULearn)
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 Microteaching and Lesson Plan (Group)
Groups 1-3 - Week 9 (20 Mar 26, in class)
Groups 4-6 - Week 10 (27 Mar 26, in class)

 The main objective of this assessment is

to provide AED38A participants with a first-hand experience to put the motivation
theories-based principles into practice by planning and conducting a lesson in a ‘real-life’
classroom teaching (microteaching).

 Based on your understanding of motivation theories and strategies,

• Plan a 30-minutes lesson and design a relevant activity associated with the lesson.
Conduct the lesson based on the plan
• At the end of the lesson, there will be a debrief and Question and Answer session (about
10 minutes)
• Submit your lesson plan, based on the template provided, and other pertinent materials
at the beginning of the class on the day of your presentation.
• Your lesson plan should not exceed 8 pages (excluding references and appendices).

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 Case Study (Individual)
(Due date: 17 Apr 26, 4.30pm, via NTULearn)

 The objectives of this assignment are:

(a) to identify a student with motivation problems, and
(b) to apply the theories and concepts explored in the course to understand the motivation
problems faced by the student.

 Interview a student and identify the motivation-related issues that s/he encountered. Do a write-up
of your case study and include the following in your report:
• Information about the student: name (pseudo), age, gender, ethnicity, level of education, etc.

• Learning difficulties and motivation issues encountered by the student.

• Discuss the case based on (at least 3) motivation theories.

• Propose strategies to address problems posed by the students.

• Include the interview transcript in the appendix; clearly indicate the purpose of each question
asked.
 Word Limit: 1500 words (excluding references and appendices)
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Course Outline

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 Excellent References!

Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014).

Motivation in education: Theory, research and
Wentzel, K. R., & Miele, D. B. (Eds.). (2016).
applications (4th ed.). Pearson.
Handbook of motivation at school.
Routledge. 9
1) I am very motivated to talk to people and socialise because I enjoy learning about others and
also sharing about myself. I enjoy the process of making new friends

2) I am not very motivated to be focused and diligent in my studies because i get bored and
distracted easily. I often have to remind myself of the consequences of not doing this task in order
to remain motivated to conquer it.

3) The first task is very exciting to carry out and hence comes more naturally to me whereas the
second task is more dreadful and I need to motivate myself using fear of consequences in order
to keep going.
Internal and external factors for tasks 1 and 2
- Task 1: need for affiliation, social, extraverted personality, desire to be liked by others
- Task 2: anxiety, fear of failure, expectations of parents and teachers,
How can I motivate myself to perform task 2
- Look for more positive internal motivations that are sustainable

What is Motivation?

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What is Motivation?

 Derived from the Latin verb movere (to move).

 Motivation is psychological and physiological
forces that energize, direct, and sustain
behaviours.
 It involves the process that directs behaviours
toward some objectives or goals.
 E.g., attaining food when hungry; aiming to score
an A in a subject.

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 What is Motivation?
Motivation

 “[Why] behaviour gets started, is energised, is sustained, is directed, is

stopped and what kind of subjective reaction is present in the organism
when all this is going on…” (Jones, 1955)

 “Motivation is broadly concerned with the contemporary determinants of

choice (direction), persistence, and vigour of goal-directed behaviour”
(Beck, 1978).

 Motivation [represents] those psychological processes that cause the

arousal, direction, and persistence of voluntary actions that are goal
directed.” (Mitchell, 1982) toward positive goals or
away from negative
goals
mook - why ppl and
animals choose, or
persist
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 What is Motivation?
Motivation
“the integrative conceptualisation of motivation…designed to
represent all three sets of phenomena that have traditionally
been of concern in the field of human motivation: the
selective direction of behaviour patterns (i.e. where people
are heading and what they are trying to do); the selective
energization of behaviour (i.e. how people get ‘turned on’ or
‘turned off’); and the selective regulation of behaviour
patterns (i.e. how people decide to try something, stick with
it, or give up).” (Ford, 1992)

“Motivation is … a multidimensional phenomenon

forces acting on or within an organism to initiate and
direct behaviour - Petri indexed in terms of …the determinants and
intervening mechanisms that govern the selection,
activation, and sustained direction of behaviour.”
(Bandura, 1991)

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 Impact of Motivation (Omrod, 2014)
 Motivation influences the activities that learners choose and the degree to
which they engage in those activities.
The ABCs - Affective, Behavioral, Cognitive

 Three types of academic engagement

- Behavioral engagement: the amount of effort and persistence in activities
directly related to learners’ needs and goals. asking questions during lessons can fall under both B and C
- Cognitive engagement: the level of attention that learners pay to certain
information and how actively they mentally process this information.
- Emotional engagement: the feelings and general affect that learners experience
about and during learning activities. Distraction - disengagement
C disengagement - daydreaming
B disengagement - refusal to attend/ participate
A disengagement - getting bored
e.g., happiness or sense of pride
associated with abiity to pick up new Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement:
information when learning Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.

digital phenotyping - typing speed and engagement and disengagement can be seen as both being on a
corelation to attention and motivation continuum or a dichotomy 14
Impact of Motivation

Skinner, E. A., & Raine, K. E. (2022). Unlocking the positive synergy between engagement and motivation. In A. L.
Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement (2nd ed., pp. 25–56). Springer.
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[Link]
 Factors Affecting
Individual Motivation

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 Internal Factors Internal Factors
Past experiences
Levels of anxiety
Curiousity, interest

• Personality • Expectations &

characteristics attributions
• Needs, desires, and • Self-efficacy; locus of
preferences Anxiety can motivate
and also demotivate control
• Goal orientation A inverted U graph
Daxton Law • Predictions of success
• Self-concept & /failure
self-esteem

Factors Affecting
Individual Motivation 17
 External Factors

• Characteristics of
environment & other
people
• Reinforcement
• Rewards
• Feedback
• Praise
• Incentives
• Attributions made
by others

• Parents’ and teachers’

expectations and
standards
• Events that trigger,
sustain, or heighten
internal factors

Factors Affecting
Individual Motivation 18
Social Contexts
of Development

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 Contexts of Development

mainly external

 Contexts are the settings in which development occurs.

 Contexts comprise historical, economic, social, and cultural

dimensions.

 Child and adolescent development occurs in a sociocultural

backdrop that includes the family, peers, school, religious
institution, neighborhood, community, region, and nation
(Berry, 2007; McLoyd, Aikens, & Burton, 2006; Parke &
Buriel, 2006; Shirev & Levy, 2007).

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Bronfenbrenner’s Bio-Ecological Theory

internal factors form the

core of the individual

Bronfenbrenner’s
theory focuses on
the multiple
contexts in which an
individual lives and
the people and
institutions that
influence his/her
development reside
or are located.

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Bronfenbrenner’s Bio-Ecological Theory

Microsystem: The people, institutions,

and groups that most immediately and
directly impact the child’s development
(direct and mutual interactions with
parents, siblings, teachers, and peers).
depends on childs close relationship to these players
Mesosystem: Linkages/Interactions
between different parts of the
microsystem (relationships between
family and school, between parents
and peers).

Exosystem: Settings in which a child

does not have a direct influence but
these settings may indirectly influence
the child’s development. 22
Bronfenbrenner’s Bio-Ecological Theory

Macrosystem: The broader

culture in which a child lives
(economic development,
ideologies, beliefs, attitudes).
individualistic vs collectivistic societies
cross cultural differences

Chronosystem: The
sociohistorical conditions of a
child’s development.
(Time-changing influences: past family
experiences, past performance, etc.)
past academic experiences
what is the relationship between motivation
and resilience?
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