Education | Educational Motivation
P545 | 5793 | Joyce Alexander


Aims:  Cognitive psychologists have been attempting to explain
classroom learning for many years. But, more and more, a strict view
of learning as Acold cognition@ is being replaced with the idea that
Ahot cognitions@ or cognitions influenced by motivation are at the
heart of explaining both classroom learning and independent
engagement with domains. This course examines motivation both as a
theoretical construct and surveys research that has been conducted.
In addition, this course provides a seminar format for exploring Ahot
cognition@ topics. In other words, the cognition-motivation link will
be at the heart of most of our discussions. Other influences, such as
social, behavioral, and physiological, will be considered as part of
the larger picture, but the major lens of this course will be how
beliefs, attributions, self-evaluations and motivations influence
classroom learning and behavior.

Structure: Class will meet weekly as listed above. Class sessions
will vary in format from lecture to student group discussions. In
addition, various debates, Aquestion the expert@, role plays, and
conference presentations will be part of our weekly discussions. We
will also be using various scenarios and film clips for discussion.
These will be handed out or provided for in class.

Requirements: Students are expected to be prepared for class by doing
the assigned reading and to contribute to class discussion.

Self-Analysis  During this class you will complete a motivational
self-analysis. This project is due either February 24 or March 24 -
you choose. Please follow suggested format.

Concept Quiz  To examine the depth of your conceptual understanding
of motivation principles, you will be required to complete a concept
quiz due either February 24 or March 24- you choose (one assignment
is due on each date). A complete description is attached.

Research Proposal Design a research project to test one of the ideas
we have talked about or you=ve been thinking about. The topic of the
paper should be directly related to motivation, although you are
encouraged to make the paper relevant to your own research interests.
The paper should be APA style, and at least 15 pages of text. This
paper should include an abstract, specific aims, background
(literature review), methods (descriptions of subjects, materials,
procedures, and hypotheses for 1 or 2 experiments), and a discussion
of the contributions that you expect this research to have. An
outline of the proposal will be collected March 5.

Grading:  Grading for the course will be determined as follows:
- the self analysis = 20%
- the concept quiz = 20%
- the research proposal = 40%
- participation in class discussion = 20%

Due Dates:
Concept Quiz February 24 or March 24
Self-analysis February 24 or March 24
Research Proposal Outline due March 5
Final paper due Friday 5/2 5:00pm

Books:	
Stipek, D. (1998). Motivation to Learn: From Theory to Practice.
Boston, MA: Allyn & Bacon.

Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and Extrinsic
Motivation: The Search for Optimal Motivation and Performance. San
Diego, CA: Academic Press.

Miscellaneous:	Each day an assignment is late will result in losing
10% of the available points.

Please make sure that you follow all policies as outlined in the
student handbook on academic dishonesty, plagiarism, etc.

Please note: I will not give incompletes except for extreme medical
emergencies.

Sequence of Instruction:

Week of	Topic 	Readings
January 13, 15 Introduction and Overview Stipek Chapter 1
January 20 NO CLASS	
January 22 Defining Motivation Stipek Chapter 2
January 27, 29 Reinforcement and Social Cognitive Theory Stipek
Chapter 3 & 4
February 3, 5 Cognitive Theories and Perceptions of Ability Stipek
Chapter 5 & 6
February 10, 12	Achievement-related Beliefs and Intrinsic Motivation
Stipek Chapter 7 & 8
February 17, 19	Values, Goals, and Belongingness Stipek Chapter 9 & 10
February 24, 26	Achievement anxiety, expectations Stipek Ch. 11, 12,
& 13
March 3, 5
March 10, 12 Self Regulation See details below
March 24, 26
March 31, Apr.2	The Role of Interest in Learning and Self-Regulation
S & H Chapter 10-14
April 7, 9
April 14, 16 Are the costs of rewards still hidden? S & H Chapter 2-5
April 21, 23
April 28, 30 The Hidden Costs and Benefits of Achievement Goals	S & H
Chapter 6-9

Self-Regulation Readings:

Winne, P. H. (1995). Inherent Details in Self-Regulated Learning,
Educational Psychologist, 30, 173-188.

Plus

Choose any one other article from: Educational Psychologist, Volume
30 (4); Educational Psychologist, Volume 37 (1). You will be
responsible for sharing and leading discussion on your article when
it is covered.

Motivational Self-Analysis

Reflect back on your years in school. Describe yourself in terms of
your motivational orientations and copying styles, giving specific
examples. Then, describe a specific teacher or classroom practice
that you recall as having a large impact, for good or ill, on you and
your typical ways of coping with and responding to the demands of
school. Analyze the effects of that teacher or practice in terms of
the motivational principles and practices described in your readings
and class discussions. Cite as appropriate.  When writing up the
results of your self-study, use the following format.

1. The self - Describe your typical ways of coping with and
responding to the demands on the school. If there were any major
changes in your behavioral and cognitive patters over your years in
school, describe those changes.
	
2. The environment - Describe a specific teacher or classroom
practice that had a strong effect on you.

3. The result of the transaction between the self and the
environment - Describe how this teacher or practice affected you. In
other words, how did your behavior and cognitions change?

4. Explanation of the result - Analyze the probable reasons for the
change in your behavior and cognitions. Look for explanations that
are consistent with the motivational theories advanced in this book.

5. What was learned? - Conclude with a discussion of the implications
of this self-analysis for your own teaching practices. What have you
learned about motivating students from this self-analysis, and how
will you put what you have learned into practice?

* Derived from: Spauding, C. L. (1992). Motivation in the Classroom:
New York: McGraw-  Hill.

P545 Concept Quiz
Spring 2003

Format:

Concept:A one sentence generalized idea or thought.

Support:An accurate fact-packed paragraph validating the concept (4
sentence minimum)

Application: How the concept may be put to use in a research setting
or in the field (relate to a study that you are thinking about or to
a classroom application)

Prepare a total of 10 concepts with at least 2 in each of the
following four topic areas:

Category A: Motivation Theories
Motivation History

Category B: Achievement Motivation
Achievement-related Beliefs

Category C: Classroom Influences
Teacher Influences

Category D: Intrinsic Motivation
Goals and Values

Scoring: Concept = 3 pts. (Accuracy/power)
Support	= 4 pts (Accuracy/completeness/relevance)
Application = 3 pts (Utility/generalizability/”real worldness”)
10 pts
10 topics
100 TOTAL POSSIBLE POINTS

Sample responses will be shown in class. You may not duplicate those
ideas, but they will give you some grasp on what the final product
should look like.