We colloquially speak of motivation to get out of bed, write a paper, do household chores, answer the phone, and of course, to learn. The concept of motivation pervades our professional and personal lives. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Finally, self‐determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a ‘growth’ mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a ‘fixed’ mindset). Social‐ cognitive theory emphasises self‐efficacy as the primary driver of motivated action, and also identifies cues that influence future self‐efficacy and support self‐regulated learning. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. In expectancy‐value theory, motivation is a function of the expectation of success and perceived value. Motivation has been defined as the process whereby goal‐directed activities are initiated and sustained.
0 kommentar(er)
