EPC 607 MOTIVATION IN LEARNING AND DEVELOPMENT:
THEORIES AND APPLICATION IN EDUCATIONAL
PSYCHOLOGY
Catalog Entry:
EPC 607Motivation in Learning and Development: Theories and
Application in Educational Psychology (3 units)
Prerequisite(s):EPC 314, 401, 430, PSYCH 313, or equivalent.
Theories of motivation and research findings with specific relevance to learning processes and human development within the context of educational psychology will be examined. Psychological, social, cognitive and biological foundations of such motives will be included. Topics will include intrinsic motivation, achievement and career motivation, anxiety, causal attributions, extrinsic incentives and contingencies, and motivation in social learning. Applications of motivation theories to practical situations in educational psychology, counseling, teaching, and supervising will be made.
Justification
This course was approved and offered in Fall 1979, and Spring 1985 as a special topics course. Due to students' interest in the topic, the success of its past offerings, and new research available in this field, conducted by Dr. Adele Gottfried, and others, it is timely that this course become a regular, rather than a special topics course.
The area of motivation is acknowledged by most professionals in educational psychology as central to human development as a competent individual in learning, social relations, and self-concept. Principles of motivation should be understood well enough by professionals who work in educational settings to be able to apply them to guide individuals towards optimal development. This course is oriented toward this goal of theory and application. This course would expand the offerings of the Department of Educational Psychology and Counseling
This course would be an elective for students enrolled in a pertinent Master's program, or for any graduate student meeting the prerequisite. There is no overlap within the Department of Educational Psychology and Counseling, or in other departments. There is no other course on motivation in educational psychology in the University.
The College of Education, as a professional school, promotes reflection, critical thinking, and excellence in teaching through interdisciplinary studies in an inclusive learning community. Its graduates are well educated persons who view themselves as lifelong learners and who are prepared to practice in an ever changing, multicultural world. Graduates assume service and leadership roles in educational programs and institutions, health and social institutions, and public and private settings. The College establishes and maintains productive partnerships with community schools and agencies. The faculty is committed to excellence in teaching, scholarship and collaboration with the community and professions.
1. We value an inclusive learning community,therefore, we are committed for ourselves and our students to:
• respecting and understanding differing contributions of all members of the community
• enhancing diversity
• infusing pluralistic perspectives throughout programs and practices
• fostering a climate of equality and trust
• creating and using an open and inclusive process for making decisions and achieving consensus
• accepting responsibility and accountability for shared decisions and actions of members of the academic community.
2. We believe that all persons can learn and we value high standards in the acquisition and application of professional knowledge and skills,therefore we are committed for ourselves and our students to:
•being welleducated persons in content areas related to facilitating the well-being and growth of self and others
•being selfdirected and self-evaluative lifelong learners.
•developing proficiency in identifying and using professional and community resources.
3. We value creative, critical and reflective thinking and practice,therefore we are committed for ourselves and ourstudents to:
A. encouraging creative, critical and reflective thinking by:
•developing skills in analyzing, synthesizing and evaluating data that will inform our practice
•making critical, informed judgments on the purposes of education
•articulating our roles as professional educators
B.encouraging reflective practice by:
• modeling professional competence
• refining professional competencies through:
a. collegial interaction
b. reflection on programs and practices
•employing reflective thinking for the purposes of solving problems, making decisions, facilitating change, and producing new knowledge
4.We value the development of ethics and high standards
for professional practice,therefore we are committed for ourselves and our students to:
•encouraging personal responsibility for developing, articulating, and refining the values, beliefs and assumptions that guide our professional practice
•developing attitudes and behaviors of caring professionals
•demonstrating a personal commitment to learning and growth
Course Content
1.Objectives
To have knowledge about the principles and theories of motivation which apply to educational psychology across the life span. These include intrinsic motivation, achievement motivation, extrinsic incentives and reinforcement, anxiety, causal attributions, motivation in social learning, and self-efficacy.
To be able to make applications of motivation theories to educational practice and counseling for such settings as classrooms, and counseling.
To be able to integrate knowledge of motivation theories in a written paper, and suggest new avenues for research in this field.
2.Nature of the Course
a.Overview and Justification
The course is to concentrate on the analysis of theories and research evidence regarding intrinsic motivation, achievement motivation, extrinsic incentives and reinforcement, anxiety, causal attributions, motivation in social learning and self-efficacy. It is expected that students will contribute to the course through presentations to the class on particular topics in these areas. It is also expected that students will develop interests in the course for further pursuit.
This is a 600-level course since the topic of motivation and applications is an advanced one. The materials to be used in the course will be covered in depth, and students will need to integrate and analyze these materials as well as suggest new avenues for applications and research. This type of course necessitates that a person have at least a B.A., and also several units of graduate work. Further, since the course also focuses on educational and counseling applications, it would be helpful if the students have some background working in the field past the B.A. Most of our graduate students do have this type of experience, as most are currently employed in education and counseling. The instructor is an expert in this field.
b.Course Outline
Intrinsic Motivation
-Cognitive determinants: Berlyne, Hunt, Piaget
-The role of stimulation and information processing
-Optimal level of discrepancy; disequilibration
-Curiosity, novelty, and collative variables
-The relationships between intrinsic motivation and learning
-Intrinsic motivation vs. extrinsic incentives
-The Gottfried conceptualization of intrinsic motivation: cognitive discrepancy, mastery, attribution
-Intrinsic motivation vs. primary (biologically-based) Drives - White's conception
-Mastery motivation as an evolutionary-adaptive motive
-How can intrinsic motivation be increased to enhance children's school learning by school personnel and counselors?
-Technology and intrinsic motivation - Lepper
-Intrinsic motivation as a trait or differentiated domain
-Teacher motivation
-Self-determination in education
Achievement Motivation
-Competition with a standard of excellence-Atkinson model
-Motive to achieve success vs. fear of failure
-Is there a fear of success?
-Competition and social comparison in schools
-Socialization and Achievement motivation
-Causal attributions and expectations in achievement motivation
-Measuring achievement motivation
-Applications of achievement motivation in educational settings
-Gender differences-role of socialization. Developmental trends in adolescence
-Career motivation-Super, Holland
Anxiety in Education
-Definitions of theories of anxiety
-The development of anxiety
-State vs. trait anxiety
-Test anxiety; anxiety about specific subjects
-The relationship between anxiety and learning, intellect, school performance
-Anxiety and social functioning
-Measuring anxiety
-Reducing anxiety for optimal school performance: The role of the counselor, teacher, parent
Extrinsic Incentives and Reinforcement--Applications in Education
-Incentives and reinforcement as motivators and information feedback
-The applied behavior analysis model
-The status of token economy: success?
-Application of incentives and reinforcers to specific educational problems, such as excessive behaviors, poor academic performance, special populations, etc.
-Incentives, reinforcement and school learning
-Using existing and planning reinforcers in classrooms
Motivation in Social Learning--Educational Applications
-Bandera's Theory of Observational Learning
-The distinction between learning and performance
-Symbolic processes and expectations
-Reinforcement: Incentive or information feedback
-Similarity: It's effect on social learning
-The applications of social learning are many, including: Influence on learning, performance, behavior change, attitudes, opinions, sex roles, moral development, etc. These aspects of motivation will be explored
-Self-efficacy and achievement--Schunck
Causal Attributions
-Development of attributions--cognitive and social comparison abilities
-Internal-external, stable-temporary
-Luck, skill, effort, ability
-Do attributions relate to behavior?
-Weiner' theory
-Causal attributions and academic performance
-Boundaries of causal attributions, alternative viewpoints, and educational applications.
Self-Efficacy
-Bandura's view of self-esteem
-Setting and meeting self-determined goals
-Self-efficacy and challenge
-counseling applications
Motivation and Career
-expecting value theory
-goals
-needs and interests
-applications
Evaluation
All three objectives will be evaluated through examination, papers, and class participation.
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