Module 4 Assignment
Motivation To Learn

As proposed in Module 1, intelligence or potential can be developed into a competency through a process of learning. But what influences an individual to put in the effort to actually engage in the learning process? Dirscoll (2005) reviews the work of many theorists and researchers who have suggested that the answer is motivation. Unfortunately, there are many theories of motivation, often associated with a developmental or learning theory. This can be confusing when attempting to develop specific methods and materials to motivate learners.

Driscoll (Chapter 9, 2005), Huitt (2011), and Lei (2010) provided overviews of motivation, focusing on both intrinsic and extrinsic influences. In a conference presentation, Pink (2009.) provided examples that are applicable in both business and education. The major question considered in this discussion is: What motivates human beings and how can we motivate ourselves and others? When one thinks of motivation, it is possible to think of carrots (being pulled towards a goal such as experiencing positive emotion or a personal sense of accomplishment) and sticks (being pushed towards a goal using consequences such as token economies, behavioral contracts or yearly bonuses). Research has found individuals are motivated by different factors in different situations.

You will investigate motivational theory and research and then apply what you have learned to a specific age group and learning task. You are to compare at least two approaches to motivation and the origins of those approaches, and discuss how the concepts, principles, and practices in each theory could be used to motivate learners in your current environment or in the environment to which you aspire to work when you earn your PhD. As part of a cohesive paper on the topic of motivation, you will clearly state a position on how motivational theory can be applied to practice. Evidence should draw on scholarly resources that help to:

  • Define motivation and explain its relationship to intelligence, learning, and achievement. You can include these points as part of your introduction. After your definition, you can explain the relationship as required, and then let the reader know that in the next 2 sections, you will be discussing two specific motivation theories. In this beginning section, you should also provide your reader with information as to the setting or group of learners and specific task you will be addressing. If, after you get started, providing the explanation of the specific situation seems too long for your introduction, you can move that section down and give it is own heading.
  • Identify two motivation theories(e.g., operant conditioning and the use of consequences; cognitive psychology and attribution theory) and discuss the origins of those theories. You might want to use two sections with APA headings to show your reader where you define and describe these two theories-- your reader will already know what you are planning because you provided that information in the introduction.
  • Identify the most important concepts and principles for each selected theory of motivation and explain how each addresses the issue of motivating learning for a specific group of learners and specific learning task. Note: In your introduction, you let your reader know ahead of time what to expect about this specific focus.
  • Compare the two motivation theories you have selected and explain how both could be applied simultaneously (i.e., how they could be integrated into the teaching/learning process) for a specific group of learners. Here again, focus on the application of these two theories together for that specific group of learners and specific task, evaluating the benefits and limitations of each.

Make sure that in the introduction the following are clearly identified: the paper’s thesis or argument, the age group and learning task, and the two motivational theories being applied in that setting. All papers in this class should also include a coherent conclusion.

A Reminder: All papers in this class should have a beginning, a middle, and an end. These notes are intended to help guide you in achieving that. It is very easy to refer to what might be called "inside knowledge" about this class, program, or curriculum. Each paper should be "stand alone" and be something that could be published or presented at a conference (or working toward that). You would not submit a paper at a conference that started with "In Module 2, we..." So move away from that habit here as well.

References

Driscoll, M. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson.

Huitt, W. (2011). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.Retrieved from

Lei, S. A. (2010). Intrinsic and extrinsic motivation: Evaluating benefits and drawbacks from college instructors' perspectives. Journal of Instructional Psychology, 37(2), 153–160.

Pink, D. (2009). The surprising science of motivation. Presentation at TED conference. Retrieved from

(Assignment length: 6-10 pages)

By Day 7 of Week 8:

Save is assignment as a “.doc” or “.rtf” file with the filename A4+lastname+firstinitial. For example, Sally Ride’s filename for this assignment would be "A4RideS." Submit this assignment via Turnitin in the Course Tools. Use the Turnitin Assignment link, choose the Assignment Turnitin - Module 4 and Submit Paper.

Please proceed to Module 5.