You may
find it more helpful to view classroom motivation through the “four dimensions”
framework, which researchers have used to articulate four major elements of
motivation that can be found within the classroom (Murray, 2011; Pintrich,
2003; Ryan and Deci, 2000).
The four dimensions are competence,
autonomy/control, interest/value and relatedness. Usher and Kober (2012) at the
Center on Education Policy have done a wonderful job of summarizing the four
dimensions in an easy-to-read table:
Four
Dimensions of Motivation
Dimensions
|
Questions
|
Indicators
|
Competence
|
Am I
capable?
|
The
student believes he or she has the ability to complete the task.
|
Control/Autonomy
|
Can I
control it?
|
The
student feels in control by seeing a direct link between his or her actions
and an outcome. The student retains autonomy by having some choice about
whether or how to undertake the task.
|
Interest/Value
|
Does
it interest me?
Is it
worth the effort?
|
The
student has some interest in the task or sees the value of completing it.
|
Relatedness
|
What
do others think?
|
Completing
the task brings the student social rewards, such as a sense of belonging to a
classroom or other desired social group or approval from a person of social
importance to the student.
|
What can you do to increase motivation?
Just
being aware of the dimensions of motivation is not enough. As an educator, you
may have students who display weak motivation and you will need to use a
variety of strategies within your classroom to engage and motivate them.
Although all four dimensions of motivation are intertwined, depending on the
student and the given activity or situation, one dimension of motivation may be
more prominent than the others. Keeping this in mind, you will want to develop
lessons and activities that activate all four dimensions of motivation to reach
all the students in your classroom. In the remainder of this article we present
definitions of the four dimensions and examples of strategies you can adopt to
increase student motivation.
If
students feel that they have the skills to complete a specific task, they are
more likely to engage in the task. For example, a high school student might be
more likely to complete a complex multiplication problem than a third grade
student because the former is more confident in her math skills. However, if a
student lacks competence motivation, there are a variety of strategies you can
use to support this dimension. One strategy is scaffolding instruction, where
you provide supports to increase skills in which the student is weak and then
over time remove the supports (Blackburn, 2005). Scaffolding allows for
students to build confidence through personal success. Examples of scaffolding
supports include graphic organizers, direct instruction, visual supports,
cooperative group work and task analysis. Be mindful of using teacher language
that conveys faith in students’ abilities and intentions. For more information
on teacher language see our previous article, “Building positive relationships
with students.”
When
students feel they have control over a situation and their level of interaction
with a particular task, they are also more likely to be motivated. Giving a
child the choice between doing the dishes and taking out the trash is more
likely to get him motivated to make a choice than telling him that he has to do
his chores. Within the classroom, provide students with options for
assignments. Consider the Monty Hall approach, “Door number one, two, or
three.” The content is the same (three doors), but the items vary in design and
format. Also, offer multiple ways to demonstrate knowledge. Differentiation and
allowing for personal expression is the key. Examples include book reports,
poster presentations, use of technology, choice boards, and dramatic
interpretations.
Students
are also more motivated when they find the topic relevant and meaningful to
their lives. This doesn’t mean that all of your lessons have to tie into pop
culture, but it does mean that you have to be able to demonstrate to students
how they will use the information in their lives. To activate this dimension of
motivation, create activities that embrace student interest, individuality, and
various learning styles. Examples include the use of manipulatives, movement,
and real world relevance and application.
Finally,
peer pressure or social norms can have a great influence on student motivation.
Social experiments have shown that if a group of people all begins to engage in
a particular behaviour, such as facing a different direction in an elevator,
most of us are likely to follow suit (Zimbardo, 2012). This phenomenon can work
to your advantage in the classroom. If you establish a classroom culture of
high expectations and active engagement, it is likely that the majority of the
class will accept those norms. To enhance this dimension of motivation in your
classroom, consider creating lessons that are interactive and allow for
movement. Examples include creating community through holding morning meetings,
assigning cooperative group work, establishing roles and responsibilities,
using open-ended questions. and facilitating group discussions/debates. Some
students may be seeking social reinforcement in the form of verbal or nonverbal
feedback. Positive feedback can come in multiple forms such as verbal praise, a
smile, a high five, a sticker or lunch with a teacher or peer.
Each of
your students might be more motivated by one particular dimension than the
others. Through careful observation you can begin to determine which dimensions
are the most powerful motivators for your students. As an educator, you can
have a dramatic impact on student motivation within your classroom. You control
the activities and structure of your classroom and can support students in the
areas of motivation in which they are weak. The next time you find yourself
lamenting over a student’s “lack of motivation,” remember the four different
dimensions of motivation and purposefully choose a strategy to implement within
your classroom.
[ bron: http://www.ttacnews.vcu.edu/2013/02/increasingstudentmotivation/ ]
