ipt301-WEEK9 Motivation-KRYSTA

1. Do you think the students in your cohort classroom are more intrinsically motivated or extrinsically motivated? Why?
They are definitely more extrinsically motivated. When it comes down to it, they all are more likely to participate, behave, and complete a task if they know they are getting extra recess or treats tomorrow. I feel they do this because they have more immediate desires to fulfill rather than a long-term perspective of education.

2. How are intrinsic and extrinsic motivation affected by rewards and praise?
By giving many extrinsic rewards, students that were once intrinsically motivated, will now see less value to their interest and performance in learning. Rewards are good if used sparingly. Too many rewards leads students to become more extrnsically motivated, and sometimes some students will catch on to it and just feel they are being controlled. This can eventually decrease their motivation to learn and do work.
As far as praise is concerned the book describes it best as "informational praise tends to enhance intrinsic motivation, while controlling forms of praise [extreme evaluative praise or wrong,vague positive feedback] underine intrinsic motivation" (271). Praise is only effectve, and provides more intrinsic motivation, when it is giving postive feedback.

3. Why do expectancies and values influence student motivation?
Expectancies come from a students' funds of knowledge, or what they value and are expected to do at home or at school. Students are more motivated to do something they are expected to do. Naturally, values affect how they value what they do-whether it be an inrisic or extrensic value to their assignments. For instance, If they value it they are more interested in the subject and more interested in doing the project for that subject.

4. Describe some examples of student-level and classroom-level strategies for increasing motivation that you saw in the classroom?
student-level: Each week, the whole school focused on a value, such as respect, and the teacher observed which student was the most respectful. That student was assigned Student of the Week, and they got some sort of prize from the principal.
classroom-level: attendance. If the whole classroom had perfect attendance they get to color in one letter from 'No Tarea' and one letter from 'Extra Recess'

5. Of the behavioral, cognitive, and self-worth motivation theories, with which theory do you most agree, and why?
Cognitive- I feel that extrinsic motivation is learned or comes from students' prior knowledge. Also, I found it interesting that praising only the best works in a classroom is not valuing the efforts of other students who did the work correct. It sends a sense of competativeness. What a child thinks to be right, wrong, controlling, or how they value learning is definately a factor of motivation. [This is a mix of the expectancy-value theory and Attribution Theory].