Motivation Motivation & &

Behaviour ManagementBehaviour Management

By Mr J BroadBy Mr J Broad2323rdrd March 2012 March 2012

Motivation Motivation & &

Behaviour ManagementBehaviour Management

By Mr J BroadBy Mr J Broad2323rdrd March 2012 March 2012

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What motives us?What motives us?Carrots and sticks!

If I give you this…. you’ll do that!

If you don’t do that…I’ll punish you!

Carrots and sticks!

If I give you this…. you’ll do that!

If you don’t do that…I’ll punish you!

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S – R bond – ‘Skinner’s rat in a box’ or ‘Pavlov’s Dog’

Candle ProblemCandle Problem

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Attach the candle to the wall so that the wax doesn’t drip on the table!

What would you do?

SolutionSolution

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Key – to overcome a psychological disposition known as ‘functional fixedness!’

Rewards - incentivesRewards - incentives

1st group

• Timed to see how long it would take you

1st group

• Timed to see how long it would take you

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2nd group

• Offered incentive if they finish in top 25% of fastest times = $5

• Fastest of everyone = $20

2nd group

• Offered incentive if they finish in top 25% of fastest times = $5

• Fastest of everyone = $20

How much faster did 2nd group solve the problem?

How much faster did 2nd group solve the problem?

• They didn’t!• It took group 2 average of 3 ½ minutes longer

• WHY?

• They didn’t!• It took group 2 average of 3 ½ minutes longer

• WHY?

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Incentives ….‘If – then’ rewards

Incentives ….‘If – then’ rewards

• Decrease performance because of focus is narrowed

• Incentives dampen creativity• Promote ‘poor’ behaviour (short cuts!)• Extinguish intrinsic motivation as they are

additive• Create a short term thinker• ‘Crowd out’ good behaviour – taking bins out!

• Decrease performance because of focus is narrowed

• Incentives dampen creativity• Promote ‘poor’ behaviour (short cuts!)• Extinguish intrinsic motivation as they are

additive• Create a short term thinker• ‘Crowd out’ good behaviour – taking bins out!

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• Often doesn’t work and can actually do harm• This is one of the most interesting findings in

social science for early 50 years and one of the most ignored

• Not ideal for schools or 21st century thinking

• Often doesn’t work and can actually do harm• This is one of the most interesting findings in

social science for early 50 years and one of the most ignored

• Not ideal for schools or 21st century thinking

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Candle problemCandle problem

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Same experiment – same groups but what happened this time?

Incentives group won by a significant margin!

WHY?

for dummies!

Incentives ….‘if – then’ rewards

Incentives ….‘if – then’ rewards

• Effective for left brain, simple tasks - narrow focus is effective

• Effective for tasks which are not very interesting - this does not inhibit any intrinsic motivation as for boring tasks, there is little or no intrinsic motivation to undermine

• Effective for left brain, simple tasks - narrow focus is effective

• Effective for tasks which are not very interesting - this does not inhibit any intrinsic motivation as for boring tasks, there is little or no intrinsic motivation to undermine

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Why is this important?Why is this important?

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Incentives….’now – that’ rewards

Incentives….’now – that’ rewards

• Incentives/rewards should only be offered once the task is complete and should unexpected (e.g. bonus)

• Non tangible rewards have an enhancing effect on intrinsic motivation (clarified positive feedback)

• Incentives/rewards should only be offered once the task is complete and should unexpected (e.g. bonus)

• Non tangible rewards have an enhancing effect on intrinsic motivation (clarified positive feedback)

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What to praise:What to praise:

• Effort, struggle, persistence despite setbacks

• Strategies, choices

• Choosing difficult tasks

• Learning, improving

• Effort, struggle, persistence despite setbacks

• Strategies, choices

• Choosing difficult tasks

• Learning, improving

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Success with low effort:Success with low effort:

Avoid these:Avoid these:

•‘‘You got an A without really working. You’re You got an A without really working. You’re really good at Maths!’really good at Maths!’

•‘‘You did that so quickly and easily. That’s You did that so quickly and easily. That’s impressive!’impressive!’

Avoid these:Avoid these:

•‘‘You got an A without really working. You’re You got an A without really working. You’re really good at Maths!’really good at Maths!’

•‘‘You did that so quickly and easily. That’s You did that so quickly and easily. That’s impressive!’impressive!’

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Success with low effort:Success with low effort:

Do these:Do these:

•‘‘You got an A without really working. You must You got an A without really working. You must not be learning very much.’not be learning very much.’

•‘‘You did that so quickly and easily. I’m sorry I You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can wasted your time. Let’s do something you can learn from.’learn from.’

Do these:Do these:

•‘‘You got an A without really working. You must You got an A without really working. You must not be learning very much.’not be learning very much.’

•‘‘You did that so quickly and easily. I’m sorry I You did that so quickly and easily. I’m sorry I wasted your time. Let’s do something you can wasted your time. Let’s do something you can learn from.’learn from.’

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Motivation is said to be intrinsic or extrinsic:

Motivation is said to be intrinsic or extrinsic:

Intrinsic motivationIntrinsic motivation • comes from rewards inherent in the task or activity itself. comes from rewards inherent in the task or activity itself. • initiating an activity for its own sake because it is initiating an activity for its own sake because it is

interesting and satisfying in itself.interesting and satisfying in itself.

• Extrinsic motivationExtrinsic motivation • come from outside the personcome from outside the person• doing an activity to obtain an external goal.doing an activity to obtain an external goal.

Intrinsic motivationIntrinsic motivation • comes from rewards inherent in the task or activity itself. comes from rewards inherent in the task or activity itself. • initiating an activity for its own sake because it is initiating an activity for its own sake because it is

interesting and satisfying in itself.interesting and satisfying in itself.

• Extrinsic motivationExtrinsic motivation • come from outside the personcome from outside the person• doing an activity to obtain an external goal.doing an activity to obtain an external goal.

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Intrinsic motivation:Intrinsic motivation:

Research has found that intrinsic Research has found that intrinsic motivation is directly associated with motivation is directly associated with

high educational achievement and high educational achievement and enjoyment by students.enjoyment by students.

Research has found that intrinsic Research has found that intrinsic motivation is directly associated with motivation is directly associated with

high educational achievement and high educational achievement and enjoyment by students.enjoyment by students.

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Students are likely to be intrinsically motivated if

they:

Students are likely to be intrinsically motivated if

they:• Attribute their educational results to internal factors Attribute their educational results to internal factors

that they that they cancan control - a sense of control - a sense of autonomyautonomy (e.g. the amount of effort they put in).(e.g. the amount of effort they put in).• Believe they can be effective agents in reaching Believe they can be effective agents in reaching

desired goals (i.e. the results are not determined by desired goals (i.e. the results are not determined by luck) luck)

• They have a clear They have a clear purposepurpose for what they are doing for what they are doing• Are interested in Are interested in masteringmastering a topic for its own sake – a topic for its own sake –

not just to achieve good marks.not just to achieve good marks.

• Attribute their educational results to internal factors Attribute their educational results to internal factors that they that they cancan control - a sense of control - a sense of autonomyautonomy

(e.g. the amount of effort they put in).(e.g. the amount of effort they put in).• Believe they can be effective agents in reaching Believe they can be effective agents in reaching

desired goals (i.e. the results are not determined by desired goals (i.e. the results are not determined by luck) luck)

• They have a clear They have a clear purposepurpose for what they are doing for what they are doing• Are interested in Are interested in masteringmastering a topic for its own sake – a topic for its own sake –

not just to achieve good marks.not just to achieve good marks.

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Students are likely to be extrinsically motivated by:

Students are likely to be extrinsically motivated by:

• Gold stars, merits, and other rewards, including Gold stars, merits, and other rewards, including moneymoney

• Coercion and the threat of punishmentCoercion and the threat of punishment• Support and encouragement from othersSupport and encouragement from others• Competition – in general this is extrinsic because Competition – in general this is extrinsic because

it’s about winning or beating others, not the it’s about winning or beating others, not the intrinsic enjoyment of the activityintrinsic enjoyment of the activity

• Gold stars, merits, and other rewards, including Gold stars, merits, and other rewards, including moneymoney

• Coercion and the threat of punishmentCoercion and the threat of punishment• Support and encouragement from othersSupport and encouragement from others• Competition – in general this is extrinsic because Competition – in general this is extrinsic because

it’s about winning or beating others, not the it’s about winning or beating others, not the intrinsic enjoyment of the activityintrinsic enjoyment of the activity

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So …how do you build intrinsic motivation?

So …how do you build intrinsic motivation?

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Three main intrinsic needs are the basis for intrinsic motivation

Three main intrinsic needs are the basis for intrinsic motivation

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AutonomyCompetencePurpose

Relatedness

Autonomy:Autonomy:

• This is the universal urge to be causal agents of our own lives.

• Increasing a participant’s options and choices increases their intrinsic motivation

• Further research found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation.

• This is the universal urge to be causal agents of our own lives.

• Increasing a participant’s options and choices increases their intrinsic motivation

• Further research found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation.

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How do our children feel about this?

How do our children feel about this?

0 5 10 15 20 25 30 35 40

Task

Time

Team

Technique

Overall Autonomy

KS2 Pupils Autonomy

Teacher Autonomy

Mastery:Mastery:• People’s have an innate need for competence• ‘Goldilocks tasks’ – balance between what you have

to do and what you are able to is perfect (boredom vs anxiety)

• Flow – autotelic experiences• More moments of flow at school/work that in leisure

time• Turn work into play• Clear goals• Immediate feedback

• People’s have an innate need for competence• ‘Goldilocks tasks’ – balance between what you have

to do and what you are able to is perfect (boredom vs anxiety)

• Flow – autotelic experiences• More moments of flow at school/work that in leisure

time• Turn work into play• Clear goals• Immediate feedback

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• Promote students’ motivation by promoting the value of the task

• Identifies the lesson’s otherwise hidden value, helps students understand why the lesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them.

• Promote students’ motivation by promoting the value of the task

• Identifies the lesson’s otherwise hidden value, helps students understand why the lesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them.

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PurposePurpose

Relatedness - Connectedness:Relatedness -

Connectedness:• This is the universal want to interact, to be

connected, and to experience caring for others• It is said that the need for relatedness supports

intrinsic motivation • But in a less key way than autonomy and

competence.

• This is the universal want to interact, to be connected, and to experience caring for others

• It is said that the need for relatedness supports intrinsic motivation

• But in a less key way than autonomy and competence.

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Reflection:Reflection:

What is one thing you could do What is one thing you could do differently in your interactions with your differently in your interactions with your children to foster intrinsic motivation?children to foster intrinsic motivation?

What is one thing you could do What is one thing you could do differently in your interactions with your differently in your interactions with your children to foster intrinsic motivation?children to foster intrinsic motivation?

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