Tony Robbins Asks,“What is your self-schema”

Self Schemas

Motivation to Learn in school

AND

Presented By:

Jenny BrennemanKathy HendricksonRoyanna Jackson

Self Schemas

Entity viewof ability

Incremental viewof ability

“I will always be smart”“I will always be dumb”

“No matter who you are you can change your

intelligence a lot”

The belief that ability is fixed and cannot be

changed

The belief that ability is a set of skills that can be

changed

Self EfficacyBeliefs about self-efficacy• Self efficacy – beliefs about personal competence in a

particular situation or given area.• It is a future oriented “context specific assessment of

competence to perform a specific task”. (Pajares, 1997)

Sources of self efficacy • Mastery experiences – our own direct experiences –

the most powerful source of efficacy information.• Vicarious experiences – accomplishments that are

modeled by someone else.• Social persuasion – a “pep talk” or specific

performance feedback.

Efficacy and Motivation• Greater efficacy leads to greater effort and

persistence in the face of setbacks.• People with a strong sense of self efficacy for a

given task tend to attribute their failures to lack of effort.

High sense of self efficacy“I am good at math, so if I did not pass the test, I should have

doubled checked my work”

Low sense of self efficacy“I am terrible at math, so I am just dumb and never gonna get it”

Research indicates…

Performance in school is improved and self efficacy in increased when students: – Adopt short term goals, so it is easier to judge

progress– Are taught to use specific learning strategies

such as outlining or summarizing that help them focus attention; and

– Receive rewards based on achievement, not just engagement, because achievement rewards signal increasing competence

Teaching Efficacy

A teacher’s belief that he

or she can reach even

difficult students to help

them learn, appears to be

one of the few personal

characteristics of teachers

that is correlated with

student achievement.

Self Determination

• Self determination is the need to experience choice and control in what we do and how we do it.

• Students and teachers strive to be in charge of their own behavior– Self determination in the classroom: classroom environments that

support student self determination and autonomy are associated with greater student interest, sense of competence, creativity, conceptual learning, and preference for challenge

– Cognitive evaluation theory explains how events can influence the student’s intrinsic motivation by a affecting their sense of self determination and competence.

Learned HelplessnessLearned helplessness – when people come to believe that

the events and outcomes in their lives are mostly uncontrollable

It appears to cause three types of deficitsmotivationalcognitiveaffective

Students who feel hopeless will be unmotivated and reluctant to attempt work.

Once established, it is very difficult to reverse the effects of learned helplessness.

Self Worth• Mastery-oriented students – tend to value achievement

and see ability as improvable, so they focus on mastery goals in order to increase their skills and abilities. They generally attribute success to their own effort, and thus they assume responsibility for learning and have a strong sense of self efficacy.

• Failure-avoiding students – tend to hold an entity view of ability, so they set performance goals. They lack a strong sense of their own competence and self worth separate from their performance. In other words, they feel only as smart as their last test grade, so they never develop a solid sense of self efficacy.

• Failure-accepting students – they are convinced their problems are due to low ability. These students attribute failure to low ability and believe ability is fixed. They are likely to become depressed, apathetic, and helpless.

Do we base our self worth on the opinion of others?

Self Schemas…

Lessons for Teachers– Emphasize students progress in a

particular area– Make specific suggestions for

improvement, and revise grades when improvements are made

– Stress connections between past efforts and past accomplishments

– Set learning goals for your students, and model a mastery orientation for them

Motivation to Learn

• The tendency to find academics meaningful and worthwhile and to try to benefit from them

• Motivation to learn involves more than wanting or intending to learn

• What are our three goals to develop a students motivation? We want to:– Create a state of motivation for a student to

learn– Develop a trait of being motivated (so they can

educate themselves throughout their lifetime)– Encourage students to be thoughtful and

cognitively engaged

The TARGET Model for Supporting Student Motivation to Learn

TARGET Area Focus ObjectivesExamples of Possible

Strategies

Task

How learning tasks are structured – what the student is asked to do

Enhance intrinsic attractiveness of learning tasks

Make learning meaningful

Encourage instruction that relates to student’s backgrounds and experience

Avoid payment for goals

Autonomy / Responsibility

Student participation in learning and school decisions

Provide optimal freedom for students to make choices and take responsibility

Give alternatives in making assignments

Ask for student comments

Recognition

The nature and use of recognition and reward in the school setting

Provide opportunities for all students to be recognized for learning

Foster “personal best” awards

Reduce emphasis on “honor rolls”

Grouping

The organization of school learning and experiences

Build and environment of acceptance and appreciation of all students

Broaden the range of interaction

Provide opportunities or cooperative learning, problem solving, and decision making

Eliminate ability grouped classes

Evaluation

The nature and use of evaluation and assessment procedures

Grading and reporting processes

Practices associated with use of standardized tests

Reduce emphasis on social comparisons of achievement

Give students opportunities to improve student performance

Time

The scheduling of the school day Provide opportunities for extended and significant student involvement in learning tasks

Allow students to progress at their own rate whenever possible

Block scheduling and flexibility

Terms to know about TARGET • Tasks for learning

– academic tasks – the work the student must accomplish, including the content covered and the mental operations required

– attainment value – the importance of doing well on a task; how success on the task meets personal needs

– intrinsic or interest value – the enjoyment a person gets from a task– utility value – the contribution of a task to meeting one’s goals– authentic tasks – tasks that have some connection to real life problems

the students will face outside the classroom– problem based learning – methods that provide students with realistic

problems that don’t necessarily have right answers • Supporting Autonomy

– supporting choices – giving students a range of options that set valuable tasks for them but also allow them to follow personal interests

– recognizing accomplishment – students should be recognized for improving on their own personal best, for tackling difficult tasks, for persistence, and for creativity – not just for performing better than others

• Grouping, Evaluation and Time– goal structure – the way students relate to others who are also working

toward are particular goal

We could learn a lesson or two from this group about self control

and motivation…

Can I do it? Building Confidence and Positive

Expectations1. Begin to work at the student’s

level and move in small steps2. Make sure learning goals are

clear, specific, and possible to reach in the near future

3. Stress self-comparison, not comparison with others

4. Communicate to students that academic ability is improvable

5. Model good problem solving

Do I want to do it?Seeing the value of learning

1. Tie class activities to student interests2. Arouse curiosity3. Make learning tasks fun4. Make use of novelty and familiarity5. Explain the connections to your students6. Provide incentives and rewards for

learning 7. Use ill structured problems and authentic

tasks

What do I need to do to succeed?Staying focused on the task

1. Give students frequent opportunities to respond

2. Have students create a finished product

3. Avoid heavy emphasis on grades and competition

4. Reduce task risk without oversimplifying the task

5. Model motivation to learn for your students

6. Teach the particular learning tactics

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Words to live by…

Listen to the MUSTN’TS, child,Listen to the DON’TS,

Listen to the SHOULDN’TS,The IMPOSSIBILITIES, the WON’TS,

Listen to the NEVER HAVES,Then listen close to me ---

Anything can happen, child,ANYTHING can be.

~ Shel Silverstein ~

“Our aspirations are our possibilities”

~ Robert Browning ~

More words to live by…

“When you say something is impossible, you have made it

impossible.”~ Bruce Lee ~

“If I have the belief that I can do it, I shall surely acquire the

capacity to do it, even if I may not have it at the beginning.”

~ Gandhi ~

Bibliography

Information on Self-Efficacy: A Community of Scholars. 26 March 2006.

Available:. http://www.des.emory.edu/mfp/self-efficacy.html#info.

Newman, B. & Newman, P. (2006). Development Through Life: A Psychological Approach. Belmont, CA: Thompson Wadsworth.

Woolfolk, A. (2005). Educational Psychology. New York, NY: Pearson, Allyn & Bacon.