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MOTIVATION

TARGETS
MOTIVATION is the purposeful engagement in learning to master
knowledge or skills, students take learning seriously and value opportunities to learn.

Motivation can be organized according to what is called Expectancy &


Value Framework

• Expectations refer to the self-efficacy of the student,


which is the student’s self-perception of his or her
capability to perform successfully.
• Values are self-perception of the importance of the
performance.
ACADEMIC SELF-
CONCEPT TARGETS
• There is an extensive literature on self-concept and it’s cousin, self-
esteem. Many educators refer to these characteristics when
discussing students who have problems with school and learning.

• For setting target, it is helpful to remember that self-concept and


self-esteem are multidimensional. There is bodily self, an athletic
self, mathematic self, social self and so forth.

• In addition, we also have a sense of self-regard, self-affirmation, and


self-worth in each area |Self-esteem|

• Academic self-concept, or self-concept of academic ability, you will


obtain a more valid indication of what students thinks about
themselves as learners.
SOCIAL RELATIONSHIP
TARGET
• Social relationships involve a complex set of interaction skills,
including the identification of and appropriate responses to social
cues.
• Social interaction is a key element of knowledge construction,
active learning and deep understanding.
• Interaction can promote good reasoning and problem-solving
strategies through observation and give-and-take that ensues.
• Collaborative skills needed to work in small groups could include
four components: 1. Basic Interaction 2. Getting along 3. Caching
4. Fulfilling
COMPONENTS DEFINITION SKILLS
Listening. Making eye
Basic Interaction Students like and respect contact, answering
each other question, Using the right
voice, Making sense and
Apologizing
Getting Along Students sustain their Taking turns, Sharing,
respect and liking for one Following rules, Assisting,
another Asking for help or a favor,
And Using Polite words
Coaching Student both give and Suggesting an action or
receive corrective feedback activity, Giving and
and encourage receiving compliments or
praise, Being specific,
giving advice and
Correcting and being
corrected
Role-fulfilling Fulfilling specific roles Summarizer, Checker,
creates positive Researcher, Runner,
interdependency and Recorder, Supporter, and
individual accountability Troubleshooter
CLASSROOM
ENRIVONMENT TARGETS
Classroom environment is made up of a number of
characteristics that can be used as effective targets. These include:

• Affiliation- the extent to which students like and accept each other
• Involvement- the extent to which students are interested in and engaged in
learning
• Task orientation- the extent to which classroom activities are focused on
completion of academic
• Cohesiveness- the extent to which students share norms and expectations
• Competition- the emphasis on completion between students
• Favoritism- whether each student enjoys the same privileges
• Influence- the extent to which each student influence classroom decision
• Friction- the extent to which students bicker with one another
• Formality- the emphasis on enforcing rules
• Communication- the extent to which communication among students and with
teacher is genuine and honest
• Warmth- the extent to which students care about each other and show emphathy

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