EDUCATIONAL PSYCHOLOGYREFLECTION FOR ACTIONREFLECTION FOR ACTIONCanadian EditionCanadian EditionODonnell, DAmico, Schmid, Reeve, SmithCHAPTER 10Engaging Students in LearningChapter 10 Engaging Students in LearningThemes of the chapterThemes of the chapter The levels of students engagement in the The levels of students engagement in the classroom can be an indicator of their level classroom can be an indicator of their level of motivationof motivation Students can be motivated by both internal Students can be motivated by both internal and external factorsand external factors There are strategies teachers can use to There are strategies teachers can use to help students become more engaged in the help students become more engaged in the classroomclassroomGuiding QuestionsWhat is engagement, and why is it What is engagement, and why is it important?important?What is the difference between intrinsic and What is the difference between intrinsic and extrinsic motivation?extrinsic motivation?How can teachers support students How can teachers support students psychological needs?psychological needs?How can teachers motivate students during How can teachers motivate students during uninteresting activities?uninteresting activities?Educational Psychology, Canadian EditionGuiding QuestionsIn what ways can teachers spark students In what ways can teachers spark students engagement?engagement?In what ways can teachers calm students In what ways can teachers calm students anxieties and fears?anxieties and fears?How can teachers engage diverse learners How can teachers engage diverse learners and students with special needs?and students with special needs?Educational Psychology, Canadian EditionEngagementThe extent of a students The extent of a students behaviouralbehavioural intensity, emotional quality, and personal intensity, emotional quality, and personal investment in a learning activityinvestment in a learning activityEducational Psychology, Canadian EditionFour Interrelated Aspects of EngagementEducational Psychology, Canadian EditionWhat Engagement Looks LikeBehavioural engagement extent to which a student extent to which a student displays high attention, strong effort, and enduring displays high attention, strong effort, and enduring persistence on a learning activitypersistence on a learning activityEmotional engagement extent to which a students extent to which a students task involvement is characterized by positive task involvement is characterized by positive emotion, e.g. interest and enjoymentemotion, e.g. interest and enjoymentCognitive engagement extent to which a student extent to which a student mentally goes beyond the basic requirements of a mentally goes beyond the basic requirements of a learning activity and invests himself or herself in the learning activity and invests himself or herself in the learning in a committed waylearning in a committed wayVoice students expression of self during a learning students expression of self during a learning activity so as to influence constructively how the activity so as to influence constructively how the teacher presents the lessonteacher presents the lessonEducational Psychology, Canadian EditionWhy Engagement Is Important Makes learning possibleMakes learning possible Predicts how well students fare in school, Predicts how well students fare in school, especially with respect to achievementespecially with respect to achievement Is malleableIs malleable Gives teachers the moment-to-moment Gives teachers the moment-to-moment feedback they need to determine how well feedback they need to determine how well their efforts to motivate students are workingtheir efforts to motivate students are workingEducational Psychology, Canadian EditionTwo Approaches to Promoting Motivation and EngagementTraditional ApproachThe teacher tries to directly engage students The teacher tries to directly engage students in the learning activityin the learning activity Offers an attractive incentive, and students Offers an attractive incentive, and students respond by working hard to gain itrespond by working hard to gain it Sets a goal, and students work hard to Sets a goal, and students work hard to perform up to that levelperform up to that level Models appropriate behaviour, and students Models appropriate behaviour, and students emulate what they seeemulate what they seeEducational Psychology, Canadian EditionDialectic ApproachThe reciprocal, interdependent, and The reciprocal, interdependent, and constantly changing relationship between constantly changing relationship between a students motivation and the classroom a students motivation and the classroom conditions that support rather than conditions that support rather than frustrate that motivationfrustrate that motivationTwo Approaches to Promoting Motivation and EngagementEducational Psychology, Canadian EditionEducational Psychology, Canadian EditionDialectic Approach : Three Principles of Motivation Principle IPrinciple I Students have motivation of their Students have motivation of their own that explains why they are willing to own that explains why they are willing to engage in learning activitiesengage in learning activities Principle IIPrinciple II Teachers motivate students when Teachers motivate students when they provide classroom conditions that nurture they provide classroom conditions that nurture students motivation students motivation Principle IIIPrinciple III How well or how poorly teachers How well or how poorly teachers involve and nurture students motivational involve and nurture students motivational resources is reflected in the extent of students resources is reflected in the extent of students engagementengagementTwo Approaches to Promoting Motivation and EngagementEducational Psychology, Canadian EditionEducational Psychology, Canadian EditionIntrinsic and Extrinsic MotivationIntrinsic motivation the inherent the inherent propensity to engage ones interests and propensity to engage ones interests and to exercise and develop ones capacitiesto exercise and develop ones capacitiesExtrinsic motivation an environmentally an environmentally created reason to engage in an action or created reason to engage in an action or activityactivity Educational Psychology, Canadian EditionHidden Costs of RewardsThe unexpected, unintended, and adverse The unexpected, unintended, and adverse effects that extrinsic rewards sometimes effects that extrinsic rewards sometimes have on intrinsic motivation, high-quality have on intrinsic motivation, high-quality learning, and autonomous self-regulationlearning, and autonomous self-regulationEducational Psychology, Canadian EditionRichard Richard KoestnerKoestner and colleagues at McGill and colleagues at McGill UniversityUniversityMotivations Two FacesMotivations Two Faces Autonomy SupportAutonomy SupportCharacteristics of autonomy support include:Characteristics of autonomy support include: Taking perspective of the studentTaking perspective of the student Avoiding controlling languageAvoiding controlling language Encouraging initiative and support as Encouraging initiative and support as much as possiblemuch as possibleCanadian Research into PracticeEducational Psychology, Canadian EditionUsing Extrinsic Motivators EffectivelyEducational Psychology, Canadian EditionHow to Motivate Students with Intellectual DisabilitiesDo not useDo not useControlling motivating style: a teachers : a teachers enduring tendency to engage students in enduring tendency to engage students in learning activities by promoting their learning activities by promoting their extrinsic motivation and extrinsic motivation and introjectedintrojected regulation during the lessonregulation during the lessonEducational Psychology, Canadian EditionStudents with intellectual disabilities haveStudents with intellectual disabilities have Diminished cognitive abilitiesDiminished cognitive abilities Low autonomyLow autonomy Therefore, it is good to help boost their Therefore, it is good to help boost their autonomy by teaching them choice-making autonomy by teaching them choice-making and self-advocacy skillsand self-advocacy skillsHow to Motivate Students with Intellectual DisabilitiesEducational Psychology, Canadian EditionFrom Extrinsic to Intrinsic Motivation on a Continuum Amotivation lack of any type of motivation, Amotivation lack of any type of motivation, neither intrinsic nor extrinsicneither intrinsic nor extrinsic ExtrinsicExtrinsic Externally regulated: motivation from outside, e.g., Externally regulated: motivation from outside, e.g., a rewarda reward Introjected: motivation from inside but pressuring Introjected: motivation from inside but pressuring voice, indicating that one must act to avoid guilt or voice, indicating that one must act to avoid guilt or shameshame Identified: Motivation from internalizing the way of Identified: Motivation from internalizing the way of behaving, because it is a useful or important thing behaving, because it is a useful or important thing to doto do Intrinsic motivation from psychological needs Intrinsic motivation from psychological needs that reflect interest and enjoymentthat reflect interest and enjoymentEducational Psychology, Canadian EditionAutonomyPsychological need to experience self-Psychological need to experience self-direction in the initiation and regulation of direction in the initiation and regulation of ones behaviourones behaviourAn increase in autonomy can cause an An increase in autonomy can cause an increase in intrinsic motivation if the increase in intrinsic motivation if the perceived locus of causality is internalperceived locus of causality is internalPsychological NeedsEducational Psychology, Canadian EditionTeachers Supporting AutonomyAutonomy-supportive environment an an interpersonal relationship or classroom interpersonal relationship or classroom climate that involves, nurtures, and satisfies climate that involves, nurtures, and satisfies the students need for autonomythe students need for autonomyAutonomy-supportive motivating style a a teachers enduring tendency to engage teachers enduring tendency to engage students in learning activities by promoting students in learning activities by promoting their intrinsic motivation and identified their intrinsic motivation and identified regulation during the lessonregulation during the lessonAutonomyEducational Psychology, Canadian EditionHow Autonomy-Supportive Teachers Motivate StudentsNurture inner motivational resourcesNurture inner motivational resourcesRely on informational, noncontrolling Rely on informational, noncontrolling languagelanguageCommunicate value in uninteresting Communicate value in uninteresting activities and add rationales to requestsactivities and add rationales to requestsAcknowledge and accept students Acknowledge and accept students expressions of negative affectexpressions of negative affectAutonomyEducational Psychology, Canadian EditionWhy are teachers so controlling?They believe that controlling strategies They believe that controlling strategies are more effective than autonomy-are more effective than autonomy-supportive strategiessupportive strategiesThey feel so much pressure from factors They feel so much pressure from factors outside the classroom that push them outside the classroom that push them toward a controlling styletoward a controlling styleThey feel so much pressure from factors They feel so much pressure from factors inside the classroom that pull a inside the classroom that pull a controlling style out of themcontrolling style out of themAutonomyEducational Psychology, Canadian EditionYour Turn You are a team leader of several teachers in You are a team leader of several teachers in your schoolyour school One of the teachers in your group is having One of the teachers in your group is having problems with a few of the students, who problems with a few of the students, who just dont seem to want to do welljust dont seem to want to do well You notice that the teacher uses controlling You notice that the teacher uses controlling behavioursbehaviours What might you tell the teacher to convince What might you tell the teacher to convince the teacher that student autonomy is the teacher that student autonomy is important?important?Educational Psychology, Canadian EditionCompetenceCompetence the psychological need to be the psychological need to be effective as one interacts with the surrounding effective as one interacts with the surrounding environmentenvironment Easy tasks fail to involve the need for competenceEasy tasks fail to involve the need for competence Pleasure greatest following success during Pleasure greatest following success during moderate (optimal) challenges that fully involve moderate (optimal) challenges that fully involve the competence needthe competence need Very difficult tasks generate too much anxiety and Very difficult tasks generate too much anxiety and frustration for students to enjoy themfrustration for students to enjoy themEducational Psychology, Canadian EditionHow Teachers Support Students CompetenceUsing the Using the challenge-feedback sandwich helps support competencehelps support competence A learning activity that begins with the A learning activity that begins with the presentation of an optimal challenge and presentation of an optimal challenge and ends with informational feedback to ends with informational feedback to communicate how well or how poorly one communicate how well or how poorly one performedperformedFailure tolerance the attitude of a teacher the attitude of a teacher who accepts failure and error-making as a who accepts failure and error-making as a necessary, inherent, and even welcomed necessary, inherent, and even welcomed part of the learning processpart of the learning processCompetenceEducational Psychology, Canadian EditionFlow a transient state of concentration in a transient state of concentration in which students become wholly absorbed in which students become wholly absorbed in an activityan activity Flow arises when students perceive that Flow arises when students perceive that the challenges posed by the task match the challenges posed by the task match their current skills and competenciestheir current skills and competencies During flow students concentrate, are During flow students concentrate, are involved, and enjoy the taskinvolved, and enjoy the taskCompetenceEducational Psychology, Canadian EditionRelatednessRelatedness psychological need to establish psychological need to establish close emotional bonds and attachments with close emotional bonds and attachments with other peopleother peopleCreating opportunities for students to engage Creating opportunities for students to engage in social interaction will involve their need for in social interaction will involve their need for relatednessrelatednessFor a relationship to be satisfying, students For a relationship to be satisfying, students must perceive that the other personmust perceive that the other personLikes themCares about their welfareAccepts and values their true selfEducational Psychology, Canadian EditionWhy Supporting Relatedness Is ImportantStudents who feel related to their Students who feel related to their classmates, their teachers, and their classmates, their teachers, and their school community are more engaged in school community are more engaged in learning activitieslearning activitiesRelatedness to teachers provides the Relatedness to teachers provides the context to which students will internalize context to which students will internalize their teachers valuestheir teachers valuesRelatednessEducational Psychology, Canadian EditionEngagement Model Based on Psychological Need SatisfactionEducational Psychology, Canadian EditionMotivating Students During Uninteresting LessonsIncreasing value the teacher needs to the teacher needs to take time to provide students with a take time to provide students with a rationalerationale to explain why the lesson is worth to explain why the lesson is worth their effort, by connecting the lesson with their effort, by connecting the lesson with the students future goals and strivingsthe students future goals and strivingsEducational Psychology, Canadian EditionCuriosity, Interest, and Positive EffectCuriosity a cognitively based emotion that a cognitively based emotion that occurs whenever students experience a gap occurs whenever students experience a gap in their knowledge that motivates exploratory in their knowledge that motivates exploratory behaviour to remove that knowledge gapbehaviour to remove that knowledge gapEducational Psychology, Canadian EditionSparking CuriosityGuessing-and-feedback the teacher asks the teacher asks students a difficult question, then announces students a difficult question, then announces that students answers are incorrect so as to that students answers are incorrect so as to reveal a gap in their knowledgereveal a gap in their knowledgeSuspense the teacher asks students to the teacher asks students to predict an outcome before students engage in predict an outcome before students engage in the work that will reveal that their prediction the work that will reveal that their prediction was right or wrongwas right or wrongControversy the ideas, conclusions, or the ideas, conclusions, or opinions of one person are incompatible with opinions of one person are incompatible with those of another, and the two attempt to reach those of another, and the two attempt to reach agreementagreementCuriosity, Interest, and Positive EffectEducational Psychology, Canadian EditionBuilding InterestInterest is a topic-specific motivational state is a topic-specific motivational state that arises out of attraction to a particular that arises out of attraction to a particular domain of activitydomain of activity Building interest:Building interest:Situational interest Triggered by external Triggered by external factors and exists as a short-term attraction to factors and exists as a short-term attraction to a learning activity. Short-term interest in an a learning activity. Short-term interest in an activity sparks spontaneous engagement.activity sparks spontaneous engagement.Individual interest More stable and content- More stable and content-specific. Creates a clear preference to direct specific. Creates a clear preference to direct attention and effort toward a particular activity,attention and effort toward a particular activity,Educational Psychology, Canadian EditionInducing Positive AffectPositive effect the mild, subtle, everyday the mild, subtle, everyday experience of feeling goodexperience of feeling good Induce positive affect through small, Induce positive affect through small, unexpected, and pleasant events, e.g., giving unexpected, and pleasant events, e.g., giving students a small gift; providing refreshments; students a small gift; providing refreshments; showing a cartoon, giving a “Have a nice day!” showing a cartoon, giving a “Have a nice day!” card, or just asking students to think about card, or just asking students to think about positive eventspositive eventsEducational Psychology, Canadian EditionUsing Technology to Promote Engagement Criteria for evaluating technology in terms of its Criteria for evaluating technology in terms of its capacity to motivate and engage studentscapacity to motivate and engage studentsA=Attention whether the technology arouses curiosity =Attention whether the technology arouses curiosity and interestand interestR=Relevance whether the learner perceives the =Relevance whether the learner perceives the technology to be connected to his or her personal goalstechnology to be connected to his or her personal goalsC=Confidence the extent to which the learner expects =Confidence the extent to which the learner expects to be able to master the materialto be able to master the materialS=Satisfaction the learners intrinsic motivation and =Satisfaction the learners intrinsic motivation and reactions to the rewards embedded in the technologyreactions to the rewards embedded in the technologyEducational Psychology, Canadian EditionAnxiety, Self-Worth, Fear of Failure It is important to help students calm anxiety, protect It is important to help students calm anxiety, protect self-worth, and overcome fear of failureself-worth, and overcome fear of failureAnxiety the unpleasant, aversive emotion that the unpleasant, aversive emotion that students experience in evaluative settingsstudents experience in evaluative settingsSelf-worth an evaluation by others of ones an evaluation by others of ones personal worthpersonal worthSelf-handicapping a defensive self-presentation a defensive self-presentation strategy that involves intentionally interfering with strategy that involves intentionally interfering with ones own performance so as to provide a face-ones own performance so as to provide a face-saving excuse for failure in case one does indeed failsaving excuse for failure in case one does indeed failEducational Psychology, Canadian EditionCopyrightCopyright 2008 John Wiley & Sons Canada, Ltd. All rights reserved. Reproduction or translation of this work beyond that permitted by Access Copyright (the Canadian copyright licensing agency) is unlawful. Requests for further information should be addressed to the Permissions Department, John Wiley & Sons Canada, Ltd. The purchaser may make back-up copies for his or her own use only and not for distribution or resale. The author and the publisher assume no responsibility for errors, omissions, or damages caused by the use of these files or programs or from the use of the information contained herein.Educational Psychology, Canadian Edition