- Home
- Concepts of Print
- Phonological Awareness
- Sound-Letter Knowledge
- Morphology
- Fluency
- Vocabulary
- Comprehension
- Composition / Writing
- Genre Knowledge
- Motivation
- Students with Special Needs
- English Language Learners
- Urban Education
- Education Resources
What is Motivation?
There are tons of different definitions for motivation. The Literacy Dictionary defines motivation as “the forces within an organism that arouse and direct behavior, as internal sensory stimulation, ego needs, etc.” (Harris & Hodges, 1995, p. 158).
When discussing motivation and literacy, usually it is discussed in two separate parts. Literacy motivation is divided into motivation to read and motivation to write. "Reading motivation is defined as “the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (Guthrie & Wigfield, 2000, p. 405) (Holdgreve-Resendez, 2010a).
Motivation is one of the most important responsibilities as a teacher. Teachers can help motivate students by being passionate and motivated about learning. The more enthusiastic the teacher is, the more enthusiastic the students become!
When discussing motivation and literacy, usually it is discussed in two separate parts. Literacy motivation is divided into motivation to read and motivation to write. "Reading motivation is defined as “the individual’s personal goals, values, and beliefs with regard to the topics, processes, and outcomes of reading” (Guthrie & Wigfield, 2000, p. 405) (Holdgreve-Resendez, 2010a).
Motivation is one of the most important responsibilities as a teacher. Teachers can help motivate students by being passionate and motivated about learning. The more enthusiastic the teacher is, the more enthusiastic the students become!
Aspects of Motivation
There are two types of motivation. They are extrinsic and intrinsic.
There are also different motivational orientations. Learning oriented vs. Performance oriented, the attribution theory, the achievement goal theory and volition are all types of motivational orientations.
Another important aspect of motivation is the expectancy X Value frame work. This frame work states that the effort a student puts into their word is realted to two factors:
- Extrinsic motivation is when a child is motivated by the expectation of an external reward
- Intrinsic motivation is when a child is motivated by their own internal desire to take part in an activity
There are also different motivational orientations. Learning oriented vs. Performance oriented, the attribution theory, the achievement goal theory and volition are all types of motivational orientations.
- Learning oriented vs. Performance oriented is discussed by Dweck. Basically learning oriented motivation is being intrinsic motivated, while performance oriented is being extrinsic motivated. (Dweck, 1989).
- Attribution Theory in a sense is the "person's explanation of why a particular outcome turned out the way it did" (Holdgreve-Resendez, 2010a).
- Achievement Goal Theory believes that students achieve different tasks and goals because they are pushed by their goals to achieve. The Achievement Goal theory is linked to intrinsic motivation. The power from with in a person can drive them to succeed.
- Volition is "the will, persistence, tenacity, continued self-efficacy" (Holdgreve-Resendez, 2010a). One conceptualization is that motivation influences initial decisions made about actions, but volition mediates the degree to which those decisions are enacted and sustained. (Corno, 1989).
Another important aspect of motivation is the expectancy X Value frame work. This frame work states that the effort a student puts into their word is realted to two factors:
- The belief that he/she will be successful
- The value of the outcomes gained through successful completion of the task
Why is Motivation Important?
Motivation is essential to a positive learning experience throughout a students school career. Without motivation, students are unwilling to learn and are not excited to learn. It is important for teachers to keep students curious about learning, and to make learning exciting and fun!
How does Motivation Develop?
Motivation is critical in a learning environment. Typically, motivation starts of strong, and than declines over the years. Motivation is related to achievement. Teachers and parents need to have open communication about motivation.That way both the classroom and the home can always be encouraging and pushing students to learn not just in the classroom but outside of it as well (Holdgreve-Resendez, 2010a) & (Class Notes)
Assessments for Motivation
Informal
There are several different types of informal assessments:
There are several different types of informal assessments:
- Classroom observations allow a teacher to watch and see how the student self motivates.
- Reading Journals give an opportunity for teachers and parents to see the types of genres the child is reading as well as give the teacher a chance to see the quality and quantity of books the child is reading.
- Open-ended questionnaires are great! They allow students an opportunity to express to the teacher how they feel about reading.
reader_perception.pdf | |
File Size: | 871 kb |
File Type: |
Formal
writer_perception.doc | |
File Size: | 39 kb |
File Type: | doc |
Instructional Strategies for Motivation
For teachers, it is extremely important to be reading models. During DEAR times (Drop Everything and Read), make sure to grab a book while the kids are reading. Make sure that there are times for recreational reading. Reading should be fun! Another idea is to create literature circles or idea circles where the students can talk to each other about the books that they are reading!
(Holdgreve-Resendez, 2010a)
Here are some strategies suggested by the Garden City Library, in Garden City Idaho! The following video is from YouTube.
(Holdgreve-Resendez, 2010a)
Here are some strategies suggested by the Garden City Library, in Garden City Idaho! The following video is from YouTube.
Multimedia Resources
This YouTube video gives an idea of how volunteers, teachers and parents in Chicago is motivating her students to read!
Additional Journals, Articles, and Power Points for Motivation
Articles and Journals (PDF)
engaging_young_adults_motivation.pdf | |
File Size: | 286 kb |
File Type: |
language_literacy_and_learning.pdf | |
File Size: | 487 kb |
File Type: |
motivation.pdf | |
File Size: | 185 kb |
File Type: |
task_motivation_and_performance.pdf | |
File Size: | 268 kb |
File Type: |
Articles and Journals
Athans, S, & Devine, D. (2010). Motivating every student in literacy (including the highly unmotivated!), grades 3-6. Education Resources Information Center, 1-164.
Becker, M, McElvany, N, & Kortenbruk, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: a longitudinal study. Journal of Educational Psychology, 102(4), 773-785.
Marinak, B. (2010). Reading motivation: exploring the elementary gender gap. Literacy Research and Instruction, 49(2), 129
Sturtevant, E. (2010). Literacy motivation and school/non-school among students enrolled in a middle school ESOL program.
Becker, M, McElvany, N, & Kortenbruk, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: a longitudinal study. Journal of Educational Psychology, 102(4), 773-785.
Marinak, B. (2010). Reading motivation: exploring the elementary gender gap. Literacy Research and Instruction, 49(2), 129
Sturtevant, E. (2010). Literacy motivation and school/non-school among students enrolled in a middle school ESOL program.
Power Points
Holdgreve-Resendez, R. T. (2010). Rich HR Motivation Fall 2010. Extracted from www.angel.msu.edu on November 28, 2010. Motivation.
rich_hr_motivationfall2010-1.ppt | |
File Size: | 904 kb |
File Type: | ppt |
References
Corno, L. (1985). The best-laid plans. Educational Researcher, 22(2), 14.
Dweck, C. (1989). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
Ehren, B. (2010). Language, literacy and learning in adolescence: evidence for explaining academic failure. JMU,3,1-7
Guthrie, J, & Wigfield, A. (2000). Motivating reading comprehension: concept oriented reading instruction. (Online Book): Taylor & Francis E-Library.
Harris, T, & Hodges, R. (1995). The literacy dictionary: the vocabulary of reading and writing. International Reading Association.
Holdgreve-Resendez, R.T. (2010). Rich HR Motivation Fall 2010. Extracted from www.angel.msu.edu on November 28, 2010. Motivation.
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford.
Rannikmae, M, Teppo, M, & Holbrook, J. (2010). Popularity and relevance of science education literacy: using a context-based approach. Science Education International, 21(2), 2010.
Viljaranta, J, Kristiina, M, Poikkeus, A, Aunola, K, & Nurmi, J. (2009). Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instructions,19, 335-344.
Dweck, C. (1989). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
Ehren, B. (2010). Language, literacy and learning in adolescence: evidence for explaining academic failure. JMU,3,1-7
McKenna, M. C., & Stahl, K. A. D. (2009). Assessment for reading instruction, second edition. New York: Guilford.
Rannikmae, M, Teppo, M, & Holbrook, J. (2010). Popularity and relevance of science education literacy: using a context-based approach. Science Education International, 21(2), 2010.
Viljaranta, J, Kristiina, M, Poikkeus, A, Aunola, K, & Nurmi, J. (2009). Cross-lagged relations between task motivation and performance in arithmetic and literacy in kindergarten. Learning and Instructions,19, 335-344.