Chapter+6++Emotion+and+motivation

This is an implicit stage model which differentiates between two phases: "a pre-intentional motivation phase leading to behavioural intentions; and a post-intentional volition phase leading to actual behaviour". Hilgard explained that the mind is composed of cognition (rational thought), affect (emotional thought), and conation (purposeful thought). Conation then leads into motivation which are forces that affect our thought and bahavior and volition which is forces that control our thought and behavior after decisions (Martinez, 187).
 * LEARNING AIDS**
 * Judy**

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This chart is done by John marshall Reeve, who is a professor in University of Wisconsin–Milwaukee. It explains the four components of emotion which is feelings, bodily arousal, sense of purpose and and social expressive. "Psychologists however have found four components which are continually touched upon when describing an emotion." I found this chart is interesting to know about emotion. (Nourah) emotion


 * RELATED RESEARCH**

First I wanted to share a link concerning New Tech Classrooms. Also, I was on the South Bend Community School Corporation website and it is this school that is or has implement the New Tech style. Anyway, read the article, as educators it is a movement that is sweeping the nation and I am sure it won't be before long that you and I will see it in our own childrens' and students' classrooms/schools. [|New Tech Classroom Article]
 * __A BIT ABOUT NEW TECH CLASSROOMS__**

__**JUST GOT THESE BECAUSE THEY ARE RELATED ARTICLES (NOT RESEARCH) BUT RELATED TO THE STUDY I CHOSE AND WANTED TO SHARE WITH EVERYONE**__ [|Teacher Effort Is Linked to Difficult Students' Inherited Traits] [|Relationships Improve Student Success] [|Social and Emotional Learning Programs Found to Boost Students' Skills]

**__RESEARCH ARTICLE RELATED TO THE LINK BELOW FOR CHAPTER 6__**
[|Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?]

A study was methodically conducted using data from 805 elementary and middle school students, ranging in grades from fourth to seventh, over a period of four years. The study became cumulative and was conducted in hopes to find out those factors which affect children/students’ motivation in the classroom using data from two separate grading periods in the school year, one given in the fall of each year and one given in the spring of each year. At the end of the study, the culminating data was compiled at the end of the fourth year producing these results for this particular study. The researchers, however, targeted only a group of Caucasian, New Yorkers from the upstate geographical area. (I just can’t help but wonder what the analyzed data would look like if the participants were from inner-city New York?) It was specific enough to inform that 95% were Caucasian, to be exact, with a socio-economic status of that of the working to middle class white American poplulation. The method used was in the form of questionairres given by two trained interviewers so that one could read the question to the student and all the student to record the response, while the other interviewer monitored understanding and was also present for any answers to questions that participants might have had during the session. These questionairres were given to teachers, as well, but not within the presence of their students. These sessions were held in October and May of each of the four years they were conducted. The students were given an opportunity to report on the following subjects in question for the study that may be contributing to the decline or rise in motivation of student engagement. interest, and motivation in the classroom. Those questions for the students included and were related to: a) their engagement versus disaffection in the classroom; 2) their sense of preceived competence/personal ability or performance level; 3) their control in the academic domain within the confines of their educational classroom/institution; 4) autonomy in the classroom; 5) their relatedness to their teachers; 6) their impressions of the support they received from their teachers. Ironically, but for the purpose of the study, only one question was posed for the questionnairre for teachers: How did they provide support for their students? The findings suggest, from the scores of all collected questionaires, that the scores ranged from (1-4) format with one being students feeling they receive less respective construct to the item in question and a score of four meaning the highest respect construct for that given question. In regard to Behavioral and Emotional Engagement, behavioral engagement appeared to relate to students’ effort, attention, persistence, initiation, and participation. In retrospect, behavior disaffection occurred as a lack of effort and withdrawl from the learning activities themselves from teacher disaffection. //(Furrer, Kindermann, Marchand, and Skinner, Journal of Educational Psychology, 2008)//


 * , Department of Educational Psychology, University of Nevada, Las Vegas, NV, US**
 * , Department of Psychology, Portland State University, Portland, OR, US****Address:****Skinner, Ellen, Psychology Department, Portland State University, P.O. Box 751, Portland, OR, US, 97221, skinnere@pdx.edu** **Source:****, Vol 100(4), Nov, 2008. pp. 765-781****Publisher:****US: American Psychological Association****Other Publishers:****US: Warwick & York****ISSN:****0022-0663 (Print)**
 * 1939-2176 (Electronic)**


 * Sabrina L. Allen**
 * Chapter 6: Emotion, Motivation, and Volition**
 * Psy510 - IUSB - Dr. Gywnn Mettetal**
 * February 12, 2011**

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**Epistemological Effects on Motivation and Performance Study**

Achievement Motivation is an important aspect to consider when combined with education. This study considers the effects of epistemological beliefs on the motivation of students. 482 undergraduates were asked a series of questions about their epistemological beliefs and then were required to perform a learning task. The epistemology questions focused on beliefs about history and mathematics. Therefore, the learning tasks focuses on history and mathematics. Though there are many things considered in this study, it shows that epistemology does effect learning motivation and epistemology discussions should be a part of schools’ curriculum.

Article:

 [|�8�]Motivation.pdf

Achievement Motivation (Martinez, 2010, p. 163) -Raymond Ramirez III

Although teachers are hoping students to develop and maintain an intrinsic motivation to learn, an extrinsic motivation could also effect students to achieve goals. The idea of this study was thinking that how numbers play as motivators with SAT tests. The finding was that high school students are more likely to retake the SAT if they score just below a round number, such as 1290, than if they score just above it. The number ends with '90', which becomes a motivator for students to get a short '00' of the score. In the other hand, the researcher also worried that for some students might be wasting time to retake the SAT to reach the pointless goals rather than doing something valuable. Because when researcher looked at admissions data, he found 10 points of the SAT score doesn't make much different about the decision. In conclusion, this research was to tell "how important self-motivation is" and "people are surprisingly driven by round numbers as stronger motivators and will take major action"(Pope & Simonsohn, 2010).

Association for Psychological Science (2011, January 19). Students are more likely to retake the SAT if their score ends with '90'. //ScienceDaily//. Retrieved February 13, 2011, from http://www.sciencedaily.com/releases/2011/01/110119120552.htm

[|Students are more likely to retake the SAT if their score ends with '90']

Extrinsic Motivation (Martinez, 2010, p.158)

Yi-Niu

This video is from TED. This is Mihaly Csikszentmihalyi giving a lecture on his concept of flow. Flow relates to people becoming so immersed in an activity they lose track of time. During flow, people may feel a sense of euphoria. This concept is found on page 160 of our text (M. Martinez). During this video, he discusses his research on flow. He interviewed over 8000 people from very diverse backgrounds. Through questioning, he found seven conditions that people find when they are in flow. He mentions creativity, and how one must have background knowledge to tap into flow. Deanne [] media type="custom" key="8349706"
 * WEB LINKS**

This video demonstrates the power of extrinsic motivation, but with a postive tone. An elementary school teacher made a deal with his students-if they could learn their multiplication facts before Spring Break, he would let them shave his head. The students responded quite well to this technique and although it is "extrinsic," the students manifested the end result as their own goal. They all wanted to be part of the fun and I thought it was a great teaching technique on the teacher's part. Martinez talked about this form of motivation on page 158. (Brittany)media type="youtube" key="vznKW0c3kfA" height="390" width="480"

This is a great "Leadership and Motivation" site, and this particular "lesson" that I've linked is about self-efficacy. The first page is an example of how to help others improve self-esteem with positive feedback and peer modeling. If you click on the link to self-efficacy page at the top of this first page, it also links you to "Increase Your Self-Efficacy to Acheive More!," where you will find "The four factors that impact self-efficacy," which is another look at Bandura's theory as we read about in our textbook (Martinez, 175-178). (Erin) []