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According to How People Learn II (The National Academics Press, 2018), goals are our desired outcomes from an activity.  There are different types of goals that can be categorized into two groups: Performance goals and mastery or learning goals (Ambrose, Bridges, DiPietro, Lovett, Norman, & Mayer, 2010).

Types of goals:
---Performance goals: protects self-image. Largely driven by desire to look smart, learning happens in isolation and stored in short-term memory as opposed to deep conceptual learning and long-term recall.

---Learning/Mastery goals: based on growth of knowledge, showcases increase competence and deeper understanding of skill. Learning is more likely to take place in the face of failure and challenging experiences.

Goals can hinder or foster motivation in students.
---When student and teacher goals are misaligned, motivation can be hindered.
---When student and teacher goals are aligned, motivation can be fostered.

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As students find value in their learning, they are more likely to achieve academic success (The National Academics Press, 2018). Each students' values determine their motivation.  Subjective value is their drive or the why behind pursuing something and is drives the following:
Attainment value is satisfaction from accomplishments, intrinsic value is the satisfaction we get from within for our achievements, and instrumental value is outside rewards, such as money, power, status (Ambrose, et al, 2010).  When the alignment of these three values happens, our motivation increases.

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If students feel as though they can be successful, they will be more motivated to try.  Our past experiences direct affect our current motivations.  Additionally, if we feel as though our past achievements were accomplished by internal forces such as working hard, then we are more likely to feel as though we are able to achieve success.  However, if we feel as though our past achievements were  driven externally, such as easy assignments, or good luck, then it is less likely we will feel as though we can be successful in future learning (Ambrose, et al, 2010).

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Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010).

How learning works. San Francisco, CA: Jossey-Basa.

The National Academies Press. (2018). How people learn II. Washington, D.C.

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Social and Cultural Influences on Motivation

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Social and Cultural Influences on Motivation

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Our identities provide us a sense of who we are. We all want to feel as though we belong. When we embrace our social and cultural diversities, we can all feel this way. Providing a safe space for students to embrace who they are socially and culturally gives them a unique orientation within and across the span of who they are as individuals (The National Academics Press, 2018).  It connects them in ways that embrace them as individuals.

However, the risk of stereotype threat can inadvertently be placed upon a social or cultural group.  When the awareness of such stereotype exists, it could result in lower performance on assignments and/or assessments and/or cause anxiety (The National Academics Press, 2018).

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Our readings discussed student efficacy and provided insights in terms of how educators can foster, embrace, and promote efficacy in students. I wonder though, what effect does teacher efficacy have on students?

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When reflecting upon the different values we hold as humans, and how they affect our motivation and goals, I pondered on how the individual goals and values of teachers effect student achievement. For instance, a teacher who is driven by instrumental value and focuses on performance goals, and/or work avoidance goals, how does that affect student learning? How do we foster a balance of value, expectancies, and goals in students if the educators does not hold a balance themselves?

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The two chapters I read focused heavily on the positive effects of learning/mastery goals and how these types of goals correlate with a growth mindset. I would like to know more about fostering this in educators as well as students.

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In How Learning Works (2010), the authors discussed aligning objectives, assessment, and instruction.  We have done a lot of work in this area over the past three years at the school I am at.  However, teachers do not seem to place value on taking the time to really dig into how these three pieces interconnect.  Yet, in our data meetings, lack of student motivation is at the forefront of a lot of our discussions.  I see a gap between what we are expected to teach and what the students are learning.

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It all starts with the teachers.  These chapters enticed a significant amount of reflection in terms of how I can contribute to a shift in climate and culture of the school I am in.  Our culture is very much driven by work avoidance goals and/or performance goals.  Which then is emulated by the students, creating a culture that is in a hurry to get things done

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The area that really intrigued me was about value.  There was a sense of realization that the scope of values we hold as educators at my school site are vastly different amongst us.  I would like to know more about how to discuss our values in a way that is non judgmental, but rather reflective. It makes me wonder if we had such a conversation, if we could find common values to embrace and foster as a foundation toward unity in expectancy and motivation.