EXPLANATIONS OF INFLUENCES/CAUSES OF AROUSAL AND DIRECTION MAY BE DIFFERENT FROM EXPLANATIONS OF PERSISTENCE
In general, explanations regarding the source(s) of motivation can be categorized as either extrinsic (outside the person) or intrinsic (internal to the person). Intrinsic sources and corresponding theories can be further subcategorized as either body/physical, mind/mental (i.e., cognitive, affective, co native) or transpersonal/spiritual.
In a teaching/learning environment, it is important to assist the learner to develop a self-attribution explanation of effort (internal, control). If the person has an attribution of ability (internal, no control) as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior (e.g., I'm not good at this). If the person has an external attribution, then nothing the person can do will help that individual in a learning situation (i.e., responsibility for demonstrating what has been learned is completely outside the person). In this case, there is nothing to be done by the individual when learning problems occur.
A third cognitive approach is EXPACTANCY THEORY.which proposes the following equation:
Motivation = Perceived Probability of Success (Expectancy) *
Connection of Success and Reward (Instrumentality) *
Value of Obtaining Goal (Valance, Value)
Connection of Success and Reward (Instrumentality) *
Value of Obtaining Goal (Valance, Value)
Since this formula states that the three factors of Expectancy, Instrumentality, and Valance or Value are to be multiplied by each other, a low value in one will result in a low value of motivation. Therefore, all three must be present in order for motivation to occur. That is, if an individual doesn't believe he or she can be successful at a task OR the individual does not see a connection between his or her activity and success OR the individual does not value the results of success, then the probability is lowered that the individual will engage in the required learning activity. From the perspective of this theory, all three variables must be high in order for motivation and the resulting behavior to be high.
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