Presentation on the topic of motivation in psychology. Presentation of the "rules of successful motivation". Feeling free to choose
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Motivation is an internal psychological characteristic of a person, which is expressed in external manifestations, in a person's attitude to the world around him, in various types of activity. *
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Activity without motive or with a weak motive is either not carried out at all, or turns out to be extremely unstable. The amount of effort that he puts into his studies depends on how the student feels in a certain situation. Therefore, it is important that the entire learning process evokes in the child an intense and inner urge to knowledge, intense mental work. *
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Learning activity is such an activity that turns the child on himself, requires reflection, an assessment of "what I was" and "what I have become." *
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MOTIVES educational and cognitive social positional to be useful to society desire to fulfill one's duty understanding of the need to learn a sense of responsibility mastering new knowledge interest in methods of independent acquisition of knowledge independent improvement of methods of acquiring knowledge rational organization of one's own educational work a certain position in relations with others to influence other students, dominate in the team self-affirmation to earn credibility *
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Educational and cognitive motives are directly embedded in the educational activity itself and are associated with the content and process of learning, with mastering, first of all, the method of activity. They are found in cognitive interests, the desire to overcome difficulties in the process of cognition, and to show intellectual activity. The development of the motives of this group depends on the level of cognitive need with which the child comes to school and on the level of content and organization of the educational process. *
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The broad social motives of junior schoolchildren look like motives for self-improvement (to be cultured, developed) and self-determination (after school, continue to study or work, choosing a profession). The fact that the child is aware of the social importance of learning creates a personal readiness for school and positive expectations for it as a result of a social attitude. These motives act as understood and are associated with distant, deferred goals. They are joined by motives of duty and responsibility, which at first are not recognized by children, but actually act in the form of conscientious fulfillment of the teacher's tasks, the desire to meet all his requirements. However, these motives are not inherent in all children, which is associated with 1) an inaccurate understanding of responsibility and irresponsibility at this age and with 2) an uncritical attitude towards oneself and often - overestimated self-esteem. *
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Narrow motives (positional) appear in the form of a desire to get a good mark at any cost, to earn the praise of a teacher or the approval of parents, to avoid punishment, to receive an award (motives of well-being) or in the form of a desire to stand out among peers, to occupy a certain position in the class (prestigious motives). *
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MOTIVES internal external independent cognitive work in helping adults Interest in the process of activity interest in the result of activity striving for self-development, the development of any of its qualities, abilities is carried out out of duty in order to achieve a certain position among peers due to the pressure of relatives, teachers *
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Motivation for teaching students
Every parent wants his child to study well, to study with interest and desire at school.
"I DO NOT WANT TO STUDY!!!"
Motivation can be defined as a set of psychological causes that explain human behavior, its beginning, direction and activity. Motivation explains the purposefulness of action, organization and stability of activities aimed at achieving a specific goal. The motive for learning is the student's focus on certain aspects of educational work. Motivation for learning is manifested in the goals that the student pursues in learning activities.
Motivation levels
Such children have a cognitive motive, the desire to fulfill all the school requirements most successfully. Students clearly follow all the instructions of the teacher, are conscientious and responsible, they are very worried if they receive unsatisfactory marks. High motivation
Average motivation The school attracts these children with extracurricular activities. Such children feel quite well at school. They like to feel like students. Cognitive motives in such children are formed to a lesser extent, and the educational process attracts them little. Students successfully cope with educational activities.
These children are reluctant to attend school. They prefer to skip classes. In the classroom, they often do extraneous matters, games. Experiencing serious learning difficulties. Low motivation
They do not cope with educational activities. Experiencing problems in communicating with classmates, in relationships with the teacher. School is often perceived by them as a hostile environment, and it is unbearable for them to stay in it. Students may be aggressive. Refuse to complete assignments. Follow these or those rules and regulations. Often such schoolchildren have neuropsychiatric disorders.
M.R. Ginzburg, presented in his book A Study of Learning Motivation.
Level of motivation for learning, grade 2 students
I - a very high level of motivation with a pronounced personal meaning, a predominance of cognitive and internal motives, a desire for success; II - a high level of educational motivation; III - normal (average) level of motivation; IV - reduced level of educational motivation; V - low level of motivation with a pronounced lack of personal meaning in the student.
Level 6 learning motivation
The level of motivation for learning of grade 7 students
Level of motivation for learning in grade 8 students
The level of motivation for learning of 11th grade students
What reduces a child's motivation?
Lack of love makes it difficult for a child to develop. The impact of poor psychological climate at school. Parental fear prevents children from becoming independent. Excessive loads consume energy. Excessive requirements do not allow children to fully learn. When there is no interest in a subject, there is no desire to learn.
How to increase the internal motivation of a student?
A world full of love The emotional climate in the family is important. Joint leisure, joint meals. Authoritative parenting (the right combination of love and control: boundaries, support, free space for self-reliance). You shouldn't be deprived of love or punished for poor grades. They don't study for grades. Analyze errors. Personal example and reaction of complicity. Installation: Errors are normal.
Free space within reasonable limits. Motivated children are independent children. A clear daily routine - make adjustments to the schedule by negotiating. Do not prompt for an answer to a learning problem. Only lead to the right path of decisions, incline to reflection. Setting: "I know you can do everything yourself" High requirements, but appropriate to the possibilities. Avoid underestimation. Revaluations.
Belief in your own abilities Help your child to build faith in their own abilities.
Emotional Development 1. Express feelings clearly. For example: "I am angry with you because ...". 2. Pay attention to your child's concerns. 3. Talk about feelings. 4. React intelligently. 5. Influence your child's feelings. 6. Explain incomprehensible feelings. 7. Observe your own feelings. 8. Help your child overcome negative feelings. 9. Teach your child to manage their feelings.
Endurance Understanding that success does not come immediately. It takes work and patience.
Fair Reward Praise for concrete deeds and successes. Praise your efforts. It is better to celebrate not the result, but the effort spent. It is important to show that the reward is your recognition for the child's efforts. They are effective on motivation - not material gifts, but pleasant events. The reward must match the achievement.
Fair criticism Express your complaints reasonably (“I don’t like… because…”). Express your complaints in a neutral tone. When making a comment, point out the "pluses" ("The formula that you applied is correct, but you need to check the result again." Find out the reasons, ask questions ("I think you started preparing for the test too late, maybe this? Attitude: It's not a lack of ability, it's a lack of effort.
Thanks for attention!
1. Learning for the sake of learning, without pleasure from the activity or without interest in the subject taught. 2. Education without personal interests and benefits. 3. Training for social identification. 4. Learning for the sake of success or for the fear of failure. G. Rosenfeld 5. Training under duress or under pressure. 6. Learning based on concepts and moral obligations or on generally accepted norms. 7. Learning to achieve a goal in everyday life. 8. Learning based on social goals, requirements and values.
There are many research works related to identifying the components of the motivational structure in the field of learning, with the classification of learning motives. And there is practically no research on how these motives relate to the blocks of the motive and the stages of the motivational process, taking into account the age and gender of the students, the situation in the family, social origin, etc.
Such motivation does not lead to successful results 1. Motivation, which can be conditionally called negative. This refers to the student's motives caused by the awareness of certain inconveniences and troubles that may arise if he does not study (reproaches from parents, teachers, classmates, etc.).
2. Motivation, which is positive in nature, but also associated with motives embedded outside the educational activity itself. This motivation comes in two forms: 2 a. Such motivation is determined by social aspirations that are significant for the individual (a sense of civic duty to the country, to loved ones). This is the most valuable motivation. 2 b. This form of motivation is determined by narrow-minded motives: the approval of others, the path to personal well-being, etc. Types of motivation for learning activity associated with learning outcomes However, if in the learning process this attitude is not supported by other motivating factors, then it will not provide the maximum effect, since it is not the activity as such that is attractive, but only what is associated with it.
3. Motivation that lies in the learning activity itself, for example, motivation related directly to the goals of learning. The motives of this category are: satisfaction of curiosity, acquisition of certain knowledge, broadening of horizons. Motivation can be embedded in the very process of learning activity (overcoming obstacles, intellectual activity, realizing one's abilities, etc.). Types of learning motivation associated with learning outcomes
Manifestations of these motives in the educational process: real successful completion of educational tasks; a positive reaction to the teacher's increase in the difficulty of the task; contacting the teacher for additional information, readiness to accept them; a positive attitude towards optional tasks; addressing study assignments in a free, optional setting, for example, at recess. Broad cognitive motives consist in the orientation of students to master new knowledge.
Broad cognitive motives vary across levels. This can be: a) interest in new entertaining facts, phenomena, or b) interest in the essential properties of phenomena, in the first deductive conclusions, or c) interest in patterns in educational material, in theoretical principles, in key ideas, etc.
Educational and cognitive motives consist in the orientation of schoolchildren to assimilate the methods of acquiring knowledge. Their manifestations in the lesson: the student's independent appeal to finding ways of working, solutions, to their comparison; return to the analysis of the method for solving the problem after obtaining the correct result; interest in the transition to a new action, to the introduction of a new concept; interest in analyzing your own mistakes; self-control during work as a condition for attention and concentration;
The motives for self-education consist in the orientation of schoolchildren towards self-improvement in the methods of acquiring knowledge. Their manifestations in the lesson: addressing the teacher and other adults with questions about the methods of rational organization of educational work and methods of self-education, participation in the discussion of these methods; all the real actions of schoolchildren to implement self-education (reading additional literature, attending circles, drawing up a plan for self-education, etc.).
Manifestations of these motives in the educational process: actions that testify to the student's understanding of the general importance of learning, about the readiness to sacrifice personal interests for the sake of public ones. Broad social motives consist in the desire to acquire knowledge based on the awareness of social necessity, obligation, responsibility in order to be useful to society, the family, to prepare for adult life.
Narrow social, so-called positional motives consist in the desire to take a certain position, a place in relations with others, to get their approval, to earn their authority. Manifestations: desire for interaction and contacts with peers; initiative and unselfishness with the help of a friend; acceptance and submission of proposals for participation in collective work. A variety of such motives is considered the motivation of well-being, which manifests itself in the desire to receive only approval from teachers, parents and friends.
The motives for social cooperation are the desire to communicate and interact with other people, the desire to realize, analyze the ways, forms of their cooperation and relationships with the teacher and classmates, and improve them. Manifestations: the desire to understand the ways of teamwork and improve them, interest in discussing different ways of frontal and group work in the classroom; striving to find the most optimal options for them, interest in switching from individual work to collective work and back.
AK Markova describes two groups of psychological characteristics of cognitive and social motives. 1. Substantial motivational characteristics are directly related to the content of the student's educational activity. 2. Dynamic characteristics characterize the form, dynamics of expression of these motives. A. K. Markova
The meaningful characteristics of motives are as follows: 1) the presence of a personal meaning of teaching for the student; 2) the presence of the effectiveness of the motive, i.e. its real impact on the course of educational activity and the entire behavior of the child; 3) the place of motive in the general structure of motivation; 4) independence of the emergence and manifestation of the motive; 5) the level of awareness of the motive; 6) the extent to which the motive is spread to different types of activities, types of educational subjects, forms of educational tasks.
Dynamic characteristics of motives: 1. Stability of motives. It also manifests itself in the fact that the student readily learns even in spite of unfavorable external stimuli, hindrances, and in the fact that the student cannot but learn. 2. Modality of motives and their emotional coloring. Psychologists talk about negative and positive motivation for learning. 3. Other forms of manifestation of motives are also expressed in the strength of the motive, its expression, the speed of occurrence, etc. They are found in, for example, how long a student can sit at work, how many tasks he can complete, driven by a given motive, etc.
Motivation
Slides: 40 Words: 1602 Sounds: 0 Effects: 0Physiology of higher nervous activity. The biological role of motivations and emotions. Homeostasis. Needs. Unconditioned reflexes. Motivation starts the implementation of an instinctive program of behavior. The oldest mechanism. Types of motivations. Emotions are the most important reinforcing factor. Unconditional incentives. Emotions. Need-informational approach. Individual typological characteristics of the subject. Functions of emotions. Emotions are closely related to cognitive processes. Physiological study of motivations and emotions. Methods for the physiological study of motivations. Experiment scheme. Areas of "reward". - Motivation.ppt
Life values
Slides: 33 Words: 1525 Sounds: 0 Effects: 0Motivation and self-perception. Personality, values \u200b\u200band lifestyles. The content of the lecture. Demographic analysis. Brand personality is the consumer's interpretation of the characteristics of various brands. Key concepts. Motive is a persistent impulse that directs the behavior of an individual to achieve a certain goal. Motivational conflict - meeting one need at the expense of another. Self-control is the ability to change one's behavior in accordance with social expectations. Personality and behavior theory of personality. Superego - social and personal norms, serves as an ethical limitation of behavior. Ego (I) is a product of hedonistic requests of the Id and moral prohibitions of the Superego. - Values \u200b\u200bof Life.ppt
Maslow pyramid
Slides: 18 Words: 1411 Sounds: 0 Effects: 0Abraham Maslow. Maslow's pyramid. The needs are universal. People have many different needs. Hunger, thirst, sex drive. Physiological needs. The need for security. Need for belonging and love. Need for recognition. The need for self-actualization. Needs. Needs (personal) growth. Hierarchy of needs. Pyramid. - Pyramid Maslow.ppt
Motivation theories
Slides: 13 Words: 571 Sounds: 0 Effects: 1Introduction to the theory of motivation. Need. Value. Reward. Motive. Satisfaction or dissatisfaction. Motivation is an internal process that leads to behavior aimed at satisfying a need. Behavior. Motivation theory. Process theory of motivation. Substantial theories of motivation. Maslow's pyramid of needs McClelland's theory of needs. Herzberg two-factor model. What motivates? What influences the motivation process? Substantial theories. David McClelland's Theory of Three Needs. The need for involvement, complicity. The need to rule. - Theories of motivation.ppt
Motives and needs
Slides: 32 Words: 1863 Sounds: 0 Effects: 0Career guidance lesson. Choice of profession. Chartres Cathedral. Picture. The photo. Cathedral of Notre Dame. Lesson. Labor motives. Awareness of motives. Young man. Motivation. Need. Overcoming. Doctors. Ballerina. Determination of motivation. Interpretation of results. The Tale of Tsar Saltan. Life planning. Human needs. High level. Consumption. Passion for power. Jam. Kind of activity. In hot pursuit. Reading circle. Motive. Research results. - Motives and Needs.pptx
Human abilities
Slides: 8 Words: 223 Sounds: 0 Effects: 45Social Studies. Human abilities. Human capabilities. Evolution. Abilities? Outstanding achievements of people. Memorization methods: -visual, -travel, -algorithms, etc. Is there a limit to people's abilities? forecast (30s of the 20th century): -100 m-10.0 sec, -height-2.25 m Bar-200kg, world records (2000): -100 m-9.81 sec, -height-2 , 45 m Bar-280kg, Lifespan: New era, new abilities. What's in the way? Telepathy. Telekinesis. Overcoming the force of gravity. Ignition. Unexplained possibilities. Oriental medicine. Sense of the field. Remnants of the knowledge of ancient civilizations? -
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Presentation slides text content: Ancient wisdom says: you can lead a horse to a watering place, but you cannot make him drink. How to motivate a student's cognitive activity? "The psychological law says: before calling a child to any activity, interest him in it, take care to discover that he is ready for this activity, that he has all the forces necessary for it" L. S. Vygotsky " There is no activity without motive. AN Leontiev Motive Motive is the source of any person's activity. Motive is what prompts a person to activity, for the sake of which it is performed. There is no internal motive - an internal driving force, and any business is doomed to be boring, boring, unnecessary. “When information is presented outside of interest, a center of its active rejection is formed in the cerebral cortex” I. Pavlov Without the child's inner mood, without his motivation for activity, violence is chosen as the main pedagogical influence. A teacher who relies only on the concepts of "must" and "must" is faced with negative, negative motivation. The child develops: a tendency to avoid learning; activities and learning outcomes are insignificant; distraction for lessons; quick fatigue; and rigidity of thinking. The intrinsic motive of learning activity should always precede and accompany learning. The teacher sometimes forgets that much of what he himself considers important and useful is meaningless for the student. Motivation must be specially formed, developed, stimulated The process of forming and consolidating positive motives of educational activity in schoolchildren is called motivation of educational activity Factors influencing the formation motives of the educational activity of schoolchildren. The content of the educational material. The style of communication between the teacher and the student. The nature and level of educational and cognitive activity. Communication style between teacher and student Authoritarian Forms “external” motivation for learning, the motive of “avoiding failure”, delays the formation of internal motivation. Democratic Promotes internal motivation. Liberal (conniving) Decreases motivation for learning and forms the motive of “hope for success” Communication style between teacher and student. achievements and shortcomings in the development of personality, the manifestation of trust in the strength and capabilities of the student. The manifestation of the teacher's personal attitude to the student, class, expressing his own opinion. The manifestation of the teacher's own qualities, personality data (in terms of communication, erudition, attitude to the subject, business qualities, etc.) etc.) and encouraging students to do so. Organization of friendly relationships in a team (mutual examination, exchange of views, mutual assistance. The main methods of motivation and stimulation of students' activity can be divided into 4 blocks of basic methods of motivation, depending on the influence on various spheres of the student's personality I. Emotional methods of motivation, encouragement, censure, educational and cognitive game, creation of vivid visual-figurative representations, creation of a situation of success, stimulating assessment, satisfaction of the desire to be a significant person. II. Cognitive methods of motivation, reliance on life experience, cognitive interest, creation of a problem situation, inducement to search for alternative solutions, performing creative tasks, “brainstorming” ", Developing cooperation (pair and group work, project method III. Voluntary methods of motivation, presentation of educational requirements, informing about educational learning outcomes, cognitive difficulties, self-assessment of activities and correction, reflection of behavior, forecasting a future figure IV. Social methods of motivation development of the desire to be useful to society, the urge to imitate a strong personality, the creation of a situation of mutual help, the search for contacts and cooperation, interest in the results of teamwork, mutual review, reviewing. The system of developing motivation for learning If earlier in the classroom they aroused interest in learning, now it is necessary to develop it, which means it is necessary to develop a whole system of creative tasks for classes - a set, which includes creative tasks with interesting content from three main groups: cause-and-effect relationships , combining information, planning and carrying out practical activities. System for the development of motivation for learning The use of a system of creative tasks for the development of motivation among students for learning activities involves the use of at least one task from each group in each lesson. Results: The development of educational motivation of students requires from the teacher not only a large investment of time, but above all a creative approach to their activities. This is possible when rethinking and revising the technology of work, with systematic creative growth. According to Disterweg, “the teacher becomes stiff, stony,“ sinks ”without striving for scientific work, because he falls under the power of three pedagogical demons: banality, mechanicalness, routine” MBOU Secondary School No. 2 of Voronezh The presentation “Motivation of the educational activity of schoolchildren” was prepared by: teacher-psychologist N.A. Kulakova
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