Case study on social learning
Case Study on Motivation and Social Learning
"The Project" When it comes to engagement in studying and evaluating students’ achievement, so many teachers talk about motivation. In particular, when a student is failing, teachers blame on lack of it. So what is motivation and why is it so important in education? Should a teacher always use various “tricks” to make students interested in class? Can students actually want to learn by themselves? And what triggers that desire for studying? In this case study we shall try to answer all these questions. We shall define the concept of motivation, discuss its types and key factors. We are going to analyze four views on motivation – behavioral, humanistic, cognitive and social learning; their ways of application and effectiveness in classroom on the example of Ms. Rinaldi’s teaching strategies. My analysis is based on Skinner’s behavioral theory including his operant conditioning theory; Atkinson and Weiner’s cognitive theory; Piaget’s cognitive approach and schema theory; Vroom’s expectancy theory; Bandura’s social learning theory and Maslow’s humanistic theory. Motivation is defined as a process whereby goal-directed activity is instigated and sustained. In simple words, motivation is a desire which pushes you to do things in order to achieve something. From this definition we can already infer direct correlation between motivation and achievement. If students are not interested in the task, they simply will not do it. Educational psychology identifies two basic types of motivation: extrinsic and intrinsic. Extrinsic motivation arises from rewards, expectations and other external factors. It focuses more not on the activity itself but more on the consequence of this activity. Intrinsic motivation, on the other hand, refers to rewards provided by the activity. It is an internal desire to so the task or learn something because it’s fascinating, it brings out curiosity and satisfaction. Ms. Rinaldi is
"The Project" When it comes to engagement in studying and evaluating students’ achievement, so many teachers talk about motivation. In particular, when a student is failing, teachers blame on lack of it. So what is motivation and why is it so important in education? Should a teacher always use various “tricks” to make students interested in class? Can students actually want to learn by themselves? And what triggers that desire for studying? In this case study we shall try to answer all these questions. We shall define the concept of motivation, discuss its types and key factors. We are going to analyze four views on motivation – behavioral, humanistic, cognitive and social learning; their ways of application and effectiveness in classroom on the example of Ms. Rinaldi’s teaching strategies. My analysis is based on Skinner’s behavioral theory including his operant conditioning theory; Atkinson and Weiner’s cognitive theory; Piaget’s cognitive approach and schema theory; Vroom’s expectancy theory; Bandura’s social learning theory and Maslow’s humanistic theory. Motivation is defined as a process whereby goal-directed activity is instigated and sustained. In simple words, motivation is a desire which pushes you to do things in order to achieve something. From this definition we can already infer direct correlation between motivation and achievement. If students are not interested in the task, they simply will not do it. Educational psychology identifies two basic types of motivation: extrinsic and intrinsic. Extrinsic motivation arises from rewards, expectations and other external factors. It focuses more not on the activity itself but more on the consequence of this activity. Intrinsic motivation, on the other hand, refers to rewards provided by the activity. It is an internal desire to so the task or learn something because it’s fascinating, it brings out curiosity and satisfaction. Ms. Rinaldi is