Ethical Considerations in Motivated Learning
Ethical Considerations in Motivated Learning
Team Paper
PSYCH/635
Ethical Considerations in Motivated Learning
Motivation is important when it comes to learning. Once the child is given that push to learn something that may be of value to them, the motivation to learn will continue as time goes on. “Students have differing perceptions of the value, or perceived information, of learning” (Schunk, 2012). Some students gravitate to what my spark their interest, such as boys to basketball and girls to home-economics. When an individual is being taught they are just as interesting in learning that subject as believing in themselves. When students have goals to achieve, the motivation to do more or better goes into overdrive.
Goal Theory and Ethical Implications
The goal theory of motivation is explained by Schunk (2012) as, “Goal theory postulates that important relations exist among goals, expectations, attributions, conceptions of ability, motivational orientations, social and self comparisons, and achievement behaviors” (Anderman & Wolters, Blumenfeld, Elliot, Maehr & Zusho, Pintrich, Pintrich & Zusho, Weiner, as cited in Schunk 2012, p. 374). Goals, values, and expectations are roles of motivation within learning as described social cognitive theorists. Goals are set and progress is evaluated, when progress is made toward those goals, an individual 's self-efficacy, self-motivation and self-achievement is validated. Goals provide the individual marker points to assess ones progress to mastering the desired outcome or knowledge retention on a particular subject. "Motivation is goal-directed behavior instigated and sustained by people 's expectations concerning the anticipated outcomes of their actions and their self-efficacy for performing those actions" (Bandura, as cited in Schunk, 2012, p. 372). The values of a learner are a key part of this motivation. If they find what they are learning self-satisfying and important they
Team Paper
PSYCH/635
Ethical Considerations in Motivated Learning
Motivation is important when it comes to learning. Once the child is given that push to learn something that may be of value to them, the motivation to learn will continue as time goes on. “Students have differing perceptions of the value, or perceived information, of learning” (Schunk, 2012). Some students gravitate to what my spark their interest, such as boys to basketball and girls to home-economics. When an individual is being taught they are just as interesting in learning that subject as believing in themselves. When students have goals to achieve, the motivation to do more or better goes into overdrive.
Goal Theory and Ethical Implications
The goal theory of motivation is explained by Schunk (2012) as, “Goal theory postulates that important relations exist among goals, expectations, attributions, conceptions of ability, motivational orientations, social and self comparisons, and achievement behaviors” (Anderman & Wolters, Blumenfeld, Elliot, Maehr & Zusho, Pintrich, Pintrich & Zusho, Weiner, as cited in Schunk 2012, p. 374). Goals, values, and expectations are roles of motivation within learning as described social cognitive theorists. Goals are set and progress is evaluated, when progress is made toward those goals, an individual 's self-efficacy, self-motivation and self-achievement is validated. Goals provide the individual marker points to assess ones progress to mastering the desired outcome or knowledge retention on a particular subject. "Motivation is goal-directed behavior instigated and sustained by people 's expectations concerning the anticipated outcomes of their actions and their self-efficacy for performing those actions" (Bandura, as cited in Schunk, 2012, p. 372). The values of a learner are a key part of this motivation. If they find what they are learning self-satisfying and important they
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