Running head: MOTIVATIONAL LEARNING THEORY

Motivational Learning Theory

Angelica Rinebarger
Northern Arizona University
December 10th, 2014

MOTIVATIONAL LEARNING THEORY

Motivational Learning Theory

Bernard Weiner contributed to our understanding of motivation with Attribution
Theory (Slavin, 2014). Attribution Theory suggests that three dimensions notably affect
our motivation for further effort. (Bernard Weiner as referenced in Slavin, 2014). These
dimensions refer to the individuals perceived reasons of successes and failures.
Specifically: Internal, Unstable and Controllable is the dimension set most associated
with high levels of motivation. Other researchers such as Carol Dweck and Norman
Feather have built upon the work of Weiner and added to our understanding of human
motivation. These recognized theories will be referenced in the framework of the
signature assignment scenario prompt analysis.
Content of the
Attribution

Internal/External

Stable/Unstable

Controllable/
Uncontrollable

Freds attributions
for math

External

Stable

Uncontrollable

Bobbys
attributions for
math

Internal

Unstable

Controllable

When referring to Freds attributions for math, his motivation is external. When
motivation is external, it does not come from within (Slavin, 2014). Freds attitude
towards math is that there is nothing he can do to become a better math student, therefore
he shouldnt even try. Freds motivation is also stable. Having a stable motivation
means the idea of math is insecure to him and he does not feel confident in his abilities.
Additionally, Fred feels like he cannot control how good he is at math and gives up when
things get challenging. On the other hand, when it comes to Bobbys attributions for

MOTIVATIONAL LEARNING THEORY

math, his motivation is internal. When motivation is internal, it comes from within a
person and does not involve external factors (Slavin, 2014). Bobbys attitude towards
math is that he can work hard to become better at it and sees his mistakes as learning to
improve. Bobbys motivation is also unstable. Having an unstable motivation means the
idea of math is secure in his mind and he feels confident in his abilities to learn and
progress. Additionally, Bobby feels like he can control how good he is at math and
continues to try even when it becomes challenging.
Fred views his math ability as an entity, meaning it wont ever change because
there is nothing he can do to change it. Fred also has a performance goal view of math.
A performance goal view means Fred is only looking at test scores and does not care
about the actual learning process. Bobby views his math ability as incremental, meaning
it is changeable and he can improve his abilities if he works hard. Bobby also has a
learning goal view of math. A learning goal view means Bobby is interested in the
learning process and wants to be able to understand the concept entirely, even if he makes
mistakes during the process.
Mr. Foster is using the concept of intrinsic task value to motivate his students by
relating math to the different interests they have. By relating math to students interest,
students may become motivated to learn the concept because theyre interested in it. Mr.
Foster is also using utility task value to motivate his students by trying to show them how
math is useful in real life. By showing his students that math is something they will use
in the future, students may become more motivated to learn the concept because it will
benefit them later on.

MOTIVATIONAL LEARNING THEORY

According to the expectancy-x-value model, a learners motivation is determined

by how much they value the goal, and how much they think they can succeed (Norman
Feather as referenced in The expectancy-value, 2011). Finding ways to make math
interesting or useful for Fred will probably not be enough to motivate him to try to learn
math that is challenging for him because Fred does not value the goal of learning
mathematics and does not see himself succeeding. Even though Mr. Fosters technique
may be beneficial for motivating other students to learn, Fred needs to find value in
learning the subject and believe he will succeed before he can truly learn.
Teachers must know how to appropriately motivate students, such as always
praising students for their effort rather than their intelligence (Carol Dweck as referenced
in Slavin, 2014). In conclusion, it is important for teachers to have a firm grasp on
motivational theory because all students need to be properly motivated to do assignments
and tasks throughout the school year.

MOTIVATIONAL LEARNING THEORY

References
The expectancy-value theory of motivation. (2011). Retrieved from
http://www.teacherstoolbox.co.uk/T_Expectancy-value.html
Slavin, R. (2014). Educational psychology: Theory and practice (10th ed.). Boston:
Pearson Education.

ORIGINAL WORKS
Dweck, C. (2007). The perils and promises of praise. Educational Leadership, 65(2),
34-39.
Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Newbury
Park, CA: Sage.
Weiner, B. (2000). Intrapersonal and interpersonal theories of motivation from an
attributional perspective. Educational Psychology Review, 12(1), 1-14.