Third week for Motivation and Management for Students E Learning, there are so many thing to do for this session. Ibu Mima always motivates us while she teaches about motivation. It’s so cool, isn’t it?
Ibu Mima asks all students to make a short story about:
– Our expectation of MMSEL course
– The affect of this course for our roles as teacher candidates
– Our expectation toward SSE
– And our learning experience in SSE influences our roles as teacher candidate in the future.
She just ask us to write and doesn’t give us any purpose about it (actually, the purpose is hidden -_-‘). SO, we write everything which is appropriate for that guideline as mention it above, with own style writing, even its look a “Curhat”, especially for me J .
After that, we discuss about The Beliefs of Motivation on Motivation to Learn by Jigsaw way. It’s helpful in understanding the course. Oh ternyata, in the middle of learning process our writing that we have written before is to be part of source’s discussed. We brainstorm about our writing and our understanding that is discussed when jigsaw session about the topic and we analyze our writing towards the topic.
Nevertheless, what the topic specifically that we are discussing about, the topics are:
– Expectation: Beliefs about Future Outcomes
Expectancy >< value theory : a learner motivation using how deep a learner expect to succeed on a learning task times of value they place on succeeding at the task as a framework ( Wighfield & Eccles, 1992, 2000). Someone’s expectation will be affected towards their outcomes in the future, if the expectation is high so their beliefs will be increase and more challenging for themselves, vice versa.
– Beliefs about Intelligent
There are two kinds about intelligent motivation, that are:
- Entity view of intelligent
People’s beliefs are essentially fixed and stable over time (Dweck, 1999; Dweck & Legget, 1988). For example, “ I cannot sing a song beautifully, because there is no my family gen who can sing a song, but I’m good in dancing”. This sample show that she/he believes that her/his ability is fixed and there is a little she/he can do about it.
- Incremental view of intelligent
People’s beliefs are not stable and can be increased with effort. For example : “ I cannot sing a song beautifully, but I believe I can do it, with more practice and high struggle, even there is no my family gen who can sing a song.”
– Self-Efficacy: Beliefs about Capability
Self efficacy depends on four factors (Bandura, 1986), the are:
- Past Performance
- Verbal Persuasion
- Psychological state
People’s self-efficacy will be down, when their beliefs is low, and in contrast, people’s self-efficacy will be up, when their beliefs is high. High or low of self-efficacy for person is influenced by four factors above.
– Beliefs about Value
Value tends to benefits, rewards, that individual believe may result from participating in a task or activity. There are three types of value ( Wigfield & Eccles, 2000, 2002):
- Attainment value, e.g. :” I’m good in analyze statistic data, I have got to do well in this analyze process”
- Utility value, e.g. : I’m not crazy about calculus III, but I need to get good at it.
- Cost, e.g. : “ I will not good to join with this community, I’m very busy and I don’t’ have any time to commit with it.
– Attributions: Beliefs about Causes of Performance
That’s all about my learning process experience for third week of MMSEl course, hopefully the next session will be more great and joyful, but still meaningful.