On the third session of Motivation and Management of Students for Effective Learning class we discussed about the influence of beliefs on motivation to learn. As the initial activities, Ms. Mima asked us about our expectation in 5-10 years later. There were lots of expectation come to our head such as become a ministry of education, being a teacher, and can buy a house. But for me, mine is to build a kindergarten school in my home town, why? Because i love kids, hehehe.

Then the next activities is writing a passage that cover all questions (what are your expectation of this course? What will the course affect your roles as a teacher candidates? What is your expectation toward SSE? How your learning experience in SSE influence your roles as a teacher – in the future?). This is the starting activities to determine what kind of beliefs that others have.

The following activities was jigsaw. Through the jigsaw we learn about expectations:beliefs about future outcomes, beliefs about intelligence, self-efficacy: beliefs about capability and beliefs about value. From the discussion of expert and home group, expectation: beliefs about future outcomes is learners will expect big to something they are valued more. For example learners will expect that they will pass the exam perfectly, the learners have such expectation because they know that exam is important. For beliefs about intelligence, it is divided into two perspectives, entity view of intelligence and incremental view of intelligence. Learners with entity view of intelligence will tend to think that intelligence is fix and cannot be change. Learners with this view will not have motivation to learn. They think that they can do nothing to have some ability. They will also tend to do self-handicapping, for example a students with low score on drawing class will says that i inherited not good at drawing since my parents cannot do anything on drawing instead of think that it was because he/she did not practice it. On the other hand, learners with incremental view of intelligence think that intelligence is unstable, they can do anything if they put effort on it. This kind of learners will have motivation to learn anything.

Factor that influence self-efficacy: beliefs about capability are past performance, modeling, verbal persuasion and psychological state. Past performance, this is become more important if learner have bad experience in similar task, for example in the past learner is asked to do “A” job, but the result is not quite good as impact he/she will not have encouragement to do the same job because he/she feel he/she does not have capability on it, on the other hand if the learner have a good experience on that job, he/she will have encouragement that they have capability on that job. For modelling, learner will feel they have capability through others (modelling), for example learner A will increase A’s self-efficacy through observing B’s performance. A observe that B can do the task so A can do that also.

Verbal persuasion can be through comment or suggestion, learner’s self-efficacy will increase if they got good and persuasive comment. For example teacher comment to students “i know you can do it”. On the other hand, learner’s self-efficacy will decrease if they got bad and not-persuasive comment. For example teacher comment to students “you make  lots mistake, redo it!”.

Psychological state, for example learners will start that they cannot do better because they are in starving condition or feel fatigue.

Whatever that, i think we can do better if we put effort on it.

I think that’s all from me.

Thank you.

Richa Fatimah

For MMSEL class

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