Motivation and Self-Efficacy Fagus Guides > Motivation and Self-Efficacy Contents How to Use This Guide to Set Goals Introduction Developmental Sequence Overview Infancy                               (0-2 years) Early Childhood           (2-7 years) Middle Childhood      (7-11 years) Adolescence   …

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How to Use This Guide to Set Goals Fagus Guides > Motivation and Self-Efficacy How to Use This Guide to Set Goals Read the definition at the beginning of the introduction to familiarise yourself with the topic (decide if you want to read more of the introduction) Establish the child’s current point of development –…

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Introduction Fagus Guides > Motivation and Self-Efficacy Introduction Defining Motivation “To be motivated means to be moved to do something” (p. 54, Ryan & Deci, 2000a). People vary in the amount and type of motivation that they have for tasks. Furthermore, motivation can be divided into two categories: intrinsic and extrinsic motivation (words in bold…

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Developmental Sequence Overview Fagus Guides > Motivation and Self-Efficacy Developmental Sequence Overview Development of Motivation The following section describes the development of motivation within the Ryan and Deci framework of autonomy, competence and relatedness throughout childhood and adolescence (see Figure 2 for a summary). Please note that developmental ranges and ages vary substantially from child…

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Infancy (0-2 years) Fagus Guides > Motivation and Self-Efficacy Infancy (0-2 years) Autonomy – feeling in control of our actions and choices understanding of cause and effect develops as the infant learns that their actions can affect the environment around them, forming the basis of self-efficacy the infant learns that they can make things happen…

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Early Childhood (2-7 years) Fagus Guides > Motivation and Self-Efficacy Early Childhood (2-7 years) Autonomy – feeling in control of our actions and choices self-talk during a task can helpfully increase self-efficacy states the rules for learning and assures the child that they are capable of applying them indirectly informs the child that they are…

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Middle Childhood (7-11 years) Fagus Guides > Motivation and Self-Efficacy Middle Childhood (7-11 years) Autonomy – feeling in control of our actions and choices understands that effort can compensate for a lack of ability understands that learning new techniques can enhance performance may use rules and heuristics when processing efficacy information (e.g. expenditure of more…

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Adolescence (11-19 years) Fagus Guides > Motivation and Self-Efficacy Adolescence (11-19 years) Autonomy – feeling in control of our actions and choices relates to and uses school performance goals (which demonstrate achievement) more than mastery goals (which involve learning a new skill) until late adolescence may be a result of the learning environment in secondary…

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Motivation and Self-Efficacy: Example Objectives, Goals and Plans Fagus Guides > Motivation and Self-Efficacy Motivation and Self-Efficacy: Example Objectives, Goals and Plans Pupil A is 14 years old. When a task becomes challenging he tends to give up and will say “I can’t do it”, especially in Maths. His teacher would like to support him…

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Glossary Fagus Guides > Motivation and Self-Efficacy Glossary Ability: having the necessary power, resources, skill, time, opportunities etc. to do something Autonomy: feeling in control of own actions; being self-governed Capability: having the necessary skills and mindset to be able to do something. One can be capable of something without being able at that moment…

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References Fagus Guides > Motivation and Self-Efficacy References Agent. (n.d.). In Merriam-Webster.com. Retrieved April 25, 2016, from http://www.merriam-webster.com/dictionary/agent Anderman, E. M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology, 22(3), 269-298. Bandura, A. (1997). Self-efficacy: The exercise of control. USA:…

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