by Lisa McMullin -in the PIPD 3250
well put , Case studies can be very effective and can result in a positive learning enviornment I like this digital project very entertaining and to the point good job Lisa.
Introduction: Vroom's Expectancy Theory Victor H. Vroom, Professor, Yale University “Expectancy theory proposes that work motivation is dependent upon the perceived association between performance and outcomes and individuals modify their behavior based on their calculation of anticipated outcomes" (Chen & Fang, 2008) Introducing my summery on the topic I was given for the 3250 PIPD online class, Expectancy Theory.Also known as expectancy theory of motivation, this proposes “an individual will behave or act in a certain way because they are motivated to select a specific behavior over other behaviors due to what they expect the result of that selected behavior will be.” (https://en.wikipedia.org/wiki/Expectancy_theory). Basically when there is an outcome that is desired a certain motivation will drive specific behaviours in order to achieve the outcomes .This theory is proposed by Victor Vroom in 1964. ”Victor H. Vroom (1964) defines motivation as a process governing choices among alternative forms of voluntary activities, a process controlled by the individual. The individual makes choices based on estimates of how well the expected results of a given behavior are going to match up with or eventually lead to the desired results. Motivation is a product of the individual's expectancy that a certain effort will lead to the intended performance, the instrumentality of this performance to achieving a certain result, and the desirability of this result for the individual, known as valence ” https://en.wikipedia.org/wiki/Expectancy_theory Main Ideas Expectancy theory has three components Expectancy:belief that ones effort will result in desired performance goals . Self efficacy - ones belief in their ability to successfully perform a particular behaviour. - Individual assesses whether they have the skills or knowledge desired to achieve their goals. Goal difficulty -when goals are set too high or performance expectations that are made too difficult, Likely leading to low expectancy. -Individual believes that their desired results are unattainable. c.Perceived control - believe that they have some degree of control over expected outcome -When individuals perceive that the outcome is beyond their ability to influence, expectancy, and thus motivation, is low. Instrumentality: belief reward will be given if expectation goals are met. -pay increase, promotion, recognition or sense of accomplishment. When reward is the same for all performances instrumentality is low -commission is also another way instrumental outcomes work.Performance is directly linked with outcome (how much money is made). If performance is high the more money the person will make. -Factors associated with ones instrumentality for outcomes are trust foe the people who decide who get what outcome based on performance , control on how the decision is made on who gets what outcome. policies, understanding the link between performance and outcome. Valence: Value placed on the reward of an outcome -based on their needs, goals, values and Sources of Motivation. Influential factors include one's values, needs, goals, preferences and sources that strengthen their motivation for a particular outcome. -Valence is characterized by the extent to which a person values a given outcome or reward. This is not an actual level of satisfaction rather the expected satisfaction of a particular outcome. “Valence is one behavioral alternative, where the decision is measured on the value of the reward. The model below shows the direction of motivation, when behavior is energized:”(https://en.wikipedia.org/wiki/Expectancy_theory) Motivational Force- -The product of all three components (expectancy, Instrumentality and valence. Expectancy and Instrumentality are attitude (cognition).Valence is based on the individual’s values Examples of valued outcomes: pay increases, bonuses, promotions, time off, new assignments, recognition, good marks, scholarships. If a teacher can effectively determine what their learners values, this will allow the teacher to motivate students in order to provide the best learning environments and get the best results and effectiveness in the class. Implications for the class “(1) make clear to students why a specific outcome is desirable (e.g. getting and A/A* at GCSE speaking exams). Make sure you list as many benefits as possible, especially those that most relevant to their personal preferences, interests and life goals; (2) provide them with a clear path to get there. This may involve showing them a set of strategies they can use (e.g. autonomously seeking opportunities for practice with native speakers in school) or a clear course of action they can undertake which is within their grasp (e.g. talk to your teacher about how to improve your essay writing; identify with their help the two or three main issues; work out with them some strategies to address those issues; monitor with their help through regular feedback and meetings with them that their are working and if they are not why; etc.). A clear path gives a struggling student a sense of empowerment, especially if they feel that they are being provided with effective tips and support to overcome the obstacles in the way; support their self-belief that that outcome can be achieved (e.g. by mentioning to them examples of students from previous cohorts of similar ability who did it) and by reminding them of similar/comparable challenges they successfully undertook in the past. “ DR GIANFRANCO CONTI Cons: Some, not all challenges with expectancy theory in the classroom: 1- students might expect or get use to expecting a reward for every time they put effort into something. 2-The rewards the teacher offers might not align with the students desire or values 3-It has to be clearly stated what is expected of them, communication would have to be clear. 4-Students need to see the connection between performance and reward. There may be other challenges, feel free to add some in the forum. “An individual’s own perceptions of performance reward and goal satisfaction will determine his or her level of effort not the objective outcomes themselves. Accordingly continuous feedback is necessary to align perceptions with reality..” Resources https://en.wikipedia.org/wiki/Expectancy_theory https://wikispaces.psu.edu/display/PSYCH484/4.+Expectancy+Theory https://gianfrancoconti.wordpress.com/2015/07/27/eight-motivational-theories-and-their-implications-for-the-foreign-language-classroom/ https://goanimate.com/videos/0JZlEyJigufA?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent This is great for class time being used in an efficient manner. very pro active learning .
exposure before starting always gives the students the advantage for better learning. less time in class trying to exposes and more time for questions and explaining. Thanks Donna this student engagement tequnique is great for active learners and extroverts :) great for team building.
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