Make an Update: Take one area of the learning sciences. How does educational psychology contribute to our understanding? What evidence does it offer? What interpretative concepts and theories does it provide?

The area of learning sciences I choose is motivation. In my teaching experience of ten years I found many examples where I found that motivation influences learning. Motivation influences how one invests his/her time and for how long one invests time working on that goal. Obviously if one works more on something , the chances of achieving the goal is higher(as per Carol Dweck in her book mindset).

In order to achieve a goal, a person has to have a motive. Motive is that drive which makes one does what one does. The motive will also include interests, attitudes, and purposes. Seifert and Sutton classified these motives and their sources as (i) motives as behavior change, (ii) motives as goals, (iii) motives as interests, (iv) motives as attributions about success, (v) motives as beliefs about self-efficacy, and (vi) motives as self- determination. ( from the research paper motivation in learning).

How children learn with motivation? And Factors influencing motivation:

Evidence that suggests that motivation affects learning: Various researches show how motivation impact learning significantly.

According to the paper “Motivation in Learning by Jacob Filgona, John Sakiyo, D. M. Gwany and A. U. Okoronka”, “The success of learning depends on whether or not the learners are motivated. Motivation drives learners in reaching learning goals. It is important to recognize the fact that motivating learning is a central element of good teaching”.

Types of motivation:

1. Intrinsic motivation: Motivation that individuals have in them. For example the sports people in para Olympics, there stories are so inspiring. They had immense motivation and drive to move towards their goal. According to CAROl DEWEK in her book MINDSET, having a clear goal and moving towards it motivates one and increases the chances of success to a great extent.
2. Extrinsic motivation: This types of motivation lies outside the person. Here are some examples:

• There was a project showcase day in the school. All children of my class(Grade 9) had been preparing for this for days. They worked on their projects showed to me and then worked on it again after my feedback. One of the students worked on a circuit which got broken a day before the presentation. He emailed me and sounded very disappointed. He didn’t have much time to work on it again. I suggested him to make the circuit on a website and show its working there but do not back out. He reluctantly agreed. But he started sharing with the parents, he gained confidence. He felt confident and good. He shared his feedback that how what I said and the way I pushed him and showed confidence in him motivated him.
• I used motivation with all my children and saw how positively it influenced their results. Children who never had interest in science, not only developed interest but ended up scoring well too. I saw how motivation influenced the learning of children with special needs. Children worked hard and pushed themselves just the right amount. Obviously the motivation has to be the right amount otherwise children will not value it. You have to be honest even when you are motivating which means if a child isn’t trying, you cant say I can see you are working hard but instead you can say “I know you can do it, you just need to try seriously” .

Interpretative concepts and theories :

1.  Growth Mindset (Carol Dweck):Concept: The belief that abilities and intelligence can be developed through effort, learning, and persistence. This mindset contrasts with a fixed mindset, where individuals believe their abilities are static.Interpretation: In my experience, students who adopt a growth mindset are more likely to persevere through challenges and invest time in their learning, increasing their chances of success. The story of the student who overcame the broken circuit by finding an alternative solution aligns with this concept. By encouraging a growth mindset, I helped the student see the challenge as an opportunity for growth rather than a setback.
2. Self-Determination Theory (SDT):Concept: This theory posits that people are motivated to grow and change by three innate and universal psychological needs: autonomy (control over one's own actions), competence (a sense of mastery), and relatedness (a sense of connection to others).Interpretation: When I encouraged my student to pursue the alternative solution and supported him through the process, I was fostering his sense of competence and relatedness. This support not only motivated him to complete the project but also built his confidence and connection to the learning process.
3. Intrinsic vs. Extrinsic Motivation:Concept: Intrinsic motivation arises from within the individual, driven by personal interest or enjoyment in the task itself, whereas extrinsic motivation comes from external factors, such as rewards or recognition.Interpretation: In my teaching, I've observed both intrinsic motivation (e.g., the para-athletes' inspiring stories) and extrinsic motivation (e.g., the student's motivation to succeed after receiving positive feedback). Understanding these concepts allows me to tailor my motivational strategies to each student's needs, ensuring that they remain engaged and driven.
4. Expectancy-Value Theory:Concept: This theory suggests that motivation is determined by the expectation of success and the value placed on that success. Students are more likely to engage in tasks they believe they can succeed in and that they find valuable.Interpretation: By setting clear goals and helping students see the value in their work (e.g., preparing for the project showcase), I increased their motivation. My encouragement helped students believe in their ability to succeed, which in turn led them to invest more effort in their learning.

Link:

• Research paper Motivation in Learning : https://www.researchgate.net/publication/344199983_Motivation_in_Learning#:~:text=The success of learning depends,central element of good teaching.
• The book MINDSET by Carol Derek