Pick 1 phenomenon or theory from any of the chapters covered. Next, perform a literature search to locate five empirically reviewed academic articles illustrating how that phenomenon or theory can be applied to a common human experience. Create a PowerPoint, you may include short video clips, This presentation is meant to be fun and engaging. You must cite all your sources both in a reference list at the end of the presentation and during the presentation using APA format.
I have chosen the Chapter on which I want my presentation to be is Chapter 6: Student Motivation
I have clipped the link to find the direct link on this course you will have to find other articles to support your point in the Powerpoint.
attachment
EdPsy2009_Seifert_Sutton1.pdf
Educational Psychology
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Educational Psychology Second Edition
Kelvin Seifert and Rosemary Sutton
Copyright © 2009 Kelvin Seifert
For any questions about this text, please email: [email protected]
Editor-In-Chief: Kelvin Seifert
Associate Editor: Marisa Drexel
Editorial Helpant: Jackie Sharman
Proofreader: Rachel Pugliese
The Global Text Project is funded by the Jacobs Foundation, Zurich, Switzerland
This book is licensed under a Creative Commons Attribution 3.0 License
Educational Psychology 2 A Global Text
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This book is licensed under a Creative Commons Attribution 3.0 License
About the authors and reviewer Author, Kelvin Seifert
Kelvin Seifert is professor of educational psychology at the University of Manitoba, Winnipeg, Canada. He
earned a BA from Swarthmore College in 1967 and a PhD from the University of Michigan in 1973, in a combined
program from the School of Education and the Department of Psychology. His research interests include the
personal identity development of teachers, the impact of peers in 0pre-service teacher education, and the
development of effective strategies of blended learning. He is the author of four university textbooks (with
Houghton Mifflin, in traditional print format) about educational psychology, child and adolescent development,
and lifespan human development. He is also the editor of the online Canadian Journal of Educational
Administration and Policy. Recent publications include “Student cohorts: Support groups or intellectual
communities?” (Teachers College Record) and “Learning about peers: A missed opportunity for educational
psychology” (The Clearinghouse). His professional service includes serving as chair of the Department of
Educational Administration, Foundations, and Psychology at the University of Manitoba, and serving as president
of the American Educational Research Association Special Interest Group on Teaching Educational Psychology.
During his career of 35 years, he has taught introductory educational psychology over 75 times.
Author, Rosemary Sutton
After four years of teaching high school mathematics in New Zealand, Dr Rosemary Sutton attended graduate
school and earned her MS in Educational Psychology from the University of Illinois and her PhD from Pennsylvania
State University in Human Development. She joined the Cleveland State University faculty in Cleveland, Ohio in
1983 and since that time has taught pre-service and in service undergraduates and graduate students educational
psychology and educational technology. She has received several University awards for her teaching and has
conducted numerous workshops for teachers in North East Ohio.
Dr Sutton has published a variety research articles on teacher development as well as equity issues in
mathematics, technology, and assessment. Her recent research interests have focused in two areas: teaching
educational psychology and teachers’ emotions. Recent publications can be found in Social Psychology of
Education, Educational Psychology Review, Journal of Teacher Education, and an edited volume, Emotions and
Education.
Since 2004, Dr Sutton has been working as an Administrator, first as the Director of Assessment for the
University. This position involved coordinating the student learning assessment for all graduate, undergraduate,
and student support programs. In August 2007, Dr Sutton was appointed Vice Provost for Undergraduate Studies
and is now responsible for overseeing offices and functions from academic and student service areas in order to
create a campus culture that coordinates student services with the academic mission of the University.
Reviewer, Sandra Deemer
Sandra Deemer is professor of educational foundations at Millersville University, in Millersville, PA. She is also
the editor of the online journal called “Teaching Educational Psychology,” and has contributed to the development
of the Special Interest Group on Teaching Educational Psychology (TEP SIG) sponsored by the American
Educational Research Association. She teaches courses in educational psychology and educational research; her
research interests focus on how motivational theory can be used to create learning-focused classrooms.
Educational Psychology 3 A Global Text
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Table of Contents Preface……………………………………………………………………………………………………………………………………………7
1. The changing teaching profession and you…………………………………………………………………..8 The joys of teaching………………………………………………………………………………………………………………………… 8
Are there also challenges to teaching?………………………………………………………………………………………………10 Teaching is different from in the past……………………………………………………………………………………………… 10
How educational psychology can help………………………………………………………………………………………………16
2. The learning process ………………
_________________________
Student Motivation
What is self-efficacy?
Self-efficacy is a person’s belief in their ability to succeed at a particular task. It is a key factor in motivation, as people are more likely to persist in an effort if they believe they can succeed.
How does self-efficacy develop?
Self-efficacy develops through a combination of experience, social persuasion, and physiological arousal.
Experience: People’s self-efficacy beliefs are shaped by their past experiences. When people successfully complete a task, their self-efficacy beliefs increase. When they fail, their self-efficacy beliefs decrease.
Social persuasion: People’s self-efficacy beliefs can also be influenced by the feedback they receive from others. When people are told that they are capable, their self-efficacy beliefs increase. When they are told that they are not capable, their self-efficacy beliefs decrease.
Physiological arousal: People’s self-efficacy beliefs can also be influenced by their physiological arousal. When people feel anxious or stressed, their self-efficacy beliefs decrease. When they feel calm and relaxed, their self-efficacy beliefs increase.
How can teachers increase student self-efficacy?
There are a number of things that teachers can do to increase student self-efficacy.
Provide students with opportunities for success: One of the best ways to increase student self-efficacy is to provide them with opportunities for success. This means challenging them, but not overwhelming them. When students succeed, their self-efficacy beliefs will increase.
Provide positive feedback: When students succeed, it is important to provide them with positive feedback. This will help them to believe in their own abilities.
Break down tasks into smaller steps: Sometimes, tasks can seem overwhelming to students. To help them to feel more confident, teachers can break down tasks into smaller steps. This will make the tasks seem less daunting and more achievable.
Teach students coping strategies: When students experience setbacks, it is important to teach them coping strategies. This will help them to deal with the challenges and to maintain their self-efficacy beliefs.
Conclusion
Self-efficacy is a key factor in motivation. By increasing student self-efficacy, teachers can help students to succeed.
Here are some additional sources that you may find helpful:
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Schunk, D. H. (2012). Self-efficacy for self-regulated learning. New York: Routledge.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive for self-regulated learning. Contemporary Educational Psychology, 25(1), 82-91.
