Week 9: March 12 – 18 Announcements Sunday, 3/15, 11:59 PM: (1) Base Group Check-in, (2) Initial responses to discussion questions Wednesday, 3/18, 11:59 PM: (3) Base Group Check-out, (4) TWO secondary responses to any of your classmates’ posts. Base Group Check-in Check-in Question: What is something you do for purely intrinsic reasons? What is something you do for purely extrinsic reasons? You do not have permission to view this form. Readings Schunk, Meece, & Pintrich (2014), pp. 237-256, 261-272. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78. Reeve, J. & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218. Lepper, M. R., & Henderlong, J. (2000). Turning 'play' into 'work' and 'work' into 'play': 25 years of research on intrinsic versus extrinsic motivation. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 257-307). San Diego, CA: Academic Press. Hayenga, A. M., & Corupus, J. H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation & Emotion, 34, 371-383. Discussion Questions Does instructor control over grades and course content necessarily thwart students’ sense of autonomy? And, is it ever possible that instructors give too much autonomy (i.e., too much choice)? Is it possible to have “too much” autonomy in school, then what determines the “just right” amount? Intrinsic and extrinsic motivation are often thought of as antagonistic—i.e., you either have one or the other and you can never have both. Is this view consistent with Ryan and Deci’s (2000) portrayal of organismic integration theory (OIT) within Self-Determination Theory? For example, do extrinsic rewards (such as grades) necessarily undermine students’ intrinsic motivation? Or, if a student’s motivation is initially extrinsic, can it ever become intrinsic? In answering this question, be sure to consider the figure on p. 72 in Ryan and Deci (2000). Hayenga and Corupus (2010) describe a person-centered approach to motivation, much like the Tuominen-Soini et al. (2011) we read for achievement goal theory. What are the advantages and disadvantages of person-centered approach to motivation and achievement? To what extent might a person-centered approach be applicable to other motivational constructs besides intrinsic and extrinsic motivation and achievement goal theory? Base Group Check-out You do not have permission to view this form.