Motivation Theory: Difference between revisions
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# <b>Motivation based on beliefs about self:</b> | # <b>Motivation based on beliefs about self:</b> | ||
## [[Cognitive dissonance theory|Cognitive Dissonance Theory]] | ## [[Cognitive dissonance theory|Cognitive Dissonance Theory]] | ||
## [[Self-efficacy theory|Self-Efficacy Theory]] | ## [[Self-efficacy theory|Self-Efficacy Theory]] | ||
### Four influences on self-efficacy theory | ### Four influences on self-efficacy theory | ||
#### Enactive attainments (self regulation in education) | #### Enactive attainments (self regulation in education) |
Revision as of 16:11, 15 December 2022
Overview
Martinez[1] bases his theories of motivation on three categories: global motives, beliefs about events, and beliefs about self.
This page intends to bring these theories together and provide a more in-depth exploration with the use of multimedia examples and credible source.
How To Use This Page
This walkthrough intends to demonstrate how to navigate this page, and how one can use this page to search for information about Motivation Theory.
Theories
- Motivation based on global motives:
- Motivation based on beliefs about events:
- Motivation based on beliefs about self:
- Cognitive Dissonance Theory
- Self-Efficacy Theory
- Four influences on self-efficacy theory
- Enactive attainments (self regulation in education)
- Vicarious experience (teaching strategies and classroom management)
- Verbal persuasion (esteem in education, safe learning environment)
- Self-fulfilling prophecy (Students, teacher, family relationship building)
- Physiological state
- Four influences on self-efficacy theory
Multimedia Examples for Motivation Theory
This page harbors all the multimedia examples used for Motivation Theory.
Literature Resource for Motivation Theory
This page will direct you to all the external literature sources used for Motivation Theory.
See Also
Other pages that are similarly related to Motivation Theory are listed here:
References
- ↑ Martinez, M. E. (2010). Emotion, Motivation, and Volition. In Learning and Cognition: The Design of the Mind (pp. 153–188). Boston: Merrill. http://books.google.com/books?id=wqFWAAAAYAAJ
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