Motivation and Cognitive Science
This post does relate to sewing, I promise. I am using my blog to post a homework assignment for an educational psychology class. For this assignment, I have to share some photos and explain how they relate to motivation. I chose to use photos of my sewing and other craft projects because of the relationship between something that I find enjoyable and how motivated I feel to pursue the activities.
Margolis, H.; McCabe, P. 2004. Self-efficacy: A key to improving the motivation of struggling learners. The Clearing House July/August 2004, pp. 241-249.
Pink, D. (July 2009). The puzzle of motivation [Video file]. Retrieved from https://www.ted.com/talks/dan_pink_on_motivation
Scherer, M. 2002. Do students care about learning? A conversation with Mihaly Csikszentmihalyi. Educational Leadership Sep 2002.
Swanson, H. L. 1999. Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice 14 (3): 129-40.
In “Do Students Care About Learning?” by Marge Scherer, Mihaly Csikszentmihalyi discussed how enjoyment plays a large role in motivation. For me, I am usually very motivated to work on things that I enjoy. My primary hobby is sewing historical clothing for reenactors and history museums, which has become a small business for me on the side. I really love sewing and am usually quite motivated to work on my commissioned projects. However, I noticed that if I feel that I won’t do a good job, I dread working on the projects--the frustration level of learning (Swanson, 1999). It also strikes me that sometimes I am less motivated when I know I am getting paid to do the work because the primary reward is extrinsic rather than intrinsic. However, if I get engrossed in the project, I forget that it’s for money, and I enjoy it for the sheer pleasure of engaging in a creative activity. Dan Pink, in "The Puzzle of Motivation," discussed the influence of intrinsic and extrinsic rewards on motivation, which matches what I see in my own work.
Furthermore, in reference to the article “Self-Efficacy: A Key to Improving the Motivation of Struggling Learners” by Howard Margolis and Patrick P. McCabe, self-efficacy is a motivating factor. I know that I am skilled at sewing, and I can clearly see how much better I’ve gotten at the niche type of sewing that I do most of the time. I have moved past the amateur stage and have become very knowledgeable. I feel so confident that I know how to do the work, that I am not discouraged to start doing it. I also know many experts whom I can consult if I have problems, which helps me feel less anxious. The positive feedback loop of good performance creates a feeling of self-efficacy. I chose all of these photographs to represent my personal experience with motivation and analyzed how the cognitive perspectives manifest for me.
These are mittens that I made for my father for Christmas 2015. I was motivated to make these because it was fun and yet challenging. Plus, I had a deadline to finish making Christmas presents.
|This is not what motivation looks like.|