Motivational Processes
Course code
KAI6016.HR
old course code
Course title in Estonian
Motivatsioonilised protsessid
Course title in English
Motivational Processes
ECTS credits
3.0
Assessment form
Examination
lecturer of 2024/2025 Autumn semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
lecturer of 2024/2025 Spring semester
Not opened for teaching. Click the study programme link below to see the nominal division schedule.
Course aims
To support knowledge development for the essence and development of processes related to motivation and emotions important in the context of learning and to create a readiness to understand the teacher’s role in supporting motivation and guiding emotions and for developing autonomous motivation and creating the conditions to maintain it.
Brief description of the course
1. Self-determination theory. Theory of academic achievement goals. Essence and function of motivation. Quality versus quantity of motivation. Controlled and autonomous motivation, its short-term and long-term impacts.
2. Individual and environment’s interaction in the emergence and maintenance of motivation; creating environments that support autonomous motivation – based on current research-based motivation theories (including self-determination theory, achievement goals theory, capacities belief theory)
3. Attitudes and beliefs. Beliefs about increase and permanence. The impact of beliefs on learning.
4. Emotions – general description, emotions in the academic context (including the role of emotions in learning, epistemological emotions)
5. Associations between emotions and motivation (including in the context of self-determination theory)
6. Regulating emotions (including strategies for regulating emotions), teacher’s role in supporting the development of emotion regulation skills
2. Individual and environment’s interaction in the emergence and maintenance of motivation; creating environments that support autonomous motivation – based on current research-based motivation theories (including self-determination theory, achievement goals theory, capacities belief theory)
3. Attitudes and beliefs. Beliefs about increase and permanence. The impact of beliefs on learning.
4. Emotions – general description, emotions in the academic context (including the role of emotions in learning, epistemological emotions)
5. Associations between emotions and motivation (including in the context of self-determination theory)
6. Regulating emotions (including strategies for regulating emotions), teacher’s role in supporting the development of emotion regulation skills
Learning outcomes in the course
Upon completing the course the student:
- can distinguish between different types of study motivation based on the self-determination theory and achievement goals theory and understands their short-term and long-term impact on learning and development;
- knows the essence of psychological basic needs described within the framework of self-determination theory and understands the importance of supporting psychological basic needs for the emergence and maintenance of long-term and deep motivation;
- understands their role in developing the study motivation of the learners;
- knows what attitudes and beliefs are (including epistemological beliefs) and understands their role in human behaviour;
- knows the variability of personality traits (capability, emotions, anxiety) or the essence of growth and permanence beliefs described within the framework of mindset theory and makes sense of the role of growth and permanence beliefs in impacting study motivation and behaviour;
- understands their role in the development of beliefs that enhance a learner’s learning;
- can describe emotions related to learning and their role in the study process (including achievement and epistemological emotions) and distinguishes main strategies for regulating emotions;
- analyses their role in supporting the development of emotion management skill in learners;
- skilfully uses the basic concepts of the field when analysing the main processes related to motivation and emotions;
- can plan the study process by taking into account the essence and development of processes related to motivation and emotions.
- can distinguish between different types of study motivation based on the self-determination theory and achievement goals theory and understands their short-term and long-term impact on learning and development;
- knows the essence of psychological basic needs described within the framework of self-determination theory and understands the importance of supporting psychological basic needs for the emergence and maintenance of long-term and deep motivation;
- understands their role in developing the study motivation of the learners;
- knows what attitudes and beliefs are (including epistemological beliefs) and understands their role in human behaviour;
- knows the variability of personality traits (capability, emotions, anxiety) or the essence of growth and permanence beliefs described within the framework of mindset theory and makes sense of the role of growth and permanence beliefs in impacting study motivation and behaviour;
- understands their role in the development of beliefs that enhance a learner’s learning;
- can describe emotions related to learning and their role in the study process (including achievement and epistemological emotions) and distinguishes main strategies for regulating emotions;
- analyses their role in supporting the development of emotion management skill in learners;
- skilfully uses the basic concepts of the field when analysing the main processes related to motivation and emotions;
- can plan the study process by taking into account the essence and development of processes related to motivation and emotions.
Teacher
Õnne Uus, Kati Aus
The course is a prerequisite
Study programmes containing that course