06 April 2015

Motivating Styles Diagram

I was reviewing some old files and ran across this diagram of motivating styles that I made last year.
This is a great way to reinterpret idea of parenting styles. The old narrative about authoritarian versus permissive with some thing moderate in between has always frustrated me. This has the advantage of providing clear behavioral guidelines. Though this is written for teachers I am certain that parent's can adapt them effectively.

Teacher's Guide to Motivation

High Autonomy Support

Nurtures Inner Motivational Resources
* Interest, Enjoyment, Sense of Challenge
* Creates Opportunities for Initiative

Informational Language
* Informational, Flexible
* Provides Choices, Options
* Identifies Value, Meaning, Use, Benefit, Importance of Requests

Acknowledges & Accepts Students’ Negative Affect
* Listens Carefully, Openly, Understandingly
* Accepts Negative Affect, Complaints are OK

Low Autonomy Support
Relies on Extrinsic Sources of Motivation
* Offers Incentives, Consequences, Directives
* Makes Assignments, Seeks Compliance

Controlling Language
* Pressuring, Ego-Involving
* Should, Must, Have to, Got to
* Neglects Value, Meaning, Use, Benefit, Importance of Requests

Counters & Tries to Change Students’ Negative Affect
* Blocks/Counters Expressions of Negative Affect
* Negative Affect is Not OK, Is Unacceptable, Is Something to be Changed/Fixed

During Lesson Introduction
High Structure
Clear, Understandable, Explicit, Detailed Directions
* “What to do” is Clear
* Well Organized
* Frames Upcoming Lesson Well
Low Structure
Absent, Unclear, Ambiguous, Confusing Directions
* “What to do” is Absent, Confusing
* Poorly Organized
* No Clear Frame for Upcoming Lesson

During Lesson
High Structure
Strong Guidance
* Much Guidance, Leadership
* Clear Action Plan, Clear Goal
* Many Control-Establishing Hints
Low Structure
Weak Guidance
* Little Guidance, Leadership
* No Action Plan, No Goal
* Few Control-Establishing Hints

During Feedback
High Structure
Skill-Building, Instructive
* Constructive, Informative
* Competence-Relevant Information
Low Structure
None, Ambiguous
* None, Off-Task, Rambling
* Competence-Irrelevant Information

Source: Jang, H., Reeve, J., & Deci, E. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588-600.

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