What Is Drive Theory?

The theory of learning driving force is the theory of learning motivation. It mainly includes the theory of reinforcement motivation, the theory of need hierarchy, the theory of achievement motivation, the theory of success and failure attribution, the theory of achievement goals, the theory of self-worth, the theory of self-determination, and the theory of self-efficacy. The angle explains the learning behavior of humans ^[1] .
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Chinese name: Learning drive theory

Learning-driven theory reinforces motivation theory

A. Modern SR psychologists not only use reinforcement to explain the occurrence of operational learning, but also use reinforcement to explain the motivation. It is believed that motivation is no different from learned behavior, and both can be explained by reinforcement. Why people have a certain behavioral tendency depends entirely on the strong link that this behavior and stimulus has forged before.

B. Research shows that teacher criticism and praise can affect student performance. In fact, the strengthening effect of teacher praise is constrained by many factors.

C. For example, a teacher says to a student, "Have a good job! I know you can do well if you work hard." For students who find it difficult to complete a task, the words are encouragement or reinforcement; For the students who have easily completed the learning task, this is actually similar to punishment, because the teacher's words mean that they must take special efforts to complete the task.

D. As educators, we need to note that it is often difficult to infer student motivation based on student behavior alone, because there may be many different motivations that affect student behavior.

E. Reinforcement motivation theory, in terms of its main tendency, is the theory of connection motivation. The connection motivation theory emphasizes the external forces (external reinforcement) that cause learning behaviors, neglecting or even negating the consciousness and initiative (self-reinforcement) of people's learning behaviors. Therefore, this theory of learning motivation has greater limitations Sex. [3] [2]

Learning-driven theory requires hierarchy theory

A. Maslow emphasizes the role of need in explaining motivations. He believes that all actions are meaningful and have their own special goals. This goal comes from our needs.

B. Different people have different needs, and these needs will change with time and other factors. This is why two different people will have different behaviors in the same situation, and the same person will have different needs at different times. The reason for the behavior. Need to influence the way and direction of people's behavior.

C. Maslow divides human needs into seven categories: physiological needs, safety needs, belonging and love needs, respect needs, awareness and understanding needs, aesthetic needs and self-actualization needs. He defined the first four needs as missing needs and the latter three as growth needs.

D. Lower-level needs must be at least partially met before the pursuit of higher-level needs can emerge

E. But in general, the most important missing thing in school is love and self-esteem. To make students creative, they must first make students feel that teachers are fair, caring and respectful, and will not suffer because of their own mistakes. To ridicule and punishment.

F. This theory has a certain scientific significance by combining external motivation with internal motivation to consider the driving effect on behavior. However, people's own interest, curiosity, etc. are ignored in the initiation of learning. Some learning activities are not necessarily inspired and caused by external motives.

Learning-driven theory achievement motivation theory

A. Murray defines achievement needs as: overcoming obstacles, exerting talents, and striving to solve a difficult problem as soon as possible.

B. Atkinson believes that the original motivation for high achievement comes from the family or cultural group in which the child lives, especially the intention of education and training in early childhood. That is, achievement motivation involves an emotional conflict between expectations of success and fear of failure. If Ts is used to indicate the tendency to pursue success, it is determined by the following three factors: the need for achievement (motivation for success) Ms; the probability that the task will succeed Ps; successful Incentive value Is. Can be expressed as:

Ts = Ms × Ps × Is

C. The factors that determine the fear of failure are similar to the factors of hope for success, that is, the tendency to avoid failure. Taf is a function of the product of the following three factors: Motivation to avoid failure, which is the shame experienced by failure. Energy; the probability of failure Pf; the negative form of failure is:

Taf = Maf × Pf × If

D. The resulting motivation for achievement is the strength of the tendency to succeed minus the strength of the tendency to avoid failure

Ta = (Ms × Ps × Is) Maf × Pf × If)

E. If a student's motivation for achievement is greater than the motivation for avoiding failure, in order to explore a problem, after encountering a certain amount of failure, they will increase their desire to solve the problem, and if success is too easy Will actually reduce the motivation of these students

F. Studies show that this student is most likely to choose a task with a probability of success of about 50%, because this choice provides them with the greatest realistic challenge

G. McClelland's experimental research confirmed that the students who pursued success chose a moderate position from the stakes, but the children who avoided failure chose to be either very close to the stakes or very far away from the stakes. McClelland explained this: The child who pursues success chooses a certain challenging task, but at the same time guarantees a certain probability of success. Therefore, he chose a moderate distance from the stakes. Avoiding failing children is not about choosing between success and failure, but trying to avoid failure and the negative emotions associated with it. Therefore, either it is close to the stakes and it is easy to succeed, or it is far away from the stakes, there is almost no possibility of success, which is impossible for anyone to reach, so it will not bring negative emotions.

H. The level of achievement motivation is closely related to the quality and quantity of academic tasks. High achievement motivators can still maintain good performance in the environment without external control. During the process of failure, high achievement motivators are more persistent in tasks than low achievement motivators. In addition, those who pursue success have strong self-confidence, high levels of achievement motivation and internal attribution.

Success theory

The earliest attribution theory was Heide (1958). He believes that people have two needs to understand the world and control the environment. The most fundamental way to meet these two needs is to understand the reasons for people's actions and predict how they will act. He believes that the cause of the behavior lies either in the external environment or in the individual. The influence of others, rewards, luck, and ease of work are all external environmental reasons. If the cause of the action is attributed to the environment, the individual can take no responsibility for the result of his action. Personality, motivation, emotion, attitude, ability, effort, etc. are all internal reasons for the individual. If the cause of the action is attributable to the individual, the individual shall be responsible for the result of his action.

Since then, Rotter (1966) developed the attribution theory, put forward the concept of control point (locus of control), and classified individuals into internal control type and external control type according to control points. Internal control people think that they can control the surrounding environment. Whether they succeed or fail, they are caused by internal factors such as their abilities or efforts. They are willing to take responsibility for their actions. External control people feel that they cannot control the surroundings. The environment, regardless of success or failure, is due to external factors such as influence or luck, and they are often unwilling to take responsibility for their actions.

Based on the research by Hyde and Roth, Weiner (1974, 1992) systematically explored the attribution of behavioral results and found that people tend to attribute the success or failure of activities, that is, behavioral responsibility, to the following six factors, namely Ability level, effort level, task difficulty, luck (opportunity), physical and mental state, external environment, etc. At the same time, Wiener believes that these six factors can be classified into three dimensions, namely internal and external attributions, stable and unstable attributions, controllable and uncontrollable attributions. Finally, the three-dimensionality and six factors are combined to form the attribution model. [2]

Learning driven theory achievement goal theory

Achievement goal theory is based on achievement motivation theory and success and failure attribution theory. It is a learning motivation theory based on Dweck (1986; Dweck & Leggett, 1988) ability theory. According to Dwyck, people have two different implicit ideas about capabilities, namely, the ability growth view and the ability entity view. Individuals with a view of capacity growth believe that abilities are changeable and can be improved as learning progresses; individuals with a view of capacity entities believe that abilities are fixed and will not change with learning.

Because people have different implicit ideas about abilities, their achievement goals are different. Individuals with a view of ability growth tend to establish mastery goals, and they hope to improve their abilities through learning; while individuals with a view of ability entities tend to establish performance goals, they want to prove or show their abilities during the learning process. Research shows that, although both types of achievement goals can promote individuals to actively and effectively engage in challenging tasks, they are different in more ways and have different learning effects.

Learning-driven theory self-worth theory

Self-worth theory was proposed by Covington (1992), an American educational psychologist. This theory is based on the theory of achievement motivation and the theory of success and failure attribution. From the negative perspective of learning motivation, it tries to explore the question of "why some students refuse to study hard" (Zhang Chunxing, 1998). This idea is very enlightening to the study of motivation theory, and also has reference value to the practical application of school teaching.

Cavanton's research found that the need for self-acceptance is the highest demand of human beings. Only when an individual feels that he has value, he can accept self. The sense of self-worth is the internal motivation for the individual to pursue success. Success makes people feel satisfied, raises their self-esteem, and creates a sense of self-worth; while successful experiences are often obtained after overcoming difficulties, and the ability to overcome difficulties requires prerequisites. Therefore, an antecedent and consequence chain is formed between ability, success, and self-worth. In other words, highly capable individuals are prone to success, and successful experiences can make individuals feel self-worth. Over time, the pursuit of self-worth has become the driving force for individuals to succeed, and often treats self-ability and self-worth equally.

Cavanton proposed that students can be divided into four categories based on their tendency to pursue success and avoid failure. High to low avoiders. This type of student's learning goes beyond consideration of ability status and failure status, and is also known as success-oriented. They often have endless curiosity and are highly involved in learning. Low to high avoiders, also known as avoiding losers. Such students have many strategies to protect their own competence, use various self-defense techniques, and look for reasons beyond their control from the outside to explain failure. (3) Those with high tendency to avoid, also known as overworkers. They have both the characteristics of successful orienteering and avoiding losers. On the one hand, the evaluation of self-capacity is high, on the other hand, this evaluation is unstable, and it is very vulnerable to the failure experience. They tend to have perfectionist tendencies, put too much pressure on them and are in constant fear. Low to low avoiders, also known as failed recipients. They gave up their efforts to maintain their identity and status through the acquisition of capabilities. These students show retreat when faced with academic challenges, at least passively. They have little time to learn, have low levels of anxiety, are not proud of rarely achieved successes, and are not ashamed of failure. This classification model reveals students' motivations more completely and is a useful development and supplement to the theory of achievement motivation.

Self-determination theory

Self-determination theory (SDT for short) is a relatively new theory of learning motivation, which is closely related to the viewpoint of autonomous learning. It starts from the internal needs of human beings, and solves the energy problem of motivation well, while also taking into account the direction and goal of motivational behavior. In this sense, it is the epitome of previous motivation theories that emphasized need and drive, and motivation theories that emphasized learner attribution and beliefs. It has unique educational significance and profound research prospects.

Self-determination theory was proposed by American psychologists Deci and Ryan. The theory states that the key to understanding students' learning motivations is the three basic psychological needs of the individual: competence needs, belonging needs and autonomy needs. The energy and nature of learning motivation depends on the satisfaction of psychological needs. Competence means that in the interaction between individuals and the social environment, they feel effective and have the opportunity to exercise and express their talents. Belonging refers to feeling cared about and being cared for by others, having a sense of security belonging to other individuals and groups, and establishing a safe and pleasant interpersonal relationship with others. Autonomy means that the individual can perceive that the behavior is based on his own will and is determined by the self, that is, the individual's behavior should be voluntary and capable of self-regulation.

Self-efficacy theory

A. Self-efficacy refers to the subjective judgment of people on whether they can successfully perform a certain achievement. This concept was first proposed by Bandura

B. Bandura pointed out in his theory of motivation that human behavior is affected by behavioral and antecedent factors. The result factor of behavior is commonly called reinforcement, but he believes that without reinforcement in learning, you can obtain relevant information and form new behaviors. And strengthen motivations that motivate and sustain behaviors to control and regulate human behavior

C. Bandura believes that the probability of behaviors is due to people s expectations of the next step of strengthening after understanding the dependence between behavior and strengthening (efficiency expectations)

D. The traditional concept of expectation refers only to the expectation of the result, and he believes that the result expectation refers to a person's speculation that a certain behavior will lead to a certain result. Efficacy expectation refers to a person's speculation or judgment on whether he can perform a certain behavior, that is, a person's speculation on his or her ability to perform. It means whether a person is confident that he or she can successfully perform an action that results in a certain result. When a person is convinced that he is capable of performing an activity, he will have a high degree of "self-efficacy" and will perform that activity

E. Factors affecting the formation of self-efficacy are:

a. Personal experience of success or failure. In general, successful experiences increase performance expectations, and repeated failures reduce performance expectations. But the impact of successful experience on performance expectations is also influenced by individual attribution

b. Alternative experience. The key is consistency between observers and role models

c. Verbal persuasion. It is widely used because of its simplicity and effectiveness, but the effect of persuasion without a empirical basis is not consolidated.

d. Emotional arousal. High level of arousal reduces performance and affects self-efficacy, and people can expect success when they are not bothered by aversion

F. Bandura and others have also pointed out that self-efficacy has the following functions:

a. Decide on people's choice and adherence to the activity

b. Influence people's attitudes in the face of difficulties

c. Performance affecting acquisition and acquisition of new behavior

d. Affects emotions during activities.

G. The theory of self-efficacy overcomes the tendency of traditional psychology to value lightness, knowledge and affection, and increasingly combines human needs, cognition, and emotion to study human motivation, which has great scientific value. However, a relatively complete and unified theoretical framework has not yet been formed.