· Respond to at least two (2) peers
· APA format
· 100 word minimum each reply
Peer 1: Daniel
PART I
Travis is leveraging the concept of acquired motivation by setting low expectations to influence students’ perceptions and reactions. By stating that the course is very hard and that high grades are rare, he aims to create a scenario where students are pleasantly surprised when they perform better than expected, potentially leading to higher satisfaction and better teacher evaluations. Crespi’s effect suggests that if students initially expect to perform poorly but end up doing reasonably well, they will experience an enhanced sense of achievement and satisfaction. This “contrast effect” can make students feel more positively about the course and Travis’s teaching.
PART II
Jordan’s students are likely to learn the material better than Mack’s students. Jordan’s enthusiastic teaching style, use of surprises, and bonus points are strategies that enhance student motivation and engagement. According to motivational theories, such as those discussed by Bouton (2018), providing positive reinforcement and creating a stimulating learning environment can significantly improve student outcomes. Jordan’s methods likely increase intrinsic motivation and make the learning experience more enjoyable, leading to better retention and understanding of the material. In contrast, Mack’s lack of motivational strategies may result in lower student engagement and poorer learning outcomes.
Bouton, M. E. (2018).
Learning and behavior: A contemporary synthesis (2nd ed.). Sinauer Associates.
Peer 2: Haylin
PART I:
In this scenario, I see how Travis is employing a strategy that leverages the acquired motivation of his students. He begins the course by exaggerating its difficulty, manipulating students’ expectations to influence their perception of the course and, potentially, their final evaluations of his teaching. According to the concept of acquired motivation, this strategy can impact students’ perception of the course and their performance. Despite the average course difficulty, Travis hopes that by exaggerating it, students will exert more effort and come to value his teaching more by the end of the semester. Drawing on Crespi’s research on the effects of incentive shifts, I anticipate that by the end of the course, students will experience a range of emotions depending on whether their exaggerated expectations were met. Those who meet or exceed Travis’s expectations may feel more satisfied and motivated, while others may experience frustration or disappointment for not meeting the exaggerated standards.
PART 2:
Comparing Mack and Jordan, it is evident that Jordan adopts a much more active and motivating approach. While Mack teaches competently, he could improve in motivating his students. In contrast, Jordan shows enthusiasm, utilizing components of engagement and positive reinforcement, which have the potential to enhance motivation and overall learning outcomes. This approach by Jordan aligns with the concept of acquired motivation, where rewards and stimulation can increase students’ motivation and engagement with the course material. Therefore, it is expected that Jordan’s students will learn better because they are more emotionally involved and motivated by the additional rewards offered by the teacher.
Reference
Bouton, M. E. (2018).
Learning and behavior: A contemporary synthesis (2nd ed.). Sinauer Associates.
