Chapter10 - Motivating Students 2 Learn

Front 1

motivation

Back 1

the influence of needs & desires on the intensity & direction of behavior

Front 2

deficiency needs

Back 2

basic requirements for physical & psychological well-being as identified by Maslow

Front 3

growth needs

Back 3

needs for knowing, appreciating & understanding, which people try to satisfy after their basic needs are met.

Front 4

self-actualization

Back 4

a person's ability to develop his or her full potential

Front 5

attribution theory

Back 5

theory of motivation that focuses on how people explain the causes of their own successes & failures

Front 6

locus of control

Back 6

personality trait that determines whether people attribute responsibility for their own failure or success to internal or external factors.

Front 7

expectant theory

Back 7

theory of motivation based on the belief that people's efforts to achieve depend on their expectations of reward

Front 8

expectancy-valence model

Back 8

theory that relates the probability & the incentive value of success to motivation

Front 9

achievement motivation

Back 9

desire to experience success & to participate in activities in which success depends on personal effort & abilities.

Front 10

learning goals

Back 10

goals of students who are motivated primarily by desire for knowledge acquisition & self-improvement. Also called mastery goals.

Front 11

performance goals

Back 11

goals of students who are motivated primarily by a desire to gain recognition from others & to earn good grades

Front 12

learned helplessness

Back 12

the expectation, based on experience, that one's actions will ultimately lead to failure

Front 13

intrinsic incentive

Back 13

an aspect of an activity that people enjoy & therefore find motivating

Front 14

extrinsic incentive

Back 14

a reward that is extenal to the activity, such as recognition or a good grade.

Front 15

feedback

Back 15

information on the results of one's efforts

Front 16

contingent praise

Back 16

praise that is effective because it refers directly to specific task performances

Front 17

goal structure

Back 17

the degree to which students are placed in competitive or cooperative relationships in the earning of classroom rewards

Front 18

What is motivation?

Back 18

an internal process that activates, guides & maintains behavior over time. There are different kinds, intensities, aims & directions of motivation. Motivation to learn is critically important to students & teachers

Front 19

What are some theories of motivation?

Back 19

Skinner & others say motivation is a consequence of reinforcement. But the value of a reinforcer depends on many factors & the strength of motivation may be different in different students.
Maslow=based on a hierarchy of needs, people must satisfy their lower-level (deficiency) needs B4 they will be motivated to satisfy their higher-level (growth) needs. M's concept of the need for self-actualization, the highest need, is defined as the the desire to become everything one is capable of becoming.
Attribution theory tries to understand people's explanations for their success or failure. Central assumption = people will try to maintain positive self image; so when good things happen will attribute them to their own abilities, whereas they tend to attribute negative events to factors beyond their control.Locus of control might be internal (success or failure is due to personal effort or ability) or external (success or failure is due to luck or task difficulty). Expectancy theory holds that a person's motivation to achieve something depends on the product of that person' estimation of his or her chance of success & the value he places on success. Motivation should be at a maximum at moderate levels of probability of success. An important educational implication is that leaning tasks should be neither too easy nor too difficult.

Front 20

How can achievement be enhanced?

Back 20

teachers can emphasize learning goals & positive or empowering attributions. Students with the performace goals of positive judgements & good grades. Teachers can use special programs such as attribution training to help students out of learned helplessness, in which students feel that they are doomed to fail despite their actions. Teachers' expectations significantly affect students' motivation & achievement. Teachers can communicate positive expectations that students can learn & can take steps to reduce anxiety.

Front 21

How can teachers increase students' motivation to learn?

Back 21

an incentive is a reinforcer that people can expect to receive if they perform a specific behavior. Intrinsic incentives are aspects of certain tasks on their own. Extrinsic incentives include grades,gold stars & other rewards. Teachers can enhance intrinsic motivation by arousing students' interest, maintaining cuiosity, using a variety of presentation modes & letting students set their own goals. Ways to offer extrinsic incentives include stating clear expectations; giving clear, immediate & frequent feedback; and increasing the value & availability of rewards.

Front 22

How can teachers reward performance, effort & improvement?

Back 22

Classroom rewards include praise, which is most effective when it is contingent, specific & credible. Feedback & grades can serve as incentives. a general method of rewarding effort is to recognize students' improvement over their own past records. Teachers can use cooperative leaning methods that emphasize cooperative goal structures over competitive goal structures