Educ 2130: Test 3 (Chapter 6: Motivation)

Front 1

What Does Motivation Do? (3)

Back 1

-activates
- guides
&
-maintains
behavior over time.

Front 2

Motivation is a process in which?

Back 2

-goal-directed activity is ACTIVATED & SUSTAINED.
-varies in DIRECTION & INTENSITY.

Front 3

Why is motivation important?

Back 3

Encourage students to engage in academic tasks & affects the amount they will learn.

Front 4

(Coaching Scenario)
Great Teacher vs. Good Recruiter?

Back 4

Great Teacher-Tells what they did wrong during game & Good Recruiter- Persuader

Front 5

(Acheiving Motivation)
Characteristics of a student with High Achievement Motivation? (4)

Back 5

-choose moderately challenging tasks
-persistant- will work longer @ tasks
-choose competant partners
-tend to complete interrupted tasks

Front 6

(Theories of Motivation)
For Behaviorists, Motivation is?

Back 6

A consequence of reinforcement

Front 7

Persistant Problems w/ rewards & reinforcements?

Back 7

Unreliable & Inadequate

Front 8

Which theory is used w/ determing the value of an incentive?

Back 8

Big Cookie Theory

Front 9

What does the Big Cookie Theory state?

Back 9

"Cookie is never big enough"

Front 10

Maslows Hierarchy of Needs

Back 10

Tier 1: (least important)
*Transcendence
*Self Actualization
--Motivation to satisfy need, Deficiency vs. Growth needs, self-actualization--- (the need to reach the full potential)

Tier 2: (second important)
*Aesthetic Needs
*Needs to Know & Understand

Tier 3: (most important)
*Esteem Needs
*Belongingness & Love Needs
*Safety Needs
*Psychological Needs

--Tier 3 & 2 are important for Education (w/meeting the needs at the bottom first)

Front 11

Three Factors of Self Determination?

Back 11

Competence
Autonomy
Relatedness

Front 12

Competence?

Back 12

-Ability to function well in ones environment
&
-To feel effective on tasks, abilities, challenges & resolving problems.

Front 13

Autonomy?
(teacher ideas)

Back 13

-Sense of control in their enviornment.
-The needs for independence
(Teacher Examples-give students choices, ask for input, &have children set their own goals.)

Front 14

Relatedness?

Back 14

-Need to feel like they belong to a group.
-Need for approval- to be accepted & judged positively by others.

Front 15

Order of Satification?

Back 15

1. Competence
2. Autonomy
3. Relatedness

Front 16

Attribution Theory?

Back 16

One's Personnally constructed explanation for success and failure
ex. why they did poorly on the test.

Front 17

3 Primary Attribution Variations?

Back 17

1. Locus (place): Internal vs. External
2. Stability: Stable vs. Unstable
3. Controllability: controllable vs. uncontrollale

Front 18

Locus (place): Internal vs. External

Back 18

Internal: Learner attributes cause of events to one's self
External: Learner attributes cause of events to outside things

Front 19

Stability: Stable vs. Unstable

Back 19

Stable: Learner attributes cause to events that won't change
Unstable: Learner attributes cause to events that change from time to time

Front 20

Controllability: Controllable vs. Uncontrollable

Back 20

Controllable-attribute to factors they or someone else can change.
Uncontrollable-attribute factors to things beyond self.

Front 21

Expectance Value Theory?

Back 21

Motivation of a learner is through two tasks (2)
1: Expectancy of task performance
2. Value or gain accomplished from task

Front 22

Expectancy Value Theory EVT=?

Back 22

expectation to succeed X value on task

Front 23

(3) Preceeding Implication of Expectancy Value Theory?

Back 23

-should not be too easy or hard
-past experience influence expectations
-students w/ high success expectations persist longer

Front 24

(3) Educational Implications of Expectancy Value Theory?

Back 24

-should award effort instead of ability
-create opportunities
-feedback & consistent expectations

Front 25

Goal Orientation Theory?

Back 25

Learning Goals vs. Performance Goals

Front 26

(Goal Orientation Theory)
Learning Goals?
Performance Goals?

Back 26

Learning Goals- student goals motivated by aquiring knowledge & self improvement

Performance Goals- student goals to win over another

Front 27

Incremental Beliefs (views) vs. Entity Beleifs (views) ?

Back 27

**Incremental
(learning goal oriented)
*inteliigence can improve w/ effort and practice
-intelligence is malliable
-intelligence improves
through exp. of learning

**Entity
(performance goal oriented)
*intelligence is relatively permanent & unchangeable
-fixed at birth
-cannot be changed

Front 28

(4) Educational Implications of Incremental & Entity views/beliefs?

Back 28

-reduce competition in classroom
-grades follow learning
-evaluate students progress
-make meaningful & motivating

Front 29

Extrinsic vs. Intrinsic Motivation ?

Back 29

Extrinsic- engage for some other reason (external motivation)

Intrinsic- motivation in activity for own reason, sake, enjoyment or interest (internal motivation)