M&e Exam 3

Front 1

goal

Back 1

something that a person is striving to accomplish

Front 2

moderately difficult

Back 2

of easy, moderately difficult, and very difficult, the goals which will most increase motivation

Front 3

participation in a goal setting; enhance credibility of person setting goal, provide rewards for goal completion

Back 3

any two ways, other than adjusting difficulty, to increase goal acceptance

Front 4

implementation intention

Back 4

this is a plan for reaching a goal

Front 5

operate

Back 5

registration for classes represents this letter in the TOTE model

Front 6

Test

Back 6

what “T” stands for in the TOTE model

Front 7

personal strivings

Back 7

these are similar to lifetime goals and deal with intentions of how you will operate in the world

Front 8

specificity

Back 8

a goal to “study more” is unlikely to motivate due to its lack of this

Front 9

less intrinsically motivated; (negative)

Back 9

if personal strivings focus on extrinsic rewards, what is the impact on psychological well-being

Front 10

corrective motivation

Back 10

motivation force that causes you to reduce discrepancies

Front 11

efficacy expectations

Back 11

this is the perceived likelihood of having the ability to complete a task

Front 12

outcome expectations

Back 12

type of expectation shown here: if I study for 3 hours, I’ll get a B on the test

Front 13

high self-efficacy makes us chose moderate-high difficulty of tasks

Back 13

how does self-efficacy relate to the choices we make?

Front 14

past/personal perfomance history

Back 14

strongest determinant of efficacy expectation

Front 15

self-efficacy incorporates situational or environmental factors

Back 15

what is the difference between self-efficacy and efficacy expectations

Front 16

learned mastery

Back 16

the opposite of learned helplessness

Front 17

pessimisstic

Back 17

the explanatory style associated with learned helplessness

Front 18

motivational deficit

Back 18

the verbalization of “so why try?” is the prototypical expression of this deficit

Front 19

lack of contingency, cognition, passive behavior

Back 19

the three components of learned helplessness

Front 20

lack of contingency

Back 20

if running is associated with better race performance, this component of learned helplessness has been avoided

Front 21

self-schema

Back 21

these are domain-specific generalizations about ourselves

Front 22

self-discrepant feedback

Back 22

feedback information that is inconsistent with our self-schema

Front 23

possible self

Back 23

a potential future self

Front 24

ignore the feedback

Back 24

response to self-discrepant feedback when self-concept certainty is high

Front 25

convey our self-concept to others (self-presentation)

Back 25

the purpose served by symbols

Front 26

cognitive dissonance

Back 26

theory which states that people prefer consistency

Front 27

evaluation

Back 27

the E score stands for this in an EPA score

Front 28

post-decision regret

Back 28

after choosing between two attractive alternatives, cognitive dissonance results from this

Front 29

fundamental sentiment

Back 29

in Affect Control Theory, the terms for a culturally defined identity

Front 30

affective deflections

Back 30

in Affect Control Theory, motivation arises from these

Front 31

corrective: present vs ideal / discrepancy: difference btwn /

Back 31

Cognitive motivators: examples

Front 32

Test, Operate, Test, Exit; Plan; reaching for an ideal state;

Back 32

Plans: including the TOTE model and corrective motivation

Front 33

Goal: anything you are trying to accomplish

Back 33

Goals: define;

Front 34

difference btwn performance level and goal level

Back 34

goal-performance discrepancy;

Front 35

moderately difficult goals lead to best impact on performance

Back 35

effects on performance;

Front 36

perceived difficulty; participation in goal-setting process; credibility of person setting goal; tying goal to external rewards

Back 36

4 factors in goal acceptance;

Front 37

enhances performance not motivation; stress, opportunity for failures, low creativity and intrinsic motivation

Back 37

criticisms of goal-setting

Front 38

things you are trying to accomplish during your lifetime; extrinsically and avoidance oriented are bad

Back 38

Personal strivings: define; relation to happiness

Front 39

strategy or action plan for accomplishing goal; is process not goal itself; make contingency plans

Back 39

Implementation intentions: define; separating content from process; getting started and persisting

Front 40

regulating self and not being impulsive helps with goal-accomplishing

Back 40

Self-regulation

Front 41

estimation of whether you have ability to do something

Back 41

Efficacy expectations: define

Front 42

consequence you expect but not 100% certain

Back 42

Outcome expectations: define

Front 43

personal behavior history, vicarious experience, verbal persuasion, psychological state

Back 43

Self-efficacy: define, 4 determinants, 4 effects on behavior, empowerment

Front 44

psychological state in which person has experienced repeated failure feedback in a given situation and they view that as unpreventable; contingency, cognition, behavior

Back 44

Learned Helplessness: define, 3 components, 3 effects, relation to depression, explanatory style (define and two types), research on alternative explanations for helplessness (trauma, failure, unpredictability, depression), other criticisms

Front 45

psychological and behavioral attempt at reestablishing an eliminated or threatened freedom

Back 45

Reactance theory: define, describe how it works and when it occurs

Front 46

have motivation and ways to achieve; better performance

Back 46

Hope: causes, outcomes, high hope people descriptions

Front 47

self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, personal growth; discrepancy/cognitive dissonance

Back 47

Dimensions of Psych. well-being (6); three problems of self

Front 48

self-concept: mental representation of self; self-schema: cognitive generalizations about self learned from past experiences

Back 48

Self-concept and self-schemas: define and differentiate; possible selves

Front 49

elicit feedback consistent with self-schema; move present self toward possible self

Back 49

Motivational properties of self-schemas: consistent self, contradictory information, symbols, self-discrepant feedback, self-concept certainty, self-verification process

Front 50

inconsistent view of self

Back 50

Dissonance: define, assumptions, 5 actions taken to handle, 4 situations that cause; Selfperception theory: describe; accuracy

Front 51

evaluation, potency, activity; fundamental sentiment, transient impression, deflection

Back 51

Affect Control Theory: 3 constructs, 2 behaviors; self-verification theory-premise and reasons

Front 52

differentiation: expands self into complexitiy; integrationsynthesizes complexity into whole; internalization is incorporates external value

Back 52

Agency: define, role of intrinsic motivation; concepts of differentiation, integration, internalization, and self-discordance