Problem 1 - Student Motivation

Front 1

What are the 3 dimensions of motivation?

Back 1

Direction,

Intensity,

Persistence

Front 2

What is "time on task"?

Back 2

Amount of time that students are actively engaged in a learning activity

Front 3

Situation motivation is a phenomenon in which....

Back 3

...aspects of the immediate environment enhance motivation to learn particular things or behave in particular ways

Front 4

According to trait theories, what play a significant role in motivation? What additionally exist in learners' motives?

Back 4

1. Relatively enduring characteristics and personality traits

2.Significant individual differences exist in learners' motives

Front 5

According to behaviourist theories, motivation is the result of what? Define this. Hint ...internal

Back 5

Drives : internal states caused by a lack of something necessary for optimal functioning

Front 6

Why do learners intentionally learn? According to behaviourists.

Back 6

In order to achieve certain end results (reward and absence of punishment)

Front 7

According to the humanist perspective, learners have a tremendous what? They strive to ...? What is this contingent on?

Back 7

Tremendous potential for psychological growth.

Strive to fulfil potential .

Contingent on a caring a supportive environment

Front 8

What did humanism arise largely in reaction to?

Back 8

The behaviourist environment-driven portrait of human motivation

Front 9

Which two factors are individuals motivated by according to social cognitive theories?

Back 9

1. Consequences that follow their own behaviours

2. Consequences that follow other people's behaviours

Front 10

What is self-determination? Part of which school of theories?

Back 10

Self determination: individuals believe that they have some control and choice in their activities

Cognitive theories

Front 11

According to cognitive theories, which factors affect the learners' inclination to engage/not engage in particular tasks/activities?

Back 11

Learners' perceptions of themselves, of various topics, and of the world at large

Front 12

Define extrinsic motivation. What is it unrelated to?

Back 12

Motivation resulting from factors external to the individual.

Unrelated to the task being performed.

Front 13

Define intrinsic motivation. What is it inherent in?

Back 13

Motivation resulting from internal personal characteristics or inherent in the task being performed

Front 14

Flow is an intense form of what? What does it involve?

Back 14

Intense form of intrinsic motivation

Involves complete absorption in and concentration on a challenging activity.

Front 15

What is the 'need for arousal' ?

Back 15

Ongoing need for either physical or cognitive stimulation

Front 16

What is the 'need for competence'?

Back 16

A basic need to believe that one can deal effectively with one's overall environment

Front 17

What is self worth a general belief about?

Back 17

General belief about the extent to which one is a good, capable individual

Front 18

What does self-handicapping undermine? What does it protect?

Back 18

Behaviour that undermines one's own success as a way of protecting self-worth during potential difficult tasks

Front 19

Examples of self-handicapping?

Back 19

Reducing effort,

Setting unattainably high goals,

Taking on too much ,

Procrastinating,

Cheating,

Alcohol/drugs

Front 20

On the surface, the concepts of competence and self-worth are similar to which other concept?

Back 20

Self-efficacy

Front 21

According to social cognitive theorists, what is the difference self-efficacy vs. competence and self worth?

Back 21

Competence, self-worth = basic human needs

Self efficacy is NOT an essential driving force (but it's a good thing)

Front 22

Students' confidence about ability to handle day to day tasks (self-efficacy) is an important variable influencing motivation. Specifically which factor?

Back 22

Intrinsic motivation

Front 23

List 3 ways to enhance students' sense of competence and self-worth

Back 23

1. Help students achieve success (especially challenging tasks)

2. Give student concrete mechanisms through which they can track progress over time

3. Minimise competitions and other situations in which students might judge themselves unfavourably in comparison with peers

Front 24

What is the 'need for self-determination'?

Back 24

Basic need to believe that one has some autonomy and control regarding the course of one's life

Front 25

Students with a sense of self-determination are more ... , tend to ...., more likely ...

Back 25

1. More intrinsically motivated

2. Tend to achieve higher grades

3. More likely to complete high school education

Front 26

List 5 ways of enhancing students' sense of self-determination

Back 26

1. Provide opportunities for independent work and decision making

2. Present rules and instructions in an informational rather than controlling manner

3. Give students opportunities to make choices

4. Evaluate students' performance in a non controlling way

5. Be selective about when and how you use extrinsic reinforcers

Front 27

What is the 'need for relatedness'?

Back 27

The fundamental need to feel socially connected and to secure the love and respect of others

Front 28

What are the 5 needs in Maslow's hierarchy?

Back 28

1. Physiological

2. Safety

3. Love and belonging

4. Esteem

5. Self-actualisation

Front 29

Deficiency needs can only be met by...

Back 29

External sources

Front 30

What does self-actualisation enhance?

When is the need satisfied?

What kind of motivator?

Back 30

Learner's growth and development - the need for self-actualisation is never completely satisfied?

Self-actualising activities are intrinsically motivating

Front 31

3 criticisms of Maslow's hierarchy.

Back 31

1. People switch between levels

2. May be more than 1 need at same time

3. Hierarchy based on very little hard evidence (mere conjecture?)

Front 32

True or False? All cultures stress the importance of positive self-evaluate

Back 32

FALSE

in some cultures, the focus is more likely to be on correcting existing weaknesses than on demonstrating current strengths (i.e. self improvement )

Front 33

True or False? Cultural differences exist in self-determination.

Back 33

TRUE. Young people in Asian cultures often prefer that people they trust make the choices for them (wisdom)

Front 34

Why can the need for relatedness sometimes be at odds with the need for self-determination?

Back 34

1. Achieving relatedness can involve doing what OTHERS want you to do

2. Achieving self-determination can involve doing what one PERSONALLY wants to do

Front 35

What is the relationship between motivation and cognitive processes?

Back 35

Reciprocal

Front 36

What is an interest the perception that ? What is it typically accompanied by?

Back 36

1. Perception that an activity is intriguing and enticing

2. Typically accompanied by both cognitive engagement and positive affect

Front 37

What is situational interest?

Back 37

Interest evoked temporarily by something in the environment?

Front 38

Interested learners are more likely to learn something ....

and to undergo ....

Back 38

1. more likely to learn something meaningfully

2. more likely to undergo conceptual change when its warranted

Front 39

Students who are interested show higher... and are more likely to r.....

Back 39

1. show higher academic achievement

2. more likely to remember subject matter long-term

Front 40

Textbooks and other non-fiction are more interesting when ... (2)

Back 40

1. They are easy to understand

2. Relationships among ideas are clear

Front 41

Define personal interests

Back 41

Personal interests: Long term, relatively stable interest in a particular topic or activity

Front 42

Which kind of interest is more beneficial?

Back 42

Personal interest is more beneficial than situational interest

Front 43

Why is personal interest more beneficial than situational interest? Hint. it sustains 3 things

Back 43

BECAUSE it sustains engagement, effective processing , and improvement over the long run

Front 44

According to expectancy theory, motivation is based on the belief that what depends on what?

Back 44

Expectancy theory is a theory of motivation based on the belief that people's efforts to achieve DEPEND ON their expectations of reward

Front 45

What is the Motivation (M) formula ? What is this model called?

Back 45

M = (Perceived probability of success) x (Incentive value of success)

The expectancy-valence model

Front 46

What does Atkinson point out about an overly high probability of perceived success?

Back 46

This can be detrimental to motivation - task viewed as too easy and thus individual doesn't do their best

Front 47

What is the 'ideal' situation for motivation to be at a maximum? According to Atkinson.

Back 47

Highest motivation when MODERATE levels of probability of success

Front 48

What kind of tasks (qualitatively) are better for learning and motivation?

Back 48

Moderate to difficult (but not impossible)

Front 49

What are the implications of expectancy theory for education?

Back 49

1. Tasks should be neither too difficult nor too easy

2. Grading systems should be fair. It should be difficult but possible for as many students as feasible to get the top grade

Front 50

What is a learning goal? Primarily motivated by?

Back 50

The goal of a student who is motivated primarily by desire for knowledge acquisition and self-improvement

Front 51

What is a learning goal also known as?

Back 51

Mastery goal

Front 52

What is a performance goal? Demonstrating...?

Performance-approach goal? Desire to...

Performance-avoidance goal? Desire to...

Back 52

Performance goal: desire to demonstrate high ability and to make a good impression

Performance-approach goal: desire to look good and receive favourable judgments from others

Performance-avoidance goal: desire not to look bad or receive unfavourable judgments from others.

Front 53

Having which kind of goal is the 'optimal situation' in most situations?

Back 53

Mastery goals

Front 54

Individuals with mastery goals tend to engage in which broad category of behaviours (+++) ?

Back 54

The very activities that will help them learn

Front 55

Which activities do students with mastery goals engage in ? (3)

Back 55

1. Pay attention in class

2. Process information in ways that promote effective long-term memory storage

3. Learn from their mistakes

Front 56

Learners with mastery goals have a health perspective about which 3 factors?

Back 56

1. Learning

2. Effort

3. Failure

Front 57

What are the 3 negative consequence of having performance-avoidance goals? Students tend to...

Back 57

Students tend to:

1. Steer clear of challenges

2. Give up easily in the face of failure

3. Engage in self-handicapping when they expect to do poorly

Front 58

What kind of learning approach is described as a 'mixed bag'?

Back 58

Performance-approach

Front 59

Under which two conditions do performance-approach goals appear to be most detrimental?

Back 59

1. Learners are younger

2. Learners have low self-efficacy for classroom tasks

Front 60

When do performance goals become increasingly prevalent?

Back 60

As children progress through the elementary and school grades

Front 61

Give three teaching practices that contribute to the development of performance goals

Back 61

1. Reinforcing students only for correct answers

2. Posting only the "best" work on bulletin board

3. Reminding students of the importance of good grades for college admissions

Front 62

A proximal goal is a concrete goal that can be...

Back 62

A proximal goal is a concrete goal that can be accomplished within a short time period; may be a stepping stone toward a long-term goal

Front 63

Students with mastery goals recognize that competence comes from which 2 things?

Back 63

Competence comes only from effort and practice

Front 64

Under which two conditions can mastery goals come from within?

Back 64

1. Students value topic

2. Students have high self-efficacy for learning a topic

Front 65

List as many ways as possible of how classroom practices can encourage mastery goals (maximum 9)

Back 65

1. Show how mastery is RELEVANT to students' longer term personal & professional goals

2. Insist that students UNDERSTAND (rather than simply memorise)

3. Communicate belief that successful learning requires EFFORT and MISTAKES

4.Give students PROXIMAL GOALS

5. Ask students to SET OWN PROXIMAL GOALS

6. Offer SPECIFIC SUGGESTIONS on how they can improve

7. Give PRAISE that focuses on MASTERY of content

8. Provide regular FEEDBACK that enables students to assess their progress toward goals

9. Encourage students to USE PEERS AS SOURCE OF IDEAS/ASSISTANCE (and not as reference point for own progress)

Front 66

What is a work-avoidance goal? 2 facets.

Back 66

Work avoidance goal: Desire either to avoid classroom tasks or to complete them with minimal effort

Front 67

Which two conditions seems to foster work-avoidance goals?

Back 67

1. Low self-efficacy for assigned tasks

2. See no payoffs for mastering subject matter

Front 68

Define 'attribution'. Hint: personally constructed

Back 68

Attribution: Personally constructed causal explanation for a particular event, such as a success or failure

Front 69

What is an internal locus of control?

External locus?

Back 69

Internal locus: learners attribute the causes of events to INTERNAL things - to factors within themselves

External Locus: learners attribute events to EXTERNAL things - to factors outside themsleves

Front 70

What are stable versus unstable factors?

Controllable versus uncontrollable factors?

Back 70

Stable: events that won't change in near future

Unstable: things that can change from one time to the next

Controllable: events that you can influence and change

Uncontrollable: things over which you have no influence

Front 71

Why do attributions sometime not reflect the true state of things?

Back 71

1. They are self-constructed

2. They are contingent upon learner interpreting new events in light of existing knowledge and beliefs about themselves/ world , and then develop what seems to be a reasonable explanation of what happened (all of these processes = anchored in SUBJECTIVITY)

Front 72

In general, learners tend to attribute successes to what and failures to what?

Back 72

SUCCESSES: internal causes

FAILURES: external causes

Front 73

What happens to learners when they CONSISTENTLY fail at tasks? (i.e. to their attribution)

Back 73

They begin to blame a stable and uncontrollable factor (their own low ability)

Front 74

How do attributions influence learners' reactions? What impact do attributions have on expectations?

Back 74

1. Attributions influence learners' emotional reactions to success and failure (e.g. pride, guilt, shame ...)

2. Attributions impact on expectations for future success and failure (e.g. if failure is attribute to stable characteristic - they believe they will fail over and over again in the future)

Front 75

Which two dimensions of motivation do attributions affect?

Back 75

Effort

Persistence

Front 76

How do expectations about classroom and academic success influence strategies?

Back 76

Learners who expect to succeed in the classroom and believe that academic success is a result of their own doing are more likely to apply effective learning and self-regulation strategies

Front 77

Those with the incremental view of intelligence prescribe to which view?

Back 77

Incremental view of intelligence:

Belief that intelligence can improve with effort and practice

Front 78

Those with the entity view of intelligence prescribe to which view?

Back 78

Entity view of intelligence: Belief that intelligence is a distinct ability that is relatively permanent and unchangeable

Front 79

What is a mastery orientation? Hint: pervasive

Back 79

Mastery orientation: General, fairly pervasive belief that one is capable of accomplishing challenging taks

Front 80

True or False?

Learned helplessness is pervasive, whereas a mastery orientation is almost always subject specific

Back 80

FALSE. They are both general and (fairly) pervasive

Front 81

Define learned helplessness (in terms of task completion and environment)

Back 81

Learned helplessness: General, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control of the environment

Front 82

How do students with a mastery orientation approach goals? 3 ways

Back 82

1. Set ambitious goals

2. Seek challenging situations

3. Persist in face of failure

Front 83

How do students with learned helplessness approach goals? 3 ways

Back 83

1. Set goals they can accomplish

2. Avoid challenges likely to maximise their learning and cognitive growth

3. Respond to failure in counterproductive ways

Front 84

Describe the situation of the 'self-fulfilling prophecy'.

Back 84

Self-fulfilling prophecy:

A situation in which expectations for an outcomes either directly or indirectly lead to the expected result

Front 85

Which cultures tend to value learning for learning's sake? Why (3 reasons) ?

Back 85

Asian cultures

Knowledge leads to personal growth, better understanding of world, greater potential to contribute to society

Front 86

Under which condition are European American students less likely to be diligent? Which situations are likely to pique their curiosity?

Back 86

1. When classroom topics have little intrinsic appeal

2. Assignments that require creativity, independent thinking or critical analysis

Front 87

What are the gender differences in study motivation? Focus on girls.

Back 87

Girls ..

more concerned with doing well in school,

work harder on assignments,

earn higher grades

more often graduate from school

Front 88

True or False?

Boys are more discouraged by failure experiences than girls. This partially explains their lower average grades.

Back 88

FALSE

Girls are more discouraged by failure experiences than boys

Front 89

Under which classroom conditions do students from Low SES flourish?

Back 89

1. Teachers have high expectations

2. Engage students in high-interest activities and subject matter

3 Emphasise mastery goals over performance goals

4. Make students feel that they are valued members of the classroom community

Front 90

Educational research has identified 6 salient factors in the development of a mastery orientation. Epstein summarised these in the acronym TARGET. What does this stand for?

Back 90

Task

Authority

Reward/Recognition

Grouping

Evaluation

Time

Front 91

According to TARGET, feedback should have which two characteristics?

Back 91

1. Specificity

2. Frequency

Front 92

Define 'affect' in the context of motivation

Back 92

Affect: feelings, emotions and moods that a learner brings to bear on a task

Front 93

Which kind of emotions are closely tied to people's self-evaluations? What do these emotions affect?

Back 93

Self-conciious emotions are closely tied to people's self-evaluation

These emotions affect their sense of self-worth

Front 94

Define 'self conscious emotion' (KW: society's standards). Give some examples of these emotions.

Back 94

Self-conscious emotion:

Affective state based on self-evaluations regarding the extent to which one's actions meet society's standards for appropriate and desirable behaviour, examples are pride, guilt and shames

Front 95

What is 'hot cognition'? Give an example.

Back 95

Learning or cognitive processing that is emotionally charged

e.g. learners who feel frustrated and anxious when they struggle to master new material are more prone to develop a dislike for the subject matter

Front 96

How can hot cognition be viewed positively with respect to the learning process?

Back 96

Learners = more likely to pay attention to, think actively about and remember emotionally charged information

Front 97

Cognitive dissonance is a feeling of mental discomfort caused by what?

Back 97

Cognitive dissonance:

Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs

Front 98

Distinguish between state and train anxiety

Back 98

State anxiety: temporary feeling of anxiety elicited by a threatening situation

Trait anxiety: pattern of responding with anxiety even in nonthreatening situations

Front 99

A small amount of anxiety can improve performance. What is this known as?

Back 99

Facilitating anxiety

Front 100

A great deal of anxiety usually interfere with effective performance. What is this known as?

Back 100

Debilitating anxiety

Front 101

Which 3 areas of cognition are impeded in a high level of anxiety? Which types of memory are interfered with?

Back 101

1. Paying attention to what needs to be learned

2. Processing information effectively

3. Retrieving information and demonstrating skills that have previously been learned

Working Memory & Long-Term Memory

Front 102

What are the differential attitudes towards success in a 'threat' and a 'challenge'?

Back 102

Threat: Learner believes there is little/no chance of success

Challenge: Learner believes that success is possible IF sufficient effort is invested

Front 103

According to sociocultural theories, many aspects are the result of which two factors?

Back 103

1. Social Factors

2. Cultural Factors

Front 104

Give an example of internalisation.

Give an example of situation.

(Sociocultural theories)

Back 104

1. e.g. Children initially engage in certain behaviours to get parental approval, but gradually internalise theses, performing them in the ABSENCE of external pressure/reinforcement

2. e.g. Student more likely to think actively and elaboratively about academic topics when overall classroom community (culture) encourages and supports such thinking

Front 105

Describe ways in which teachers can maintain/improve student curiosity.

Back 105

1. Demonstrations that surprise/baffle

2. Challenging students with problems they can't solve

Front 106

What are the 4 phases in Renninger's "4 Phase Model of Interest Development"?

Back 106

1. Trigger situational interest

2. Maintain situational interest

3. Individual interest emerges

4. Well-Developed individual interest