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42 Cards in this Set
- Front
- Back
Affect |
Feelings,emotions, and moods that a learner bringsto bear ona task. |
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Motivation |
Innerstate that energizes, directs, and sustains behavior. |
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Academicengagement |
Extentof behavioral, cognitive, and emotional involvement in an academic activity. √ Behavioralengagement √ Cognitiveengagement √ Emotionalengagement |
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Situatedmotivation |
Motivationthat emerges at least partly from conditions in a Learner’s immediateenvironment. |
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Needfor arousal |
Ongoingneed for either physical or cognitive stimulation. |
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Needfor competence |
Beliefabout the extent to which one is generally a good, capable individual. |
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Self-worth |
Beliefabout the extent to which one is generally a good, capable individual. |
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Needfor autonomy |
Basicneed to believe chat one has some control regarding the course of one's life. |
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Needfor relatedness |
Basic need to feel socially connected toothers and to secure others' love and respect. |
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Extrinsicmotivation |
Motivationresulting from factors external to the individual and unrelated to the taskbeing performed. |
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Intrinsicmotivation |
Motivationresulting from personal characteristics or inherent in the task beingperformed. |
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Flow |
Intense form of intrinsic motivation,involving complete absorption in and concentration on a challenging activity. |
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Interest |
Perception that anactivity is intriguing and enjoyable; typically accompanied by both cognitiveengagement and positive affect. |
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Situatedinterest |
Interestevoked temporarily by something in the environment. |
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Personalinterest |
Long-term,relatively stable interest in a particular topic or activity. |
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Self-efficacy |
Beliefthat one is capable of executing specific behaviors or reaching specific goals. |
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Collectiveself-efficacy |
Sharedbelief of members of a group that they can be successful when they worktogether on a task. |
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Resilientself-efficacy |
Beliefthat one can perform a task successfully even after experiencing set backs. |
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Self-handicapping |
Behaviorthat undermines one's own success as a way of protecting self-worth duringpotentially difficult tasks. |
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Value |
Beliefthat an activity has direct or indirect benefits. |
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Internalizedmotivation |
Motivationresulting from personal characteristics or inherent in the task beingperformed. |
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Mastergoal |
Desireto develop compc1cncc by acquiring new knowledge or mastering new skills. |
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Performancegoal |
Desireto demonstrate competence and make a good impression. |
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Performance-approachgoal |
Desireto look good and receive favorable judgments from others. |
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Performance-avoidancegoal |
Desirenot to look bad or receive unfavorable judgments from others. |
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Socialgoals |
Desirerelated 10 establishing or maintaining relationships with other people. |
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Coregoals |
Long-termgoal that drives much of what a learner does. |
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Attributions |
Self-constructedcausal explanation for a personally experienced or observed event, such asone's own or another person's success or failure. √ Locus("place"): Internal versus external. √ Stability:Stable versus unstable. √ Controllability:Controllable versus uncontrollable. |
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Incrementalview of intelligence |
Beliefthat intelligence can improve with effort and practice. |
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Entityview of intelligence |
Beliefthat intelligence is a distinct ability that is relatively permanent andunchangeable. √ Emotionalreactions to success and failure.√ Expectationsfor future success or failure. √ Effortand persistence. √ Learningstrategies. |
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Self-fulfillingprophecies |
Expectationfor an outcome that either directly or indirectly leads to the expected result. |
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Masteryorientation |
General,fairly pervasive belief that one is capable of accomplishing challenging tasks. |
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Learnedhelplessness |
General,fairly pervasive belief that one is incapable of accomplishing tasks and haslittle or no control over the environment. |
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Self-consciousemotion |
Affectivestate based on self-evaluations regarding the extent to which one's actionsmeet society's standards for appropriate and desirable behavior; examples arepride, guilt, and shame. |
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Hotcognition |
Learningor cognitive processing that is emotionally charged. |
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Cognitivedissonance |
Feeling of mental discomfort caused by newinformation that conflicts with current knowledge or beliefs. |
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Anxiety |
Feelingof uneasiness and apprehension concerning a situation with an uncertainoutcome. |
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Facilitatinganxiety |
Levelof anxiety (usually relatively low) that enhances performance. |
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Debilitatinganxiety |
Anxietyof sufficient intensity that it interferes with performance. |
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Stereotypethreat |
Awarenessof a negative stereotype about one's own group and accompanying uneasiness tha1low performance will confirm the stereotype; leads (often unintentionally) to areduction in performance. |
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Proximalgoals |
Concretegoal that can be accomplished within a short lime period; may be astepping-stone toward a longer-term goal. |
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Emotionalregulations |
Processof keeping one's affective states and affect-related behaviors withinproductive, culturally desirable limits |