8 - motivation for learning

Question 1

indicatives of motivation

Answer 1

• choice of task
• effort
• persistance
• achievement and getting started
• thoughts and feelings

Question 2

how motivation affects learning and behaviour?

Answer 2

1. affects choices students make
2. leads to increased effort and energy
3. increases initiation and persistence of activities
4. enhances cognitive processing
5. determines what consequences are reinforcing and punishing
6. leads to improved performance

Question 3

organismic integration theory - definition

Answer 3

psychological framework that focuses on the different forms of motivation that drive human behavior

Question 4

3 postulates of self-determination theory

psychologist: deci

Answer 4

1. competence
2. autonomy
3. relatedness

Question 5

supporting of self-determination in the classroom

Answer 5

• allow and encourage students to make choices
• help students plan actions to accomplish self-selected goals
• provide rationales for limits, rules and constraints
• acknowledge that negative emotions are valid reactions to teacher control
• use non-controlling positive feedback

Question 6

classroom application - mastery orientation

Answer 6

• when focus is on progress, meaning, self-improvement
• personal feedback
• when students value the content

Question 7

performance goals

Answer 7

• competition necessary to earn good grades
• emphasis on outcome, repetition of the material, avoiding mistakes

Question 8

attribution theory and model

Answer 8

• attributions; perceived causes that individuals select or construct for events in their lives
• most important causal factors affecting attributions are: ability, effort, task difficulty, luck

Question 9

motivational dimension of attributions

Answer 9

1. locus dimension
2. stability dimension
3. controllability dimension

Question 10

social cognitive theory of learning motivation

Answer 10

• person-environment-behaviour interaction
• people can learn by observing others (a model)
• learning is an internalprocess (may/may not lead to a behaviour)
• people set goals for themselves and direct their behaviour accordingly
• behaviour eventually becomes self-regulated
• reinforcement and punishment have indirect (rather than direct) efefcts on learning and behaviour

Question 11

factors that effect learning from models

Answer 11

• developmental status
• model prestige and competence
• vicarious cnosequences
• outcome expectations: observers are more likely to perform modeed actions they believe are appropriate
• goal setting. observers are likely to attend to models who demonstrate behaviours taht help observers attain goals
• person’s self-efficacy: their belief in ability to produce desired results by their own actions

Question 12

motivation theory - classroom implication

Answer 12

• tie class activities to student interest
• give students frequent opportunities to respond
• have studnets finished products
• avoid heavy emphasis on grades and competition
• model motivation to learn

Question 13

organismic integration theory types

Answer 13

1. amotivation
2. external regulation
3. introjected regulation
4. identification regulation
5. integrated regulation
6. intrinsic (internal) motivation