Achievement Motivation

Question 1

What is the difference between intrinsic and extrinsic motivation?

Answer 1

Intrinsic - from within the person

Extrinsic motivation - from outside the person, doing it for someone else

Question 2

Harter - measure of intrinsic vs extrinsic motivation

Answer 2

3 dimensions
preference for challenging vs easy work
curiosity and interest vs teacher approval
mastering independence vs dependence on teacher
Developmental shift from intrinsic to extrinsic motivation as children get older

Question 3

Leeper et al 2005 - intrinsic and extrinsic

Answer 3

Went back to Harter’s original scale - broke up the pairs and put them seperately so can see both types of motivation
Decrease in intrinsic motivation from 3rd to 8th grade, but few changes in extrinsic motivation
Intrinsic motivation correlated with academic achievement

Question 4

Gottfried et al 2005 - is it equal in all subjects?

Answer 4

Decrease in intrinsic motivation in maths, science and reading, but not social studies
but individual differences in intrinsic motivation were stable over time - if high at one age, still high at all ages

Question 5

Deci - money given as a reward

Answer 5

When money was given as a external reward for activity, intrinsic motivation reduced to engage in activity
but positive feedback increased intrinsic motivation

Question 6

Lepper, Greene and Nisbett - overjustification effect

Answer 6

Observed children drawing
3 conditions:
expected reward condition - told ppl were coming in and giving them a reward
unexpected reward - no warning but still got it
control - no reward at all
After, post manipulation check, see how much time they spent drawing
There was a change - only occurred for expected reward condition - less likely to spend time at the table

Question 7

Why is the controversy around rewards and motivation?

Answer 7

Deci et al - meta-analysis supporting detrimental effect of task-contingent rewards
but Eisenberger et al - rewards can increase autonomy, competence and task enjoyment

Question 8

Why is intrinsic motivation undermined/reduced by extrinsic?

Answer 8

Self-determination theory - human motivation and flourishing depends on what extent basic needs are satisfied (autonomy, competence and relatedness)

If basic needs are supported - more likely to develop intrinsic motivation

Question 9

If you really want a reward where is the origin?

Answer 9

Outside of you

Question 10

Vallerant et al - AMS

Answer 10

Intrinsic motivation included: desire to know, accomplish and experience stimulation (how you’re feeling about what is happening in the learning)

Extrinsic motivation - external, introjected (guilty) and identified (important part of values)

Amotivation - not motivated at all

Question 11

What is introjected motivation?

Answer 11

Guilt

Question 12

What is identified motivation?

Answer 12

Important part of values - doing it for your career

Question 13

What are the implications of intrinsic and extrinsic motivation?

Answer 13

For parenting - controlling vs autonomy, supportive parenting

For teaching - support rather than control, teacher warmth, positive informational feedback

Question 14

How do children respond to failure?

Answer 14

In different ways - observed that children respond in divergent ways
some helpless - too hard, can’t do it, not clever enough
others respond in a mastery orientated way - creatively

Question 15

What is the difference between learning goals and performance goals?

Answer 15

Learning goals - motivated by curiosity

Performance goals - driving force isn’t knowledge, whats driving behaviour is the performance outcome - if helpless, this is a performance goal

Question 16

What are the types of performance goals?

Answer 16

Performance approach - demonstrating capabilities on a task so can achieve an outcome compared to others- want to do better than others

Performance avoidance - doing things so you don’t look bad - avoidance of dealing with the outcome

Question 17

What plays a big role in shaping behaviour?

Answer 17

Perceived ability plays a greater role in shaping behaviour if performance orientation rather than learning

Question 18

What is the only difference between learning goals vs performance goals?

Answer 18

What you do when you encounter difficulty

Question 19

What are the consequence of mastery, performance approach and performance avoidance goals?

Answer 19

Task choice
Perception of teacher
Level of processing
Task persistence and enjoyment
Attributions
Performance
View of intelligence
Disruptive behaviour - performance orientation associated

Question 20

Chen and Stevenson - cultural context

Answer 20

11th graders - 17-18
Cirriculum based maths test - American score below Asian American and Japan, who score below Taiwan
Most important factor in influencing maths performance:
huge difference is studying hard or good teacher
Japanase and Tai - biggest factor for success is studying hard
American - opposite, a good teacher is best factor

Question 21

What happens when goals are more performance orientated?

Answer 21

More disruptive behaviour

Question 22

Kaplan et al - 2002 - classroom context

Answer 22

Students perceived classroom goals related to self-reported disruptive behaviour
Other classroom goal structures - e.g. cooperative vs competitive

Question 23

Assor et al - teacher behaviours

Answer 23

Autonomy-promoting vs autonomy suppressing teacher behaviours
positive correlates of fostering relevance - linked to self-referent encoding, connected to you
negative correlates of suppressing criticism

Question 24

What riciprocal effects of teacher behaviour and student engagement were found? Skinner and Belmont

Answer 24

Teacher involvement - students emotional engagement

Student engagement - teacher autonomy support and involvement

Question 25

Is teacher feedback good?

Answer 25

Praise for intelligence - focusses attention on performance goals

Subtle difference in what they say is crucial

Question 26

What is the difference between the selection effect and influence effect?

Answer 26

Selection effect - children gravitate towards people with similar traits

Influence effect - the pattern gets changed by social group

Question 27

Ruble et al - social comparison

Answer 27

Ball throwing game with controlled feedback about own performance relative to others performance - only older children self-evaluations were affected by social comparison information - doesn’t matter before 7-8

Question 28

Why is there a developmental shift in self-perception?

Answer 28

Exposure to peers of different ability levels
Comparisons on objective markers - grades
Ability grouping

Question 29

Do self-presentation concerns change?

Answer 29

Growing significance - increases with age, especially age 8, when peer group acceptance becomes important

Question 30

Peer approval vs adult approval - Banerjee

Answer 30

Story about boy moving into neighbourhood meeting new classmates or new adult neighbours for first time

only from age 10 will children recommend saying different things to peers (athletic rather than academic) vs adults (academic rather than athletic)

Question 31

Juvonen and Murdock - adult vs effort explanations

Answer 31

300 10,12 and 14 year olds
What do they say to adults vs peers for doing well?
Ability (I am just really good) vs effort (I studied really hard) explanations

Results:
With a peer rather than teacher audience, 14 year olds were less likely to refer to high effort to explain success and more likely to refer to low effort to explain failure

In a second part of the investigation, 14 year olds saw high effort as leading to teacher approval but low effort as leading to peer popularity

Question 32

Is the context important?

Answer 32

Role of socialisation agents in shaping self-perception, attribution and value patterns:
parent expectations and attributions
teacher expectations - self-fulfilling
can explain real life behaviour in school settings (dropping out)