Achievement motivation in Social Context

Question 1

What is the difference between Intrinsic Motivation and Extrinsic Motivation?

Answer 1

Intrinsic comes from within the person and is driven by curiosity, Extrinsic comes from outside the person, doing it for something else e.g. to avoid punishment, wanting reward or feeling like you have to

Question 2

What was Harter’s (1981) 3 key dimensions measures of Intrinsic vs Extrinsic?

Answer 2

1) Preference for Challenging work vs. Easy work
2) Curiosity and interest vs. Teacher approval
3) Mastering independence vs. Dependence on teacher

Question 3

When children decided which Motivation they had on a 4 point likert scale, where was the shift?

Answer 3

Form left to right; Intrinsic to Extrinsic from 8 years old to 14 years old

Question 4

Why is the shift from Intrinsic to Extrinsic a concerning move?

Answer 4

Because children with intrinsic motivation do better

Question 5

But, should Intrinsic and Extrinsic motivation characteristics be regarded as mutually exclusive, outline Lepper et al (2005)?

Answer 5

He found a decrease in Intrinsic motivation, but relatively few changes in Extrinsic motivations, found that Intrinsic was correlated with academic achievement, and being driven by curiosity changes

Question 6

Gottfried et al (2005), looked at this trend shift from Intrinsic to Extrinsic between subjects, and found what?

Answer 6

That there is a decrease for intrinsic motivation in maths, science, reading, but NOT social studies, and individual differences in Intrinsic motivations were stable over time

Question 7

What does individual differences in Intrinsic motivations being stable over time mean?

Answer 7

That children who are relatively high in Intrinsic motivation at a young age, tend to still be relatively high, even though it does decline

Question 8

Extrinsic rewards undermining Intrinsic motivation flies in the face of what?

Answer 8

Behaviourist approach e.g. reward equals reinforcement

Question 9

Deci (1997) found what, supporting the claim that extrinsic rewards undermine intrinsic motivation?

Answer 9

Money given as an external reward for activity reduced Intrinsic motivation to engage in that activity

Question 10

Positive feedback ____________ Intrinsic Motivation

Answer 10

Increased

Question 11

What matters about the external characteristic?

Answer 11

How you give it, e.g. the nature tangible reward or positive feedback

Question 12

What did Lepper, Greene and Nisbett (1973) find, supporting the claim that extrinsic rewards undermine intrinsic motivation?

Answer 12

That the nursery children in the expected reward condition e.g. nice drawing = tangible certificate, were the children who spent less time at the drawing table

Question 13

What was the controversy to the claims of extrinsic rewards undermining intrinsic motivation?

Answer 13

A meta-analysis supporting it, but also that rewards can increase perceived outcome, competence and task enjoyment

Question 14

Under what conditions can external rewards undermine intrinsic motivation?

Answer 14

1) If the task is contingent,

2) If the rewards are tangible

Question 15

What is the Self-Determination Theory (SDT) ?

Answer 15

Peoples basic needs for Autonomy, Competence, and Relatedness

Question 16

Flourishment depends on these basic needs, what does this imply?

Answer 16

That if people dont have these basic needs, this can undermine their intrinsic motivation, but if these basic needs are supported, they are more likely to develop intrinsic motivation

Question 17

If the causal origin of behaviour is outside of you, this undermines ______

Answer 17

Autonomy e.g. really want this reward (not just locus of control but locus of causality)

Question 18

According to Valleand et al (1992), what are the 3 types of Extrinsic motivation?

Answer 18

1) External e.g. Only doing this because my parents told me to
2) Introjected e.g. I would feel really guilty if I didn’t do this
3) Identified e.g. I must do well so I can get the career I want (partially internalised external stuff, not the original motivator)

Question 19

What implications for parenting does SDT give?

Answer 19

Autonomy supportive, instead of Controlling

Question 20

What implications for teaching does SDT give?

Answer 20

Support not Control, Warmth, Positive informational feedback, Driving the sense of confidence

Question 21

Depending on whether children set Mastery Goals or Performance Goals, depends what?

Answer 21

How they respond to failure

Question 22

What else does how children respond to failure depend upon?

Answer 22

Whether the children have attributed their own success to external circumstances

Question 23

What did Chen and Stevenson (1995) find about Americans vs Asians in a maths test?

Answer 23

Americans score lower than Asians, Asians said studying hard was the most important factor for maths performance, whereas Americans said good teacher was the most important

Question 24

What did Kaplan et al (2002) find about classroom goal structure?

Answer 24

That children’s perceived classroom goals related to their self-reported disruptive behaviour

Question 25

What did Assor et al (2002) find about differences in Teacher behaviour impact (autonomy and involvement)

Answer 25

1) Autonomy-promoting was positively correlated with fostering relevance
2) Autonomy-suppressing was negatively correlated with suppressing criticism
3) Teacher involvement increases students emotional engagement
4) Student engagement increases teachers granting autonomy support and involvement

Question 26

What did Mueller and Dweck (1998) find about differences in teacher feedback being crucial?

Answer 26

That the more you praise a student for their intelligence, the more likely they are to be performance orientated and want easy tasks, which is ironic

Question 27

In Ruble et al. (1980) ball-throwing game, with controlled feedback about own performance relative to others’ performance, what was found?

Answer 27

Only older childrens self-evaluations were affected by social comparison info, when you are shown someone else who does well, makes you view your own grade in a different light

Question 28

Give 3 examples of how school children are bombarded with info about how theyre doing compared to others

Answer 28

1) Exposure to peers of different ability levels
2) Grades
3) Ability grouping e.g. rich get richer, poor get poorer
These can lead to developmental changes in self-perception

Question 29

Banerjee and Yuill (1999) found what about self-presentational concerns?

Answer 29

That they increase with age, especially from 8 years old where peer group acceptance becomes increasingly important

Question 30

What did Banerjee (2000) find about Peer vs Adult approval, about a boy moving into a new neighbourhood with new peers and new adults?

Answer 30

From age 10, children recommend saying different things to peers e.g. athletic rather than academic which is what they would say to adults

Question 31

What did Juvonen & Murdock (1995) find about how children of 14 years old explain their success, to teachers vs to peers?

Answer 31

To peers, less likely to refer to high effort to explain success, and more likely to refer to low effort to explain failure
High effort = teacher approval
Low effort = peer popularity

Question 32

What 3 things do socialisation agents shape?

Answer 32

1) Self-perception
2) Attribution
3) Value patterns

Question 33

Name 3 of these socialisation agents?

Answer 33

1) Parent expectations and attributes

2) Teacher expectations e.g. self-fulfilling prophecy