Ch 12 Motivation in Learning and Teaching (cont.) Flashcards

1
Q

White’s competence motivation (4)

A
  • natural impulse to feel competent
  • develop a drive for mastery
  • competence -> drive for mastery
  • confidence -> curiosity
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2
Q

mastery experiences/enactive influences

A
  • past performance

- successful history -> confidence

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3
Q

vicarious influences

A

info derived from social comparison

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4
Q

persuasion influences

A

self-persuasion or that of others

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5
Q

physiological emotional influences

A
  • how we feel about whether we are: comfortable, capable, etc
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6
Q

Weiner/Dweck Attribution theory

A
  • expected performance depends on perception individual holds for causes of success/failure
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7
Q

attributions (w/d)

A

explanations given for our performance

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8
Q

locus

A

(dimension of attribution) degree to which cause is believed to be internal/external to the person

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9
Q

stability

A

(dimension of attribution)

degree to which cause is stable (fixed) /unstable (varies in time)

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10
Q

controllability

A

(dimension of attribution)

degree to which cause is controlled by person

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11
Q

weiner’s attribution theory

A
  • dimension classification vs reason for failure

- how explanations/justifications/excuses influence motivation/behaviour

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12
Q

entity theory vs incremental theory (dweck)

A

e: ability fixed/unmodifiable
i: modifiable

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13
Q

ego-involved learners

A

concerned w/what others think of them

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14
Q

epistemological beliefs

A

beliefs about structure, stability, certainty of knowledge, and how knowledge is best learned

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15
Q

achievement motivation (McClelland/Atkinson)

A

2 desires: achieve/excel, avoid failure

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16
Q

resultant motivation

A

tendency that is stronger given a need to achieve and need to avoid failure

17
Q

atkinson’s expectancy-valence model

A
  • motivation = perceived probability of success X incentive value of success
18
Q

problem-based learning

A

authentic task; realistic problems that don’t necessarily have right answers