Ch 12 Motivation in Learning and Teaching (cont.) Flashcards
White’s competence motivation (4)
- natural impulse to feel competent
- develop a drive for mastery
- competence -> drive for mastery
- confidence -> curiosity
mastery experiences/enactive influences
- past performance
- successful history -> confidence
vicarious influences
info derived from social comparison
persuasion influences
self-persuasion or that of others
physiological emotional influences
- how we feel about whether we are: comfortable, capable, etc
Weiner/Dweck Attribution theory
- expected performance depends on perception individual holds for causes of success/failure
attributions (w/d)
explanations given for our performance
locus
(dimension of attribution) degree to which cause is believed to be internal/external to the person
stability
(dimension of attribution)
degree to which cause is stable (fixed) /unstable (varies in time)
controllability
(dimension of attribution)
degree to which cause is controlled by person
weiner’s attribution theory
- dimension classification vs reason for failure
- how explanations/justifications/excuses influence motivation/behaviour
entity theory vs incremental theory (dweck)
e: ability fixed/unmodifiable
i: modifiable
ego-involved learners
concerned w/what others think of them
epistemological beliefs
beliefs about structure, stability, certainty of knowledge, and how knowledge is best learned
achievement motivation (McClelland/Atkinson)
2 desires: achieve/excel, avoid failure