Chapter 11- Motivating Students to Learn

Question 1

What is Motivation?

Answer 1

The drive to satisfy a need and the reason why people behave the way they do. Motivated behavior is energize, directed, and sustained

Question 2

Perspectives on Motivation- 1. The Behavioral Perspective

Answer 2

• emphasize external rewards and punishments as keys in motivation
• incentives: positive or negative stimuli

Question 3

Perspective on Motivation- 2. The Humanistic Perspective

Answer 3

• stresses students’ capacity for personal growth, freedom to choose their destiny, and positive qualities
• self-transcendence

Question 4

Perspective on Motivation -3. The cognitive perspective

Answer 4

• students’ thoughts guide motivation
• competence motivation: people are motivated to deal effectively with their world, to master their world, and to process information efficiently.

Question 5

Maslow- Physiological Level

Answer 5

Breathing, food, water, sex, sleep, homeostasis, excretion (Bottom level)

Question 6

Maslow- Safety Level

Answer 6

security of body, of employment, of resources, of morality, of the family, of health, of property (2nd bottom)

Question 7

Maslow - Love and Belonging Level

Answer 7

Friendship, family, sexual intimacy (Middle level)

Question 8

Maslow-Esteem Level

Answer 8

self-esteem, confidence, achievement, respect of others, respect by others
(2nd highest)

Question 9

Maslow- Self Actualization

Answer 9

morality, creativity, spontaneity, problem solving, lack or prejudice, acceptance of facts (top of pyramid)

Question 10

Students with Extrinsic Motivation

Answer 10

• do something to obtain something else

- are influenced by rewards and punishments

Question 11

Students with Intrinsic Motivation

Answer 11

• demonstrate self determination by doing something for its own sake
• increase in motivation when they are given some personal choice

Question 12

What is Self-Determination and Personal Choice

Answer 12

events that foster a sense of self determination or competence enhance (or at least maintain) intrinsic motivation

Question 13

To promote self-determination in your classroom

Answer 13

• explain students the importance of learning activities
• be attentive to students’ feelings
• allow students to make personal choices
• allow them to divide into self- selected groups
• create learning centres where they can work individually or collaboratively

Question 14

What is Optimal Experience and Flow?

Answer 14

Flow is the feeling we get when engaged in activities that provide us with both a sense of meaning and a degree of happiness

Question 15

Achievement Motivation: Applying Positive Psychology to Education

Answer 15

Provides a counterbalance to psychology’s emphasis on human “deficits”- and emphasizes at identifying and enhancing human strengths and virtue

Question 16

Achievement Motivation: Effects of Rewards

Answer 16

a topic of lively debate. May help but can also lead to perceptions that student behavior was caused by external rewards and not by their own motivation. Have found that rewards seem to increase mastery rather than causing behavior in the first place

Question 17

Achievement Motivation: Development Changes

Answer 17

motivation decreases through elementary school with the biggest drop between grades 6-7

Question 18

What is the Attribution Theory?

Answer 18

In their effort to make sense of their own behaviour or performance, individuals are motivated to discover its underlying causes

Question 19

Attribution Theory : What is Locus?

Answer 19

Students who perceive their success as being due to internal factors (i.e., effort) are more likely to have higher self-esteem

Question 20

Attribution Theory: What is Stability?

Answer 20

if a student attributes positive outcome to a stable cause, there is an expectation of future success.

Question 21

Attribution Theory: What is Controllability?

Answer 21

Failures due to external factors causes anger. Failure due to internal factors may cause guilt

Question 22

Achievement Orientation: What is Mastery Orientation?

Answer 22

students focus on the task, not their ability, have positive affect, and generate solution oriented strategies that improve performance

Question 23

Achievement Orientation: What is Helpless Orientation?

Answer 23

students focus on their personal inadequacies, attributing difficulty to lack of ability, and have negative affect

Question 24

Achievement Orientation: What is Performance Orientation?

Answer 24

Students are more concerned with outcomes than processes.

Question 25

What is Self-Efficacy?

Answer 25

The believe that one can master a situation and produce positive outcomes

Question 26

Students with self efficacy

Answer 26

• set higher goals and persevere to attain them
• invest more effort/persist in difficult tasks longer
• recover more quickly from setbacks

Question 27

School that promote self-efficacy

Answer 27

• have higher expectations and standards for achievement

- have teachers and principals who work together to improve instruction

Question 28

Teaching strategies for improving students self-efficacy

Answer 28

• teach goal setting
• teach relevant strategies
• monitor students’ affect
• provide appropriate mentors and models

Question 29

What is Self-Regulatory Learning?

Answer 29

Self-generation of thoughts and feelings and behaviours to reach a goal

Question 30

Self-Regulatory: What are the three important concepts?

Answer 30

-goals
-planning
-self-monitoring
also important to consider- anxiety, instructional strategies, and student motivation (384)

Question 31

What are Social Motives?

Answer 31

are needs and desires that are learned through experiences with the social world -> the need for affiliation

Question 32

Motivation to Achieve: Parents

Answer 32

They should provide the right amount of challenge in a positive environment and model achievement behaviour

Question 33

Motivation to Achieve: Peers

Answer 33

with high achievement standards will support student achievement in others

Question 34

Motivation to Achieve: Teachers

Answer 34

optimize achievement when they provide challenging tasks in a supportive environment

Question 35

What are the issues with culture and socio-economic status?

Answer 35

• quality of schooling for socioeconomically impoverished students
• concerns about valuing cultural diversity
• teasing apart the influences of socioeconomic status and ethnicity to
• students from some ethnically diverse backgrounds are more likely to emphasize “effort” than “luck”

Question 36

Gender: Females

Answer 36

• have higher competence beliefs, English, reading, and social activities
• high expectations for success in language courses and careers that require math and science ability

Question 37

Gender: Males

Answer 37

• have higher competence - believes in math and sports

- high expectations for success in math courses and careers that require math and science ability

Question 38

Teaching Strategies for Motivating Students

Answer 38

• create an atmosphere that promotes learning
• help students achieve expectation’s
• encourage students’ intrinsic motivation
• help students establish goals
• use technology effectively
• be a model

Question 39

Motivating Discouraged Students: Low Achievers with Low expectations

Answer 39

provide constant reassurance as long as students demonstrates effort

Question 40

Motivating Discouraged Students: Failure Syndrome

Answer 40

increase self-efficacy retraining and attribution retraining

Question 41

Motivating Discouraged Students: Protection of Self Worth by Avoiding Failure

Answer 41

includes non performance, procrastination, and inappropriate goal setting

Question 42

How can we Motivate Uninterested Students?

Answer 42

• develop positive student-teacher relationships
• show patience, but maintain expectations
• keep students’ interests in mind
• teach strategies to make academic more enjoyable
• consider enlisting mentors whom the students respect