Chapter 11 Motivating Students to Learn Flashcards
Motivation
The drive to satisfy a need and the reason why people behave the way they do
Incentives
Positive or negative stimuli or events that can motivate students behaviour
Humanistic perspective
Stresses students capacity for personal growth, freedom to choose their destiny, and positive qualities
Hierarchy of needs
A multi-step model for explaining human motivation and behaviour
Self-transcendence
Connecting to something beyond the self in order to help others find self-fulfillment and realize their potential
Competence motivation
The idea that people are motivated to deal effectively with their environment, to master their world, and to process information efficiently
Extrinsic motivation
Motivation that involves the use of external incentives, such as rewards and punishments
Intrinsic motivation
Motivation that involves internal factors, such as self-determination, curiosity, challenge, and effort
Flow
The feeling we get when engaged in activities that provide us with both a sense of meaning and a degree of happiness
Positive psychology (“strength” psychology)
A movement within the field of psychology aimed at identifying and enhancing human strengths and virtues
Person-environment fit
The fit between the elementary- and secondary-school environments and the needs of young adolescents. A poor fit results in increasingly negative self-evaluations and attitudes toward school
Attributions
Perceived causes of outcomes
Attribution theory
States that in their effort to make sense of their own behaviour or performance, individuals are motivated to discover its underlying causes
Mastery orientation
Orientation that focuses on tasks rather than on ability, has positive affect, and generates solution-oriented strategies that improve performance
Helpless orientation
An orientation that focuses on personal inadequacies, often attributes difficulty to lack of ability, and displays negative affect
Performance orientation
An orientation that involves being concerned with outcome rather than with process
Mindsets
The cognitive view individuals develop for themselves
Self-efficacy
The belief that one can master a situation and produce positive outcomes
Self-regulatory learning
The self-generation of thoughts, feelings, and behaviours to reach a goal
Ego-involved goals
Goals that focus on maximizing favourable evaluations and minimizing unfavourable ones
Task-involved goals
Goals that focus on mastering tasks
Work-avoidant goals
Goals that focus on exerting as little effort as possible on a task
Anxiety
A vague, highly unpleasant feeling of fear and apprehension
Cognitive-behavioural treatment (CBT)
Intervention program aimed at reducing anxiety by focusing on the worry aspect, attempting to change the negative, self-damaging thoughts of anxious students and replacing them with positive, task-focused thoughts
Social motives
Needs and desires that are learned through experiences with the social world
Need for affiliation
The motive to be with other people to establish, maintain, and restore warm, close, personal relationships
Failure syndrome
Having low expectations for success and giving up at the first sign of difficulty
