Chapter 11: Motivation

Question 1

What is Motivation?

Answer 1

Refers to the reasons behind individuals actions, desires, and needs

It’s the process that initiates, guides and sustains goal-oriented behaviors

Question 2

What cognitive factors affective motivation?

Answer 2

intrinsic
extrinsic
past experiences
current information

Question 3

Intrinsic

Answer 3

what is in us

Question 4

Extrinsic

Answer 4

external rewards or rewards to drive us

Question 5

Past Experiences

Answer 5

going to influence what motivates students, what they are coming into the classroom with

Question 6

Current Information

Answer 6

what motivates a student in grade ½ will change bt grade ⅘ . must be relevant in the current as well.

Question 7

Maslow’s Hierarchy

Answer 7

Lower needs need to be met before moving up
Tells us the preconditions for students to learn
- physiological needs (food)
- safety needs
- belongingness and love needs
- esteem needs
- self actualization

Question 8

Critiques of Maslow’s Hierarchy

Answer 8

sample size, individuals, was not a diverse population

“Self-actualization” only looked at self-actualized individuals

only looking at these components, if these needs are not met does not mean learning can not happen

Question 9

Attribution Theory

Answer 9

Deals with what people believe and why they succeed or fail at different times and the effects on future behavior or learning

Question 10

Dimensions (Locus)

Answer 10

does the student believe that they have the control or is it external?

Question 11

Internal locus

Answer 11

they feel more in charge/they can do something about

Question 12

External locus

Answer 12

may not be anything you can do about it

Question 13

Dimensions (Stability)

Answer 13

is it always the same or is it a different circumstance that is not always present. Eg, if you come into a quiz feeling sick that is a different circumstance that does not always happen

Question 14

Dimensions (Control/Responsibility)

Answer 14

whose responsibility is it?

Question 15

Explanatory Beliefs Influence

Answer 15

Learning outcomes (expectations, performances, choices)

Well-being (emotions)

Social Outcomes (help seeking behaviours)

Question 16

Gender Differences: Males

Answer 16

Attribute success to ability (yay for me) and failures to lack of effort (I didn’t go well because I didn’t try)

Question 17

Gender Differences: Females

Answer 17

Attribute successes to effort and failure to lack of ability

Question 18

Situated Expectancy Cognitive Theory

Answer 18

The expectancy of success (Do I expect to be successful)

The value of that success (and what is the value of it

Question 19

Combination of task value and expectation for success (if both high?)

Answer 19

persistence, great effort expended, motivation for learning

Question 20

Combination of task value and expectation for success (if both low?)

Answer 20

refuse to participate, no motivation to learn

Question 21

Social Cognitive Theory

Answer 21

Deals with the influence that observing others has on behaviour
The theory considers the learners beliefs and expectations

Question 22

Self-efficacy

Answer 22

Regardless of the situation, you believe you will be successful

Question 23

Sources of self-efficacy
(Mastery experiences)

Answer 23

when you mastery something you have the belief you can do it again

Question 24

Sources of self-efficacy
(Emotional arousal)

Answer 24

it has to peak your interest, if it does that is where external influences come in

Question 25

Sources of self-efficacy
(Vicarious experiences)

Answer 25

what you have observed something in the environment (eg, role models, if someone else does it so can I)

Question 26

Sources of self-efficacy
(Social persuasion)

Answer 26

grouping students with higher achievers and another child who is having a harder time (eg, an athlete is playing and someone is cheering you on that is social persuasion, they can accomplish what they want to accomplish)

Question 27

Achievement Goal Theory
(Learning or Mastery)

Answer 27

ex. Quiz is due monday evening, I will review monday morning and complete the quiz by monday afternoon

Question 28

Achievement Goal Theory
(Performance or ability)

Answer 28

Ex. my goal is to get 80%

Question 29

Achievement Goal Theory
(Work avoidance)

Answer 29

procrastination, having to study but you start cleaning your room, your goal (consciously/subconsciously) becomes to avoid your goal.

In elementary school, “I need to use the washroom”, “I need to sharpen my pencil”, “ I dropped my pencil”

Question 30

Achievement Goal Theory
(Social)

Answer 30

peer influence, having the right clothing, going to parties

Question 31

Achievement Goal Theory
(Affective)

Answer 31

social emotional development, interpersonal skills, intrapersonal skill

Question 32

High need for achievement

Answer 32

Stronger expectation of success than fear of failure
Seek moderately challenging taste that balance
Challenge and expectations for success

Question 33

Self-determination Theory

Answer 33

Innate needs that must be met for optimal human functioning

Question 34

What are the Innate Needs?

Answer 34

Competence; you are good at something, you will be successful

Relatedness; you have connections, with people in the classroom and teachers

Autonomy; having control over things, autonomous behavior for a kinder is not the same for a student in grade 5

Question 35

Educational Implications

Answer 35

Help students increase competence
Foster positive interpersonal relationships
Give students choices and promote self-regulation (where autonomy resides)

Question 36

Self-determination

Answer 36

Classroom supports self-determination
- Greater student interest
- Preference for challenge, conceptual learning, and creativity

Need to make choices and decisions
- Intrinsically motivated

Question 37

Equity Theory

Answer 37

States a person’s motivation is directly related to their perception of equity or level of fairness. This theory shows that you become more motivated when your perceived fairness is high and demotivated when you perceive unfairness