Chapter 12

Question 1

Academic tasks

Answer 1

Activities or assignments designed to assess or develop students’ knowledge, skills, and understanding within academic subjects.

Question 2

Amotivation

Answer 2

A lack of motivation or an absence of intention and desire to engage in activities or pursue goals.

Question 3

Anxiety

Answer 3

A state of unease, worry, or apprehension often associated with perceived threats, challenges, or uncertainties.

Question 4

Attribution theories

Answer 4

Psychological theories that explore how individuals attribute causes to events, behaviors, and outcomes, influencing their perceptions, emotions, and behaviors.

Question 5

Authentic task

Answer 5

A learning activity or assessment that reflects real-world contexts, challenges, and applications relevant to students’ lives or future endeavors.

Question 6

Being needs

Answer 6

According to Maslow’s hierarchy of needs, the innate psychological needs for self-actualization, personal growth, fulfillment, and self-expression.

Question 7

Cognitive evaluation theory

Answer 7

A theory that explores how external factors, such as rewards or feedback, influence individuals’ intrinsic motivation and sense of competence.

Question 8

Deficiency needs

Answer 8

In Maslow’s hierarchy, the basic physiological and psychological needs, such as food, safety, belongingness, and esteem, that must be satisfied for well-being and motivation.

Question 9

Emotions

Answer 9

Psychological and physiological responses to internal or external stimuli, influencing mood, motivation, cognition, and behavior.

Question 10

Epistemological beliefs

Answer 10

Beliefs about the nature of knowledge, learning, truth, and how individuals acquire, evaluate, and use information.

Question 11

Expectancy x value theories

Answer 11

Theories that emphasize the importance of individuals’ expectations of success (expectancy) and the perceived value or importance of a goal (value) in motivating behavior.

Question 12

Extrinsic motivation

Answer 12

Motivation driven by external rewards, incentives, or consequences, rather than inherent interest or enjoyment in the activity itself.

Question 13

Failure-accepting students

Answer 13

Students who respond to failure or setbacks with resilience, adaptive coping strategies, and a willingness to learn from mistakes.

Question 14

Failure avoiding students

Answer 14

Students who are highly motivated to avoid failure or negative outcomes, often engaging in avoidance behaviors or seeking reassurance and validation.

Question 15

Fixed mindset

Answer 15

Believing that abilities, intelligence, and traits are fixed and unchangeable, leading to a focus on proving oneself and avoiding challenges that might reveal weaknesses.

Question 16

Flow

Answer 16

A state of deep concentration, enjoyment, and optimal performance characterized by a balance between challenge and skill level.

Question 17

Goal orientations

Answer 17

Different approaches individuals take toward achieving goals, such as mastery orientation (focus on learning and improvement) and performance orientation (focus on demonstrating ability and outperforming others).

Question 18

Goal structure

Answer 18

The organization and alignment of goals within a learning environment, including task complexity, goal clarity, and feedback mechanisms.

Question 19

Growth mindset

Answer 19

Believing that abilities, intelligence, and traits can be developed and improved through effort, practice, and learning from mistakes.

Question 20

Hierarchy of needs

Answer 20

Maslow’s theory proposing that individuals’ needs are organized in a hierarchical structure, from basic physiological needs to higher-level psychological and self-fulfillment needs.

Question 21

Importance of attainment value

Answer 21

The perceived significance, relevance, and personal importance of achieving a goal or outcome, influencing motivation and engagement.

Question 22

Interest or intrinsic value

Answer 22

The inherent enjoyment, curiosity, or fascination with an activity or topic, driving intrinsic motivation and engagement.

Question 23

Intrinsic motivation

Answer 23

Motivation stemming from internal factors, such as interest, enjoyment, satisfaction, and personal fulfillment derived from the activity itself.

Question 24

Learned helplessness

Answer 24

A psychological state characterized by a belief that one has no control over outcomes, leading to reduced motivation, effort, and persistence.

Question 25

Locus of casuality

Answer 25

The perceived location or source of control over outcomes, influencing individuals’ motivation and attributions for success or failure.

Question 26

Mastery goal

Answer 26

A goal orientation focused on mastering tasks, developing competence, and learning, rather than solely on performance outcomes or comparison with others.

Question 27

Mastery-oriented students

Answer 27

Students who are intrinsically motivated to learn, improve, and master tasks, often seeking challenges and valuing effort and learning process.

Question 28

Motivation

Answer 28

The internal or external factors that energize, direct, and sustain individuals’ behavior and efforts towards achieving goals.

Question 29

Motivation to learn

Answer 29

The internal drive, curiosity, and desire to engage in learning activities, acquire knowledge, and achieve learning goals.

Question 30

Need for autonomy

Answer 30

The psychological need for independence, self-determination, and control over one’s choices, actions, and learning experiences.

Question 31

Need for competence

Answer 31

The psychological need to feel capable, effective, and successful in one’s activities, tasks, and pursuits.

Question 32

Need for relatedness

Answer 32

The psychological need for social connection, belongingness, and meaningful relationships with others, influencing motivation and well-being.

Question 33

Performance goal

Answer 33

A goal orientation focused on demonstrating competence, outperforming others, and achieving favorable evaluations or outcomes.

Question 34

Problem-based learning

Answer 34

An instructional approach that emphasizes active, collaborative, and inquiry-based learning through solving authentic problems or challenges.

Question 35

Self-actualization

Answer 35

According to Maslow, the highest level of psychological growth and fulfillment, characterized by self-awareness, personal development, and realizing one’s potential.

Question 36

Self-efficacy

Answer 36

Beliefs in one’s ability to successfully perform specific tasks, achieve goals, and overcome challenges, influencing motivation and performance.

Question 37

Self-handicapping

Answer 37

Engaging in behaviors that undermine performance or effort in order to create excuses or explanations for potential failure, protecting one’s self-esteem.

Question 38

Social goals

Answer 38

Goals oriented toward social interaction, relationships, acceptance, and approval from others, influencing motivation and behavior.

Question 39

Sociocultural views of motivation

Answer 39

Perspectives that highlight the influence of social, cultural, and contextual factors on motivation, learning, and development.

Question 40

Utility value

Answer 40

The perceived usefulness, relevance, and practical benefits of achieving a goal or engaging in an activity, influencing motivation and engagement.

Question 41

Value

Answer 41

The personal significance, importance, or worth attributed to goals, activities, outcomes, or objects, influencing motivation and decision-making.

Question 42

Work-avoidant learners

Answer 42

Individuals who are motivated to minimize effort, avoid challenges, and seek shortcuts or ways to complete tasks with minimal exertion.