Chapter 12 Flashcards
Academic tasks
Activities or assignments designed to assess or develop students’ knowledge, skills, and understanding within academic subjects.
Amotivation
A lack of motivation or an absence of intention and desire to engage in activities or pursue goals.
Anxiety
A state of unease, worry, or apprehension often associated with perceived threats, challenges, or uncertainties.
Attribution theories
Psychological theories that explore how individuals attribute causes to events, behaviors, and outcomes, influencing their perceptions, emotions, and behaviors.
Authentic task
A learning activity or assessment that reflects real-world contexts, challenges, and applications relevant to students’ lives or future endeavors.
Being needs
According to Maslow’s hierarchy of needs, the innate psychological needs for self-actualization, personal growth, fulfillment, and self-expression.
Cognitive evaluation theory
A theory that explores how external factors, such as rewards or feedback, influence individuals’ intrinsic motivation and sense of competence.
Deficiency needs
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.
Emotions
Psychological and physiological responses to internal or external stimuli, influencing mood, motivation, cognition, and behavior.
Epistemological beliefs
Beliefs about the nature of knowledge, learning, truth, and how individuals acquire, evaluate, and use information.
Expectancy x value theories
Theories that emphasize the importance of individuals’ expectations of success (expectancy) and the perceived value or importance of a goal (value) in motivating behavior.
Extrinsic motivation
Motivation driven by external rewards, incentives, or consequences, rather than inherent interest or enjoyment in the activity itself.
Failure-accepting students
Students who respond to failure or setbacks with resilience, adaptive coping strategies, and a willingness to learn from mistakes.
Failure avoiding students
Students who are highly motivated to avoid failure or negative outcomes, often engaging in avoidance behaviors or seeking reassurance and validation.
Fixed mindset
Believing that abilities, intelligence, and traits are fixed and unchangeable, leading to a focus on proving oneself and avoiding challenges that might reveal weaknesses.
Flow
A state of deep concentration, enjoyment, and optimal performance characterized by a balance between challenge and skill level.
Goal orientations
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).
Goal structure
The organization and alignment of goals within a learning environment, including task complexity, goal clarity, and feedback mechanisms.
Growth mindset
Believing that abilities, intelligence, and traits can be developed and improved through effort, practice, and learning from mistakes.
Hierarchy of needs
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.
Importance of attainment value
The perceived significance, relevance, and personal importance of achieving a goal or outcome, influencing motivation and engagement.
Interest or intrinsic value
The inherent enjoyment, curiosity, or fascination with an activity or topic, driving intrinsic motivation and engagement.
Intrinsic motivation
Motivation stemming from internal factors, such as interest, enjoyment, satisfaction, and personal fulfillment derived from the activity itself.
Learned helplessness
A psychological state characterized by a belief that one has no control over outcomes, leading to reduced motivation, effort, and persistence.
Locus of casuality
The perceived location or source of control over outcomes, influencing individuals’ motivation and attributions for success or failure.
Mastery goal
A goal orientation focused on mastering tasks, developing competence, and learning, rather than solely on performance outcomes or comparison with others.
Mastery-oriented students
Students who are intrinsically motivated to learn, improve, and master tasks, often seeking challenges and valuing effort and learning process.
Motivation
The internal or external factors that energize, direct, and sustain individuals’ behavior and efforts towards achieving goals.
Motivation to learn
The internal drive, curiosity, and desire to engage in learning activities, acquire knowledge, and achieve learning goals.
Need for autonomy
The psychological need for independence, self-determination, and control over one’s choices, actions, and learning experiences.
Need for competence
The psychological need to feel capable, effective, and successful in one’s activities, tasks, and pursuits.
Need for relatedness
The psychological need for social connection, belongingness, and meaningful relationships with others, influencing motivation and well-being.
Performance goal
A goal orientation focused on demonstrating competence, outperforming others, and achieving favorable evaluations or outcomes.
Problem-based learning
An instructional approach that emphasizes active, collaborative, and inquiry-based learning through solving authentic problems or challenges.
Self-actualization
According to Maslow, the highest level of psychological growth and fulfillment, characterized by self-awareness, personal development, and realizing one’s potential.
Self-efficacy
Beliefs in one’s ability to successfully perform specific tasks, achieve goals, and overcome challenges, influencing motivation and performance.
Self-handicapping
Engaging in behaviors that undermine performance or effort in order to create excuses or explanations for potential failure, protecting one’s self-esteem.
Social goals
Goals oriented toward social interaction, relationships, acceptance, and approval from others, influencing motivation and behavior.
Sociocultural views of motivation
Perspectives that highlight the influence of social, cultural, and contextual factors on motivation, learning, and development.
Utility value
The perceived usefulness, relevance, and practical benefits of achieving a goal or engaging in an activity, influencing motivation and engagement.
Value
The personal significance, importance, or worth attributed to goals, activities, outcomes, or objects, influencing motivation and decision-making.
Work-avoidant learners
Individuals who are motivated to minimize effort, avoid challenges, and seek shortcuts or ways to complete tasks with minimal exertion.
