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Educationsl psychology > Chapter 12 > Flashcards

Chapter 12 Flashcards

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1
Q

What is motivation in the context of learning?

A

Motivation refers to the internal and external factors that stimulate the desire and energy in learners to be continually interested and committed to learning.

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2
Q

Fill in the blank: _________ motivation arises from internal satisfaction or personal interest in the subject matter.

A

Intrinsic

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3
Q

What is extrinsic motivation?

A

Extrinsic motivation refers to behavior driven by external rewards such as money, grades, or praise.

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4
Q

What are the three components of Self-Determination Theory?

A

Autonomy, competence, and relatedness.

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5
Q

Multiple Choice: Which type of motivation is generally more effective for long-term learning? A) Extrinsic B) Intrinsic

A

B) Intrinsic

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6
Q

True or False: Goal setting can enhance motivation in learners.

A

True

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7
Q

What is the role of feedback in motivation?

A

Feedback provides learners with information about their performance, which can enhance motivation by reinforcing efforts and guiding improvements.

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8
Q

What is the difference between mastery goals and performance goals?

A

Mastery goals focus on learning and self-improvement, while performance goals focus on demonstrating ability relative to others.

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9
Q

Which motivational theory emphasizes the importance of personal relevance and connection to the material?

A

Constructivist Theory

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10
Q

Multiple Choice: What is a key characteristic of a motivated learner? A) Passivity B) Engagement C) Disinterest

A

B) Engagement

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11
Q

What is the impact of a positive learning environment on motivation?

A

A positive learning environment fosters confidence, encourages risk-taking, and enhances motivation.

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12
Q

True or False: Praise can have a negative effect on motivation if it is not specific or sincere.

A

True

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13
Q

Fill in the blank: The concept of __________ refers to the belief in one’s ability to succeed in specific situations.

A

Self-efficacy

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14
Q

What are intrinsic rewards?

A

Intrinsic rewards are internal satisfactions derived from the learning process itself, such as enjoyment or a sense of achievement.

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15
Q

Multiple Choice: Which factor is NOT a part of intrinsic motivation? A) Interest B) Challenge C) External rewards

A

C) External rewards

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16
Q

What role does curiosity play in motivation?

A

Curiosity drives learners to explore and engage with new information, enhancing intrinsic motivation.

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17
Q

Fill in the blank: __________ theory suggests that learners are motivated by their desire to fulfill basic psychological needs.

A

Self-Determination

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18
Q

What is the effect of autonomy on student motivation?

A

Autonomy enhances motivation by giving students a sense of control over their learning process.

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19
Q

True or False: High-stakes testing can decrease student motivation.

A

True

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20
Q

What is the significance of social relationships in motivation?

A

Social relationships can provide support, encouragement, and validation, which enhance motivation.

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21
Q

Multiple Choice: Which of the following is an example of extrinsic motivation? A) Studying for personal satisfaction B) Studying to earn a scholarship C) Reading for enjoyment

A

B) Studying to earn a scholarship

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22
Q

What impact does setting achievable goals have on motivation?

A

Setting achievable goals enhances motivation by providing a clear path to success and a sense of accomplishment.

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23
Q

Fill in the blank: The __________ effect occurs when external incentives decrease intrinsic motivation.

A

Overjustification

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24
Q

What is the role of challenge in motivation?

A

Challenge can enhance motivation by stimulating engagement and promoting mastery.

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25
Q

True or False: Learning styles have a significant impact on motivation.

A

False: While learning styles may influence preferences, they do not significantly affect motivation.

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26
Q

What is the purpose of motivational interviewing in education?

A

Motivational interviewing aims to enhance a student’s motivation to change and engage in learning.

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27
Q

Fill in the blank: __________ is the process of using rewards or incentives to encourage desired behaviors.

A

Reinforcement

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28
Q

What do behaviourists emphasize in terms of motivation?

A

Extrinsic motivation arising from incentives, rewards, and punishment

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29
Q

What do cognitive views of motivation stress?

A

A person’s active search for meaning, understanding, and competence along with the power of the individual’s attributions and interpretations

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30
Q

In social cognitive theory, what are the central factors in motivation?

A

Self-efficacy and agency

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31
Q

Define self-efficacy.

A

Your belief you can successfully carry out a particular task in a given situation

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32
Q

What do sociocultural views emphasize in the context of motivation?

A

Engaged participation and maintaining your identity within a community

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33
Q

What is Maslow’s Hierarchy of Needs?

A

A theory suggesting humans have a hierarchy of needs from lower-level needs for survival and safety to higher-level needs for knowledge and self-actualization.

Proposed by Maslow in 1970.

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34
Q

What does self-actualization mean in Maslow’s theory?

A

Self-fulfillment and realization of personal potential, or ‘being all that you can be.’

It is the highest level in Maslow’s hierarchy.

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35
Q

What are deficiency needs according to Maslow?

A

The four lower-level needs that must be satisfied before higher-level needs can be addressed.

These include physiological needs, safety needs, love and belongingness, and esteem.

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36
Q

Fill in the blank: Self-actualization is the realization of personal _______.

A

potential

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37
Q

True or False: Higher-level needs in Maslow’s hierarchy can be addressed before deficiency needs are satisfied.

A

False

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38
Q

What are Maslow’s three higher-level needs sometimes called?

A

Growth needs

These needs are part of Maslow’s hierarchy of needs.

39
Q

What is a criticism of Maslow’s theory?

A

People do not always behave as the theory might predict

This suggests that human motivation is more complex than the hierarchy implies.

40
Q

How do needs affect learners?

A

They affect how learners think, their short-term goals, and how they feel

For instance, basic needs like hunger can shift focus away from academic tasks.

41
Q

True or False: Most individuals are motivated by only one type of need at a time.

A

False

Individuals may be motivated by many needs simultaneously.

42
Q

Fill in the blank: When children are hungry, their motivation won’t be focused on _______.

A

academic learning

Hunger can significantly distract from educational pursuits.

43
Q

What is the need for competence?

A

The desire to demonstrate ability or mastery over the tasks at hand.

This need reflects an individual’s drive to improve skills and achieve goals.

44
Q

What does the need for autonomy refer to?

A

The desire to have your own wishes determine your actions rather than external rewards or pressures.

Autonomy emphasizes personal choice and self-direction.

45
Q

Define the need for relatedness.

A

The desire to belong and to establish close emotional bonds and attachments with others who care about you.

Relatedness involves forming connections that provide emotional support.

46
Q

What do people desire from infancy to old age?

A

Competence, connection, and personal investment in their pursuits

47
Q

How do students’ preferences influence their participation in activities?

A

Students are more likely to participate in activities that help them grow more competent and less likely to engage in activities that hold the possibility of failure

48
Q

What is self-compassion in the context of teaching?

A

A non-judgmental attitude toward themselves and acceptance of their own shortcomings

49
Q

What was reported by teachers with greater self-compassion?

A

Greater need satisfaction and use of more autonomy-supportive strategies with their students

50
Q

Fill in the blank: Students are less likely to engage in activities that hold the possibility of _______.

A

failure

51
Q

True or False: Teachers with high self-compassion tend to use less autonomy-supportive strategies.

A

False

52
Q

List three key needs that people want to fulfill from infancy to old age.

A
  • Competence
  • Connection
  • Personal investment
53
Q

What does autonomy-supportive strategy entail in teaching?

A

[Key learning term]

54
Q

What are the four main reasons why goal setting improves performance according to Locke and Latham (2002)?

A
  1. Direct attention to the task at hand
  2. Energize effort
  3. Increase persistence
  4. Set clear goals

These reasons highlight the psychological and motivational aspects of goal setting.

55
Q

How does goal setting direct attention?

A

It directs attention to the task at hand and away from distractions

For example, focusing on studying instead of social media.

56
Q

What effect does a more challenging goal have on effort?

A

The greater the challenge, the greater the effort, up to a point

This implies that goals should be ambitious but achievable.

57
Q

How does goal setting influence persistence?

A

It increases persistence by reducing the likelihood of giving up until the goal is reached

Hard goals demand effort and tight deadlines promote faster work.

58
Q

Fill in the blank: Goal setting helps to _______ by focusing efforts and reducing distractions.

A

direct attention

59
Q

True or False: Setting clear goals can lead to increased effort and persistence.

A

True

60
Q

What is the primary purpose of setting goals?

A

To promote the development of new knowledge and strategies when old strategies fall short

For example, if your goal is making an A and you don’t reach that goal on your first quiz, you might try a new study approach for the next quiz, such as explaining the key points to a friend.

61
Q

What characteristics enhance motivation and persistence in goal-setting?

A

Goals that are specific, elaborated, moderately difficult, and proximal

Proximal goals are those that are likely to be reached in the near future.

62
Q

Fill in the blank: Goals that are ________, elaborated, moderately difficult, and proximal tend to enhance motivation and persistence.

A

[specific]

63
Q

True or False: Goals that are too easy tend to enhance motivation and persistence.

A

False

64
Q

What should you do if you don’t reach your goal on your first attempt?

A

Try a new study approach or strategy

This could involve different methods such as explaining concepts to a peer or changing your study environment.

65
Q

What are the three factors that moderate goal realization?

A

Feedback
Goal framing
Goal commitment

66
Q

What are the two common goal orientations?

A

Mastery goals - focuses on your own individual development and learning

Performance goals - focuses on a demonstration of competence to others or performing others.

67
Q

Should teachers encourage students to have performance goals?

A

Performance goals are associated with active learning strategies and high self efficacy.
They can also turn into performance avoidance goals as students are not successful in looking smart or winning.

68
Q

Define work-avoidant learners

A

Students who don’t want to learn or look smart, but just want to avoid work

69
Q

What are social goals?

A

Social goals are needs and motives that are connected to others or part of a group.
Social environments (like schools) are places that a student’s academic and social goals would be connected.
Social inclusion is indicated in a student’s emotional well-being and self-esteem.

70
Q

What can a teacher do to help a student set goals and achieve them?

A

Health and cycles that are clear specific reasonable moderately, challenging and attainable with a relatively short period of time.
Coaching and encouragement are necessary.
When students feel insecure or incompetent they’re not likely to stick with tasks.

71
Q

What is expectancy value theories?

A

The theory that explains an individual’s expectations for success combined with their valuing of the goal.

72
Q

What is expectancy for success?

A

It is a student’s belief about how well they will perform on an upcoming task.
Self efficacy is a sense of being able to deal effectively with a particular task beliefs about your personal capabilities in a particular situation.
Students expectancies for success and their ability beliefs are strong predictors of how well they perform in school.

73
Q

What is task value?

A

Value is an individuals belief about an assignment or task and its enjoyment or usefulness.

74
Q

Define perceived cost

A

A fourth component of how a task is valued
How much energy effort is required
What are my alternatives to doing the task?
How much energy has already been spent?
Is the cost for the possible benefit?

75
Q

What are the three dimensions that determine success or failure?

A

Locus of causality
Stability
Controllability

76
Q

Attributions in the classroom about belief and ability

A

Students with high self efficacy who fail focus on the next chance for success
Learned helplessness develops when lives are uncontrollable, and can affect motivational, cognitive and effective Outcomes

77
Q

Define self handicapping

A

When a student it behaves in a way that blocks their own success in order to avoid testing their true ability.

78
Q

What determines a students ideas about failure?

A

It generally is modelled by family, teachers, peers, and other students

79
Q

What can teachers do to help a student overcome fear of failure?

A

Teachers can welcome and even encourage failure during learning. Students who are not fearful of failure, set moderately difficult goals, take risks and cope with failure constructively.

80
Q

What determines the students failure or success?

A

A students belief in their own ability determines their performance on certain activities.
A little teacher’s not only need to hold growth mindset, but they need to truly embrace them and understand the concept for a student to benefit

81
Q

What are two types of interests?

A

Interest can be situational, which are determined by environmental conditions.

Interest can also be individual and last longer than situational interests, and create a more enduring desire and engage attention more fully.

82
Q

How does culture affect learning?

A

Truly relevant materials cultivate individual interest by connecting to students lives.

83
Q

What is the difference between curiosity and interest?

A

Curiosity is when the students attention is focussed on resolving uncertainty to fill a gap in their knowledge. Curiosity has been associated with greater motivation, exploration, memory, learning, and well-being.

Interest occurs when a student has an ongoing desire to engage with a topic.

84
Q

Define flow

A

A mental state in which you were fully immersed in a challenging task that is accompanied by high levels of concentration and involvement.
The opposite of flow is apathy or boredom.

85
Q

Define emotions

A

Emotions are complex and separate from feelings.
They incorporate, physiological responses, behaviors, and feelings that Produce an affective response to a situation.
Not all factors of emotions are under conscious control.

86
Q

How can a teacher increase positive achievement emotions, and decrease negative emotions?

A

•By creating learning experiences where students have control over the activities.
• When students value the activities, they are engaging in.
• by being enthusiastic and encouraging of student enjoyment.

87
Q

Describe the effect of anxiety in a classroom.

A

Anxiety can cause school failure, and school failure can cause anxiety.
It has both cognitive and affective components.

88
Q

How can a teacher help a learner that is experiencing anxiety?

A

By helping the student recognize the sources of their anxious feelings

89
Q

How can a teacher arouse a students for learning?

A

By introducing variety
Piquing their curiosity
Surprising them
Engaging them in physical activity

90
Q

How can a teacher engage students in learning that is valuable useful and relevant to them?

A

•Creating authentic tasks that relate to the students lives.
•Nurturing the student within a culture of the learning that connects with their lives.
• Helping them see the usefulness or instrumental value of the task

91
Q

How to build confidence in positive expectations

A

By ensuring genuine progress make sure that:
Work is at the students level
Is done in small steps
Learning goals are clear and specific
Self growth is emphasized
Emphasize that Academic ability is improvable
Model good problem-solving by using several approaches

92
Q

What structures encourage student progress?

A

Allow students opportunities to provide feedback
Students create a finished product
Avoid emphasis on grades and competition
Reduce task risk without oversimplification
Model motivation to learn
Teach learning strategies
Reduce anxiety

93
Q

How to enhance motivation and well-being in a classroom

A

By encouraging feelings of acceptance and respect.
A firm each student’s capacity to succeed
Recognize agency and contributions
Promote inclusion challenge exclusion

Educationsl psychology (5 decks)

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