Chapter 12 Motivation in Learning and Teaching Flashcards
An internal state that arouses, directs, and maintains behavior
Motivation
A complete lack of any intent to act-no engagement at all
Amotivation
Motivation associated with activities that are their own reward
Intrinsic motivation
Motivation created by external factors such as reward or punishments
Extrinsic motivation
The location-internal or external-of the cause of behavior
Locus of Control
Maslow’s model of seven levels of human needs, from basic physiological requirement to the need for self-acutalization
Hierarchy of needs
Self-acutalization
Fulfilling one’s potential
Maslow’s four lower-level needs, which must be satisfied first before higher-level needs can be addressed
Deficiency needs
Maslow’s three higher-level needs, sometimes called growth needs
Being needs
The individual’s need to demonstrate ability or mastery over the tasks at hand
Need for competence
The desire to have our own wishes, rather than external rewards or pressures, determine our actions
Need for Autonomy
The desire to belong and to establish close emotional bonds and attachments with others who care about us
Need for Relatedness
Suggests that events affect motivation through the individual’s perception of the events as controlling behavior or providing information
Cognitive Evaluation Theory
Goal Orientation
Patterns of beliefs about goals related to achievement in school
A personal goal intention to improve abilities and learn, no matter how performance suffers
Master goal
A personal intention to seem competent or perform well in the eyes of others
Performance goal
Students who don’t want to learn or look smart, but just want to avoid work
Workk-avoidant learners
A wide variety of needs and motives to be connected to others or part of a group
Social goals
Explanations of motivation that emphasize individuals’ expectations for success combined with their valuing of the goal
Expectancy x Value Theories
An individual’s belief about the extent to which a task or assignment is generally useful, enjoyable, or otherwise important
Value
The importance of doing well on a task; how success on the tasks meets personal needs
Importance of attainment value
Interest or intrinsic value
The enjoyment a person gets from a task
The contribution of a task to meeting one’s goals
Utility value
Descriptions of how individuals’ explanations, justifications, and excuses influence their motivation and behavior
Attribution Theories
A person’s sense of being able to deal effectively with a particular task. Beliefs about personal competence in a particular situation
Self-efficacy
Beliefs about the structure, stability, and certainty of knowledge, and how knowledge is best learned
Epistemological beliefs
A personally held belief that abilities are stable, uncontrollable, set traits
Fixed mindset
A personally held belief that abilities are unstable, controllable, and improvable
Growth mindset
The expectation, based on previous experiences with a lack of control, that all of one’s efforts will lead to failure
Learned helplessness
Students who focus on learning goals because they value achievement and see ability as improvable
Mastery-oriented students
Students who avoid failure by sticking to what they know, by not taking risks, or by claiming not to care about their performance
Failure-avoiding students
Students may engage in behavior that blocks their own success in order to avoid testing their true ability
Self-handicapping
Students who believe their failures are due to low ability and there is little they can do about it
Failure-accepting students
A mental state in which you are fully immersed in a challenging task that is accompanied by high levels of concentration and involvement
Flow
There interrelated factors-physiological responses, behaviors, and feelings that produce and affective response to a situation
Emotions
Anxiety
General uneasiness, a feeling of tension
The tendency to find academic activities meaningful and worthwhile and to try to benefit from them
Motivation to learn
The work the student must accomplish, including the product expected, resources available, and the mental operations required
Academic Tasks
Tasks that have some connection to real-life problems the students face outside the classroom
Authentic task
Students are confronted with a problem that launches their inquiry as they collaborate to find solutions and learn valuable information and skills in the process
Problem-based learning
The way students relate to others who are also working toward a particular goal
Goal Structure
