Chapter 9 Flashcards
Motivation
Something that energizes, directs and sustains behaviour
Situational motivation
Your immediate environment affects your motivation to learn and behave
Extrinsic behaviour
Motivation promoted by factors external to the individual and unrelated to the task being performed
Intrinsic motivation
The internal desire to perform a particular task
Trait theory of motivation
A theoretical perspective portraying motivation as involving enduring personality characteristics that people have to a greater or lesser extent
Achievement motivation
The need for excellence for its own sake without regard for any external rewards that one’s accomplishments might bring (similar to intrinsic motivation but driven by rewards)
Drive
A motivational state in which something necessary for optimal functioning (food, water etc.) is missing (behaviourist reinforcement)
Self-worth
Beliefs about one’s own general ability to deal effectively with the environment (affects motivation)
Self-handicapping
Undermining one’s own success, often as a way of protecting one’s sense of self-worth when being asked to perform difficult tasks (ex. setting unattainably high goals, procrastinating, reducing effort, using alcohol and drugs)
Social motivation
Humans have a fundamental drive to integrate into social networks. This is an evolved trait to support the survival of our species
Need for relatedness
The need to feel socially connected to others, as well as to secure their love and respect
Need for affiliation
The tendency to seek out friendly relationships with others
Need for approval
A desire to gain the approval and acceptance of others (ex. cliques in school)
Affect
The feelings and emotions that an individual brings to bear on a task. Students are more likely to pay attention to things that evoke strong emotions, such as excitement, sadness or anger
Hot Cognition
Learning or cognitive processing that is emotionally charged (amygdala and limbic system= emotion centre of the brain)
Anxiety
A feeling of uneasiness and apprehension concerning a situation with an uncertain outcome
State anxiety
A temporary feeling of anxiety elicited by a threatening situation
Trait anxiety
A pattern of responding with anxiety in non-threatening situations
Facilitating anxiety
Anxiety that enhances performance. Low levels of anxiety are usually facilitating (ex. tension before starting a race)
Debilitating anxiety
Anxiety that interferes with performance. High levels of anxiety are likely to be debilitating
Threat
A situation in which people believe that they have little or no chance of success
Challenge
A situation in which a person believes they can possibly succeed with sufficient effort
Achievement motivation
The need for excellence for its own sake, without regard for any external rewards that one’s accomplishments might bring
Self-determination
A sense that one has some choice and control regarding the future course of one’s life
Expectancy
In motivation theory, the belief that one will be successful in accomplishing a task or achieving a goal
Value
The belief that an activity has direct or indirect effects (the value that students’ see in many school subjects declines over the years)
Internalized motivation
The adoption of behaviours that others value, without regard for the external consequences of such behaviours
External regulation
Students are motivated to behave or not behave in certain ways based primarily on the external consequences that will follow behaviours (ex. some students might do homework only to avoid getting in trouble)
Introjection
Students behave in particular ways to gain the approval of others. They do not usually understand the specific rules or reasons behind them. They are motivated by a desire to avoid a negative self-evaluation and protect their sense of self-worth
Identification
Students now see behaviours as being personally important or valuable
Integration
Students have fully accepted the desirability of certain behaviours and integrated them into an overall system of motives and values (ex. a student might have an interest in science as a career goal so that interest will likely be reflected in their daily life)
Interest
A feeling that a topic is intriguing or enticing (form of intrinsic motivation)
Situational interest
Interest evoked temporarily by something in the environment
Personal interest
A long-term, relatively stable interest in a particular topic or activity
Core goal
A long-term goal goal that drives much of what a person does
Mastery goal
A desire to acquire additional knowledge or master new skills
Performance goal
A desire either to look good and receive favourable judgements from others, or else not to look bad and receive unfavourable judgements
Performance-approach goal
A desire to look good and receive favourable judgements from others
Performance-avoidance goal
A desire not to look bad and receive unfavourable judgements from others (social comparison)
Work-avoidance goal
A desire to avoid having to perform classroom tasks or to complete them with minimal effort (lack of intrinsic and extrinsic motivation)
Attributions
An internally constructed causal explanation for one’s success or failure
Attribution theory
A theoretical perspective that focuses on people’s attributions concerning the causes of events that befall them, as well as on the behaviours that result from such attributions
Locus (“place”)
Students sometimes attribute their failures and successes to factors within themselves, like ability or intelligence or they attribute them to external factors like a bad teacher
Stability
Sometimes students believe that events are due to stable factors things that probably won’t change much in the near future (ex. being good at science because of innate intelligence)
Controllability
Students may attribute events to things they can or can’t control or change. Students tend to attribute their successes to internal causes and their failures to external causes to maintain their self-worth
Entity view of intelligence
A belief that intelligence is a “thing” that is relatively permanent and unchangeable
Incremental view of intelligence
the belief that intelligence can and does improve with effort and practice
Learned industriousness
The recognition that one can succeed at some tasks only with effort, persistence and well-chosen strategies
Mastery orientation
A general belief that one is capable of accomplishing challenging tasks
Learned helplessness
A general belief that one is incapable of accomplishing tasks and has little or no control of the environment
Self-fulfilling prophecy
A situation in which one’s expectations for an outcome either directly or indirectly lead to the expected result
