Chapter 9

Question 1

Motivation

Answer 1

Something that energizes, directs and sustains behaviour

Question 2

Situational motivation

Answer 2

Your immediate environment affects your motivation to learn and behave

Question 3

Extrinsic behaviour

Answer 3

Motivation promoted by factors external to the individual and unrelated to the task being performed

Question 4

Intrinsic motivation

Answer 4

The internal desire to perform a particular task

Question 5

Trait theory of motivation

Answer 5

A theoretical perspective portraying motivation as involving enduring personality characteristics that people have to a greater or lesser extent

Question 6

Achievement motivation

Answer 6

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)

Question 7

Drive

Answer 7

A motivational state in which something necessary for optimal functioning (food, water etc.) is missing (behaviourist reinforcement)

Question 8

Self-worth

Answer 8

Beliefs about one’s own general ability to deal effectively with the environment (affects motivation)

Question 9

Self-handicapping

Answer 9

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)

Question 10

Social motivation

Answer 10

Humans have a fundamental drive to integrate into social networks. This is an evolved trait to support the survival of our species

Question 11

Need for relatedness

Answer 11

The need to feel socially connected to others, as well as to secure their love and respect

Question 12

Need for affiliation

Answer 12

The tendency to seek out friendly relationships with others

Question 13

Need for approval

Answer 13

A desire to gain the approval and acceptance of others (ex. cliques in school)

Question 14

Affect

Answer 14

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

Question 15

Hot Cognition

Answer 15

Learning or cognitive processing that is emotionally charged (amygdala and limbic system= emotion centre of the brain)

Question 16

Anxiety

Answer 16

A feeling of uneasiness and apprehension concerning a situation with an uncertain outcome

Question 17

State anxiety

Answer 17

A temporary feeling of anxiety elicited by a threatening situation

Question 18

Trait anxiety

Answer 18

A pattern of responding with anxiety in non-threatening situations

Question 19

Facilitating anxiety

Answer 19

Anxiety that enhances performance. Low levels of anxiety are usually facilitating (ex. tension before starting a race)

Question 20

Debilitating anxiety

Answer 20

Anxiety that interferes with performance. High levels of anxiety are likely to be debilitating

Question 21

Threat

Answer 21

A situation in which people believe that they have little or no chance of success

Question 22

Challenge

Answer 22

A situation in which a person believes they can possibly succeed with sufficient effort

Question 23

Achievement motivation

Answer 23

The need for excellence for its own sake, without regard for any external rewards that one’s accomplishments might bring

Question 24

Self-determination

Answer 24

A sense that one has some choice and control regarding the future course of one’s life

Question 25

Expectancy

Answer 25

In motivation theory, the belief that one will be successful in accomplishing a task or achieving a goal

Question 26

Value

Answer 26

The belief that an activity has direct or indirect effects (the value that students’ see in many school subjects declines over the years)

Question 27

Internalized motivation

Answer 27

The adoption of behaviours that others value, without regard for the external consequences of such behaviours

Question 28

External regulation

Answer 28

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)

Question 29

Introjection

Answer 29

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

Question 30

Identification

Answer 30

Students now see behaviours as being personally important or valuable

Question 31

Integration

Answer 31

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)

Question 32

Interest

Answer 32

A feeling that a topic is intriguing or enticing (form of intrinsic motivation)

Question 33

Situational interest

Answer 33

Interest evoked temporarily by something in the environment

Question 34

Personal interest

Answer 34

A long-term, relatively stable interest in a particular topic or activity

Question 35

Core goal

Answer 35

A long-term goal goal that drives much of what a person does

Question 36

Mastery goal

Answer 36

A desire to acquire additional knowledge or master new skills

Question 37

Performance goal

Answer 37

A desire either to look good and receive favourable judgements from others, or else not to look bad and receive unfavourable judgements

Question 38

Performance-approach goal

Answer 38

A desire to look good and receive favourable judgements from others

Question 39

Performance-avoidance goal

Answer 39

A desire not to look bad and receive unfavourable judgements from others (social comparison)

Question 40

Work-avoidance goal

Answer 40

A desire to avoid having to perform classroom tasks or to complete them with minimal effort (lack of intrinsic and extrinsic motivation)

Question 41

Attributions

Answer 41

An internally constructed causal explanation for one’s success or failure

Question 42

Attribution theory

Answer 42

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

Question 43

Locus (“place”)

Answer 43

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

Question 44

Stability

Answer 44

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)

Question 45

Controllability

Answer 45

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

Question 46

Entity view of intelligence

Answer 46

A belief that intelligence is a “thing” that is relatively permanent and unchangeable

Question 47

Incremental view of intelligence

Answer 47

the belief that intelligence can and does improve with effort and practice

Question 48

Learned industriousness

Answer 48

The recognition that one can succeed at some tasks only with effort, persistence and well-chosen strategies

Question 49

Mastery orientation

Answer 49

A general belief that one is capable of accomplishing challenging tasks

Question 50

Learned helplessness

Answer 50

A general belief that one is incapable of accomplishing tasks and has little or no control of the environment

Question 51

Self-fulfilling prophecy

Answer 51

A situation in which one’s expectations for an outcome either directly or indirectly lead to the expected result