EDUC262 Education: The Learner (Module 2) Flashcards
1
Q
What is intrinstic and extrinstic motivation?
A
-
Intrinsitc:
- Desire to complete task for it’s own sake
- Comes from inside the individual / task characteristics
- e.g. need to feel competent; enjoyment of task
-
Extrinsic motivation
- Desire to attain (or avoid) consequences of task
- Comes from outside the individual
- e.g. rewards, praise, punishment
2
Q
What are the psychological/ perspectives of motivation?
A
-
Biological
- Motivation is a psychological drive, or arousal to act
-
Behaviourist:
- Motivation from reinforcement and punishment (extrinsic)
- E.g. Food strengthens behaviour vs. punishment weakens behaviour
-
Humanist
- Maslow’s (1970) hierarchy of needs
-
Cognitive
- Motivation is a product of goals
e. g. to achieve, to avoid failure
* Goal theory (performance and mastery goals)
* Attribution Theory (Weiner)
3
Q
Performance vs Mastery Goals
(Which is better? How can we encourage it?)
A
-
Performance Goals:
- The intention to perform well in the eyes of others
- E.g. Doing well in an assignment
-
Mastery Goals:
- intention to improve and be the best one can be
- E.g. assignment marks dont matter as long as you are a good teacher
-
** Teachers should encourage mastery goals**
- Ensure tasks have choice, relevancy and challenge
- help students set goals
- enhance self-efficacy
4
Q
What is Attribution Theory?
A
- Explanations for the causes of one’s own behaviour
Weiner (1979)
-
Causes of success and failure are:
- Internal or external
- Stable or unstable
- Controllable or uncontrollable
5
Q
How does motivation development?
A
-
Children are naturally predisposed to:
- Seek understanding of the world (explore)
- Seek tasks for which they have high self efficacy
- Seek tasks providing a sense of autonomy
-
As children get older:
- Interests and self-efficacy stabilise
- Motivation becomes self-directed and internalised
- They increasingly pursue activities they find valuable
6
Q
What is the influence of rewards on instrinctic motivation within the classroom?
A
- If expected, enthusiasm attributed to reward not task
- If unexpected, intrinsic motivation maintained
- Informs one of good work
- Boosts feelings of competence
-
Implications
- Use rewards when deserved
- Use rewards to inform
- Don’t use rewards that ‘bribe’
7
Q
What is emotional development?
A
- Emergence of a child’s experience, expression, understanding, and regulation of emotions
-
Developmental changes chiefly involve:
- emotional understanding
- emotional expressiveness
8
Q
What influences emotional development?
A
-
Family and school environment
- attachment
- adult modelling
- self-regulation
-
Age and experience
- links between cognitive and emotional development
-
Social experiences
- peer interactions
- peer modelling
-
Development and mental health
- disorders e.g. Anxiety, Austism, ADHD, Depression
9
Q
What is emotional competence?
A
- A social constructivist perspective
- Emotions have strong ties to our social functioning
- Our ability to cope in the world
- Examples:
- awareness of emotional state
- emotional self-efficacy
- empathy and sympathy etc.
10
Q
What is attachment (theory)?
A
- Attachment theory (Bowlby & Ainsworth)
- The bond felt between care-seeker and care-giver
- Initially child-parent, later adult-adult
- Necessary for survival
11
Q
What are the classroom implications for attachment?
A
-
¨When interpreting student behaviour consider:
- students’ previous attachment relationships (parents and other teachers), and
- if behaviour is being used to maintain proximity and communication with you.
-
¨Try to form positive relationships with all students
- Those most at risk of negative student-teacher relationships also benefit the most when relationships are positive.
- Challenge negative internal working models by offering ‘difficult’ students support, comfort, and reassurance.
- Get to know your students and let them know you.
12
Q
How can teachers promote healthy mental health and wellbeing?
A
- Look out for signs of difficulty
- Promote mental health resources
- Encourage school wide early intervention programs
- Identify when something doesn’t seem right
- If there is a suspected risk of harm, get help no matter what
- Report and record
- Help students self-regulate their emotions
13
Q
What is sense of self?
(three categories)
A
-
Self concept
- The cognitive dimension
-
Self esteem
- The affective / emotional dimension
-
Self efficacy
- Beliefs about capacity
14
Q
What are the implications of social functioning?
A
- Social awareness/ interpretation of others
- Sterotyping
- Determining how to respond to others’ social actions
15
Q
What are the classroom implications for understanding self and others?
A
- Consider your own self efficacy as a teacher
- Interpret student behaviour in light of their sense of self
- Enhance students’ academic sense of self
- Provide opportunities for genuine success
- Provide honest feedback (that links to future tasks)
- Help students set and achieve goals
- Consider the values and attributions you are promoting
- Consider students’ current perspective-taking abilities
- Can they see other’s points of view?
- Implications for social functioning
-
Scaffold new perspective-taking development
- Via modeling
- Using mental state discourse: “what might they think?” With class activities that require ‘being someone else’
