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Human Development and Learning > Exam 3: Ch. 13 > Flashcards

Exam 3: Ch. 13 Flashcards

1
Q

Motivation

A

processes that energize, direct, and sustain behavior

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2
Q

Perspectives on Motivation: The Behavioral Perspective

A
  • Emphasizes EXTERNAL rewards and punishments; as keys in determining student motivation.
  • Incentives
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3
Q

Perspectives on Motivation: The Humanistic Perspective

A
  • Stresses students’ capacity for growth; freedom to choose their own destinies and positive qualities
  • Maslow’s Hierarchy of Needs
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4
Q

The Humanistic Perspective: Maslow’s Hierarchy of Needs

A

-belief that certain basic needs must be met before higher needs can be satisfied

Least needed:
(PEAK)
5. Need for Self-Actualization
4. Esteem Needs
3. Love, Affection, & Belongingness needs
2. Safety Needs
1. Physiological/Survival Needs
(BOTTOM)
Most needed:

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5
Q

Perspectives on Motivation: The Cognitive Perspective

A
  • Students’ thoughts guide their motivation;

- focuses on INTERNAL motivation to achieve; & their beliefs that they can control their environment

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6
Q

Perspectives on Motivation: The Social Perspective

A
  • Need for affiliation or relatedness

- Establishing, maintaining, and restoring warm, close, personal,

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7
Q

Extrinsic Motivation

A
  • Influenced by rewards and punishments

- Do something to obtain something else

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8
Q

Intrinsic Motivation

A
  • Increase motivation when they are given some personal choice
  • Internally motivated to doing something for its own sake
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9
Q

Optimal Experience and Flow

A

-Sense of mastery
-Optimal challenge
………………………………………… -level of skill-
………………………………………………….Low | High |
…………………………………… Low | Apathy | Boredom |
-level of challenge-…..High | Anxiety | Flow |

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10
Q

Flow occurs when…

A
  • students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity
  • When students are challenged and percieve that they have a high degree of skill
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11
Q

Attribution Theory

A

Bernard Weiner
-In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes

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12
Q

Attribution Theory: Locus

A

-{location} -Students who perceive their success as being due to internal factors (effort) are more likely to have higher self-esteem

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13
Q

Attribution Theory: Stability

A

-If a student attributes a positive outcome to a stable cause, there is an expectation of future success

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14
Q

Attribution Theory: Controlability

A
  • Failure due to external factors causes anger

- Failure due to internal factors may cause guilt.

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15
Q

Strategies to Change Attribution Theory:

A
  • Focusing students on task, rather than worrying about failure
  • Teaching students to cope with failures
  • Attributing failures to lack of effort
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16
Q

Self Determination and Personal Choice:

A
  • Supporting an individuals will, by helping them believe they are (acting out of own will)
  • Choice and personal responsibility increasing internal motivation
17
Q

Mastery Oriented Students:

A
  • Mastery oriented students focus on (task) rather than worrying about failure.
  • Generate solution oriented strategies
18
Q

Performance Oriented Students:

A

-Concerned with the outcome

19
Q

Helpless Oriented Students:

A

-Focus on personal inadequacies

20
Q

Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success

A
  • need reassurance and cognitive retraining that they can meet goals and challenges.
  • reward effort and progress toward realistic goals
21
Q

Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure: FAILURE AVOIDANCE STRATEGIES

A
  • Learned helplessness:belief that our own behavior does not influence what happens next, that is, behavior does not control outcomes or results
    • Nonperformance: not trying at all
    • Procrastination: postpone tasks
    • Setting unreachable goals: impossible goals
    -Self-handicapping: not making an effort ( includes all of the above)
22
Q

Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure:INTERVENTION STRATEGEIS

A
  • Setting challenging, but realistic goals
  • Strengthening link between effort and self-worth
  • Encouraging positive beliefs about abilites
23
Q

Social Motives

A

Needs and Desires

  • Need for Affiliation or Relatedness
  • learned through experiences with the social world
24
Q

Social Motive: Need for Affiliation or Relatedness

A

the motive to be securely connected w other people.

25
Q

Interest: individual interest

A

might involve whatever math ability a student brings to the course, such as longstanding success in the subject

26
Q

Interest: situational interest

A

might involve how interesting a particular teacher makes a math class

27
Q

Cognitive Engagement and self-Responsibility:

A
  • creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning.
  • goal is to get students to become motivated to expend the effort to persist and master ideas rather than doing just enough work to make a passing grade.
28
Q

Extrinsic Rewards and Intrinsic Motivation:

A

-rewards that convey information about students’ mastery can increase intrinsic motivation by increasing their sense of competence

  • as an incentive to engage in tasks; in which case the goal is to control the student’s behavior
  • to convey information about mastery

-when rewards are offered that convey information about mastery, students’ feelings of competence are likely to be enhanced

29
Q

Mindset:

A

-Dwecks’ concept that refers to the cognitive view individuals develop for themselves:
1 .) Fixed
2.)Growth

30
Q

Mindset: Fixed

A

-individuals believe that their qualities are carved in stone and cannot change

31
Q

Mindset: Growth

A

-individuals believe that their qualites can change and improve through their effort

32
Q

Self Efficacy:

A

belief that one can master a situation and produce positive outcomes

  • students with low self-efficacy might avoid many learning tasks
  • students with high self-efficacy eagerly approach these learning tasks
33
Q

Goal setting: Long-term and short-term goals

A

-self-efficacy and achievement improve when students set goals that are specific and proximal (short-term) and challenging (commitment to self-improvement)

34
Q

Schooling & Goals:

A
  • changes in goal orientation

- helping students plan

35
Q

Social Relationships:

A

-relationships with parents, teachers, peers, and friends have a tremendous impact.

36
Q

Sociocultural contexts:

A

-socioeconomic status predicts achievement better than ethnicity.

37
Q

Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success: FAILURE SYNDROME

A
  • having low expectations for success and giving up at the first sign of difficulty
  • don’t put forth enough effort

Human Development and Learning (11 decks)

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