Exam 3: Ch. 13 Flashcards
Motivation
processes that energize, direct, and sustain behavior
Perspectives on Motivation: The Behavioral Perspective
- Emphasizes EXTERNAL rewards and punishments; as keys in determining student motivation.
- Incentives
Perspectives on Motivation: The Humanistic Perspective
- Stresses students’ capacity for growth; freedom to choose their own destinies and positive qualities
- Maslow’s Hierarchy of Needs
The Humanistic Perspective: Maslow’s Hierarchy of Needs
-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:
Perspectives on Motivation: The Cognitive Perspective
- Students’ thoughts guide their motivation;
- focuses on INTERNAL motivation to achieve; & their beliefs that they can control their environment
Perspectives on Motivation: The Social Perspective
- Need for affiliation or relatedness
- Establishing, maintaining, and restoring warm, close, personal,
Extrinsic Motivation
- Influenced by rewards and punishments
- Do something to obtain something else
Intrinsic Motivation
- Increase motivation when they are given some personal choice
- Internally motivated to doing something for its own sake
Optimal Experience and Flow
-Sense of mastery
-Optimal challenge
………………………………………… -level of skill-
………………………………………………….Low | High |
…………………………………… Low | Apathy | Boredom |
-level of challenge-…..High | Anxiety | Flow |
Flow occurs when…
- 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
Attribution Theory
Bernard Weiner
-In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes
Attribution Theory: Locus
-{location} -Students who perceive their success as being due to internal factors (effort) are more likely to have higher self-esteem
Attribution Theory: Stability
-If a student attributes a positive outcome to a stable cause, there is an expectation of future success
Attribution Theory: Controlability
- Failure due to external factors causes anger
- Failure due to internal factors may cause guilt.
Strategies to Change Attribution Theory:
- Focusing students on task, rather than worrying about failure
- Teaching students to cope with failures
- Attributing failures to lack of effort
Self Determination and Personal Choice:
- Supporting an individuals will, by helping them believe they are (acting out of own will)
- Choice and personal responsibility increasing internal motivation
Mastery Oriented Students:
- Mastery oriented students focus on (task) rather than worrying about failure.
- Generate solution oriented strategies
Performance Oriented Students:
-Concerned with the outcome
Helpless Oriented Students:
-Focus on personal inadequacies
Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success
- need reassurance and cognitive retraining that they can meet goals and challenges.
- reward effort and progress toward realistic goals
Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure: FAILURE AVOIDANCE STRATEGIES
- 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
Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure:INTERVENTION STRATEGEIS
- Setting challenging, but realistic goals
- Strengthening link between effort and self-worth
- Encouraging positive beliefs about abilites
Social Motives
Needs and Desires
- Need for Affiliation or Relatedness
- learned through experiences with the social world
Social Motive: Need for Affiliation or Relatedness
the motive to be securely connected w other people.
Interest: individual interest
might involve whatever math ability a student brings to the course, such as longstanding success in the subject
Interest: situational interest
might involve how interesting a particular teacher makes a math class
Cognitive Engagement and self-Responsibility:
- 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.
Extrinsic Rewards and Intrinsic Motivation:
-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
Mindset:
-Dwecks’ concept that refers to the cognitive view individuals develop for themselves:
1 .) Fixed
2.)Growth
Mindset: Fixed
-individuals believe that their qualities are carved in stone and cannot change
Mindset: Growth
-individuals believe that their qualites can change and improve through their effort
Self Efficacy:
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
Goal setting: Long-term and short-term goals
-self-efficacy and achievement improve when students set goals that are specific and proximal (short-term) and challenging (commitment to self-improvement)
Schooling & Goals:
- changes in goal orientation
- helping students plan
Social Relationships:
-relationships with parents, teachers, peers, and friends have a tremendous impact.
Sociocultural contexts:
-socioeconomic status predicts achievement better than ethnicity.
Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success: FAILURE SYNDROME
- having low expectations for success and giving up at the first sign of difficulty
- don’t put forth enough effort
