final Flashcards
1
Q
What are the two sequential mindsets tied to goal processes?
A
Deliberative and Implemental
2
Q
What characterizes the deliberative mindset?
A
Open-minded, considers many options, realistic self-view and feasibility analysis
3
Q
When is the deliberative mindset ideal?
A
When deciding which goal to pursue
4
Q
What is the focus of the implemental mindset?
A
Narrow focus on chosen goal, optimistic about self and outcome
5
Q
When is the implemental mindset ideal?
A
For pursuing the goal, promotes persistence and better performance
6
Q
What are the two regulatory mindsets for pursuing goals?
A
Promotion and Prevention
7
Q
What does a promotion mindset focus on?
A
Gains, growth, and aspirations
8
Q
What motivates individuals with a promotion mindset?
A
Success and advancement
9
Q
What does a prevention mindset focus on?
A
Avoiding losses, safety, and obligations
10
Q
What motivates individuals with a prevention mindset?
A
Avoiding failure
11
Q
What does regulatory fit refer to?
A
Better performance when mindset matches task demands
12
Q
Which mindset is ideal for creative roles?
A
Promotion mindset
13
Q
Which mindset is ideal for risk-averse roles?
A
Prevention mindset
14
Q
What are the two types of mindsets regarding traits?
A
Fixed and Growth
15
Q
What is a fixed mindset?
A
Belief that traits (intelligence, talent, etc.) are static
16
Q
What is a growth mindset?
A
Belief that abilities can develop with effort and learning
17
Q
What is a key benefit of having a growth mindset?
A
Leads to greater resilience and motivation
18
Q
What type of feedback undermines motivation?
A
Person-directed feedback (e.g., ‘You’re so smart’)
19
Q
What type of feedback is considered neutral?
A
Outcome-directed feedback (e.g., ‘You got an A’)
20
Q
What type of feedback is most effective?
A
Effort/strategy-directed feedback (e.g., ‘You worked hard’)
21
Q
What are the big takeaways regarding mindsets?
A
Mindsets are not fixed, matching mindset to task improves motivation, growth mindsets and effort-based feedback foster long-term success
22
Q
Fill in the blank: A _______ mindset focuses on gains, growth, and aspirations.
A
Promotion
23
Q
Fill in the blank: A _______ mindset is characterized by the belief that abilities can develop with effort.
A
Growth
24
Q
Which mindset best distinguishes between the motivation of setting goals and the volition of actually doing the work to attain those goals?
A
Deliberative-implemental
25
The following quotation describes which type of mindset?: 'I already know that my goal is to “get into shape”. So, what do I now need to do to get myself into shape? What steps do I need to take to accomplish my goal?'
Implemental
26
An individual who is trying to attain what one does not yet have and strives to approach ideal end-states is said to be exhibiting a ________ mindset.
Promotion
27
Parental and teacher ability person-directed praise ('You are so smart!') tends to develop in children a ________ mindset.
Fixed
28
29
What is efficacy expectancy?
Belief in your ability to perform a task
## Footnote
High efficacy expectancy is crucial for motivation.
30
What is outcome expectancy?
Belief that the action will lead to a desired result
## Footnote
Both efficacy and outcome expectancy need to be high for strong motivation.
31
What is self-efficacy?
Belief in your ability to handle a situation using your skills
## Footnote
It is situation-specific and not the same as ability.
32
What are the effects of low self-efficacy?
Anxiety, self-doubt, tension
## Footnote
Low self-efficacy can hinder performance and motivation.
33
What are the sources of self-efficacy?
* Personal experience (success/failure history)
* Vicarious experience (watching others)
* Verbal persuasion (encouragement from others)
## Footnote
These sources help build one's belief in their abilities.
34
How does self-efficacy affect motivation?
Influences choices, effort, persistence, decision-making, emotional regulation
## Footnote
High self-efficacy leads to greater motivation and resilience.
35
What is learned helplessness?
Belief that your actions don’t influence outcomes
## Footnote
It can develop in one area and spread to others.
36
What are the sources of learned helplessness?
* Low perceived control over outcomes
* Negative thought patterns and attributions
## Footnote
These factors contribute to a sense of helplessness.
37
What are the motivational effects of learned helplessness?
"Why try?"
## Footnote
This mindset can significantly reduce motivation.
38
What are the emotional effects of learned helplessness?
Leads to passivity, depression, and distress
## Footnote
Emotional consequences can be severe and pervasive.
39
How does self-efficacy relate to efficacy expectancy?
Self-efficacy answers the question: "Can I do it?"
## Footnote
This belief is crucial for taking action.
40
How does learned helplessness relate to outcome expectancy?
Learned helplessness answers the question: "Will it even matter?"
## Footnote
This belief can undermine motivation and effort.
41
What do self-efficacy and learned helplessness shape?
How motivated and effective we are
## Footnote
These beliefs have a significant impact on performance.
42
An _____ expectation is a person's estimate of how likely it is that he or she can act in a particular way.
Efficacy expectation
## Footnote
Efficacy expectation refers to an individual's belief in their ability to perform a specific behavior.
43
An _____ expectation is a person's estimate of what will happen once the person carries out that behavior.
Outcome expectation
## Footnote
Outcome expectation involves the anticipated results of a behavior after it has been executed.
44
Which of the following quotations best represents an outcome expectation?
“What I do will work.”
## Footnote
This statement reflects a belief in the effectiveness of one's actions.
45
As one person watches a peer perform incompetently and verbalize distress, the observer comes to believe, 'If they can’t do it, what makes me think I can?' The observer’s self-efficacy belief has been affected by:
vicarious experience
## Footnote
Vicarious experience occurs when individuals learn by observing others, impacting their self-efficacy.
46
____ can be understood as the psychological state that results when an individual expects that life’s outcomes are uncontrollable.
Learned helplessness
## Footnote
Learned helplessness is a condition in which a person feels unable to control or change a situation.
47
___ refers to the actual, objective relationship between a person’s behavior and the environment’s outcomes.
Contingency
## Footnote
Contingency is the correlation between actions and their consequences.
48
What is self-concept?
An individual’s mental representation of themselves
## Footnote
Self-concept is constructed from feedback about personal attributes, characteristics, and preferences.
49
What are self-schemas?
Cognitive generalizations about the self that are domain-specific and learned from past experiences
## Footnote
Example: “I’m shy” related to relationships/interactions.
50
How do self-schemas generate motivation?
1. Direct behaviour to elicit consistent feedback
2. Move the present self toward a desired future self.
51
What happens when self-discrepant feedback is encountered?
1. Argue against feedback's validity
2. Discredit source's reliability
3. Engage in compensatory self-inflation
4. Exhibit new behaviours.
52
What factors influence the effects of self-discrepant feedback on self-concept?
Strength of feedback and self-concept certainty.
53
What are the categories of self-concept certainty?
Low, Moderate, High.
54
What occurs with mild/weak self-discrepant feedback?
Easily dismissed.
55
What happens with strong self-discrepant feedback?
Overwhelms existing self-schemas; change in self-concept occurs.
56
What is self-regulation?
The ability to monitor, manage, and direct the self in a meaningful way.
57
What does self-regulation include?
Overt behaviour, thoughts, attention, decisions, and emotions.
58
What is self-control?
The ability to suppress, restrain, and override impulsive desires.
59
What is delay of gratification?
Ability to forego a smaller, short-term reward for a larger, long-term reward.
60
What test is used to assess delay of gratification in children?
The Marshmallow Test.
61
What outcomes is the ability to delay gratification related to?
* Academic achievement
* Financial saving
* Social relationships.
62
Is self-control a limited resource?
Yes, self-control can be depleted.
63
What can be done to improve self-control?
Self-control is a skill that can be trained and practiced.
64
What are the big ideas regarding self-concept?
* Self-concept comprises self-schemas
* Motivates behaviour toward self-consistent feedback
* Influenced by feedback strength and self-concept certainty.
65
What does self-regulation enable a person to do?
Direct and mobilize behaviour towards a goal.
66
True or False: Self-control can be trained and is a strength that can be depleted.
True.
67
A(n) ______ is cognitive generalization about the self that is domain specific and learned from past experience.
self-schema
## Footnote
Other options include identity status, self-concept, and possible selves.
68
What variable determines whether a person will experience a change in self-concept after receiving disconfirming social feedback?
whether self-concept certainty is high or low
## Footnote
Other options include self-esteem, authority figure feedback, and the feedback's positivity or negativity.
69
Which events combine to instigate the self-verification process?
strongly self-discrepant feedback combined with low self-concept certainty
## Footnote
Other combinations include mildly and strongly self-discrepant feedback with varying levels of self-concept certainty.
70
________ is the ability to suppress, restrain, and even override an impulsive desire to pursue a long-term goal.
Self-control
## Footnote
Other options include identity formation, self-concept, and self-automation.
71
In an experiment, participants exerting high self-control by eating radishes persisted for a shorter period of time than those who exerted no self-control. What were the participants resisting?
chocolate chip cookies
## Footnote
The experiment highlights the effects of self-control on persistence in challenging tasks.
72
True or False: Participants who exerted high self-control persisted longer in solving impossible geometry problems than those who exerted no self-control.
False
## Footnote
The experiment indicated that high self-control participants persisted for a shorter time.
73
What does this indicate about self-control?
b) that it is a limited resource that can be depleted
74
What is one perspective on self-control?
c) that it is a skill that can be learned and applied in many situations
75
According to the text, which of the following is true about self-control?
a) that it is innate - some people have it and others don't
76
True or False: Some people actually prefer radishes over cookies.
True
77
Fill in the blank: Self-control can be viewed as a _______.
limited resource
78
What is an emotion?
Emotions are short-lived, feeling-purposive-expressive-bodily responses that help us adapt to the opportunities and challenges we face during important life events.
## Footnote
Source: Reeve (2018, p. 287)
79
How do emotions relate to motivation?
Emotions are one type of motive that energize, direct, and sustain behavior.
## Footnote
Emotions also serve as indicators of personal adaptation.
80
What is the perspective of biological theorists on emotions?
Biological theorists believe emotions serve a specific evolutionary purpose, are hardwired, and automatic.
## Footnote
They argue there are a limited number of universal emotions suited to survival.
81
What do cognitive theorists believe about emotions?
Cognitive theorists believe emotions arise from the meaning given to situations, leading to an unlimited number of possible emotions.
82
What are the seven basic emotions identified by Ekman & Cordaro?
* Anger
* Fear
* Surprise
* Sadness
* Disgust
* Happiness
* Contempt
## Footnote
Source: Ekman & Cordaro (2011)
83
What features do all basic emotions share?
* Distinct facial expression
* Distinct pattern of physiology
* Automatic (unlearned) appraisal
* Distinct antecedent cause
* Presence in other primates
* Distinct subjective experience (feeling)
* Distinct cognition (thoughts, images, memories)
84
What are the functions of emotions in coping?
Emotions are positive, functional, purposive, and adaptive organizers of behavior.
85
How do emotions serve social functions?
Emotions communicate feelings to others and influence how others interact with us.
## Footnote
They invite, smooth, and facilitate social interaction.
86
What role do emotions play in relationships?
Emotions create, maintain, and dissolve relationships.
87
Fill in the blank: Emotions are responses to significant events that involve the synchronization of various components, including _______.
feelings, bodily responses, expressive behaviors, and motivation.
88
True or False: Emotions have only biologically innate components.
False
## Footnote
Emotions have both biologically innate and learned/socialized components.
89
What is appraisal in the context of emotion?
A cognitive process that evaluates the significance of events in terms of one’s well-being.
## Footnote
Appraisals are driven by goals, needs, values, beliefs, personal relationships, etc.
90
What are the factors evaluated during appraisals?
* Valence (is it good or bad?)
* Goal relevance (is it relevant to my goals and well-being?)
* Coping potential (can I cope with this successfully?)
* Goal congruence (is the event facilitating goal attainment?)
* Novelty (did I expect the event to happen?)
* Agency (who caused it?)
## Footnote
These factors differ across individuals, situations, and time.
91
Define attribution in Attribution Theory.
The reason a person uses to explain an important life outcome or event.
## Footnote
Attribution involves a two-step process: primary appraisal (positive or negative) and secondary appraisal (attribution).
92
What are the components of the two-step process in Attribution Theory?
* Primary appraisal: positive or negative
* Secondary appraisal: attribution
## Footnote
Secondary appraisal includes evaluating if the cause is internal or external, stable, or controllable.
93
True or False: Emotions are always beneficial.
False.
## Footnote
Emotions can be detrimental when they are situationally inappropriate, elicited at the wrong time, or at the wrong level of intensity.
94
What is emotion regulation?
Influencing which emotions are experienced and expressed, and when/how they are experienced and expressed.
## Footnote
It involves control over feelings, bodily responses, motivational urges, and expressive displays.
95
List some strategies for emotion regulation.
* Watching a rom-com instead of a horror movie
* Reframing losing a wallet as an opportunity to buy a nicer one
* Imagining positive outcomes at a dead-end job
* Faking a smile when encountering a frienemy
* Forgiving a partner for forgetting dinner by considering their difficult day
## Footnote
These strategies help manage emotional responses to various situations.
96
Define emotion knowledge.
The ability to differentiate emotional experience into discrete categories and to differentiate one basic emotion into its various shades.
## Footnote
Greater emotion knowledge leads to greater psychological well-being.
97
How does greater emotion knowledge affect psychological well-being?
It identifies targets for emotion regulation and facilitates the choice of strategy, decreasing emotional variability.
## Footnote
Emotion knowledge is developed through emotion socialization processes.
98
What is the impact of cognitive appraisals on emotions?
They influence the manner in which emotions manifest in response to important life events.
## Footnote
This reflects the richness of cognitive processing individuals engage in.
99
According to Attribution Theory, how do emotions vary?
Emotions vary based on whether a person appraises an event as positive/negative and their appraisals of the cause of the event.
## Footnote
This highlights the complexity of emotional responses.
100
Fill in the blank: Developing an emotion knowledge that is vast, complex, and nuanced contributes to greater _______.
psychological well-being.
101
When sad, a person is motivated to take the action necessary to overcome or reverse the sense of failure or separation just experienced. What dimension of emotion does this illustrate?
c) Sense of purpose
102
According to those who study the functions of emotions, which of the following statements is most true?
d) There is no such thing as a “bad” emotion
103
Of the following emotion regulation strategies, which is generally recognized as the least effective strategy?
e) suppression
104
According to an attributional analysis of emotion, attributing a negative outcome to an internal and controllable cause generates the emotional reaction of:
c) guilt
105
The number of different emotions a person can distinguish within their own experience comprises their:
c) emotion knowledge
106
What is an intervention?
A systematic and deliberate plan of action undertaken to alter (improve) an existing condition
## Footnote
Interventions can vary in scale from individual to institutional levels.
107
How can motivation states be supported?
Motivation states can be supported, neglected, or thwarted
## Footnote
Understanding these states is crucial for designing effective interventions.
108
What is a common approach of successful interventions regarding motivation?
Most successful interventions do not directly change a motivation or emotion
## Footnote
Instead, they focus on modifying the person's environmental conditions.
109
What do successful interventions focus on instead of changing motivation or emotion?
They focus on changing the person's environmental conditions and the quality of their relationships
## Footnote
This approach is based on the evidence-based antecedent conditions.
110
What type of conditions do interventions rely on?
Evidence-based antecedent conditions to the motivational or emotional state that you seek to promote
## Footnote
These conditions help in understanding what factors influence motivation.
111
What are the scales at which interventions can operate?
Interventions can be small-scale (one-on-one) or large-scale (institutional, national)
## Footnote
The scale of intervention can impact its implementation and effectiveness.
