Final exam Flashcards
Skill;
increases intrinsic motivation.
Study: first year, fourth year
there was a significant differences when the read about star fourth year student. First years felt better, because they had potential to change. Graduating students didn’t feel as good because it was too late.
Can I do it?
= efficacy
Narrative—self
= it is a chapter break down of the self. Divide your life in chapters.
Self-schemas:
concept maps of the world, a script of how something is done. Things that are relevant to us. Constructed from past but has aspects of present.
Break up study:
after break up they say self confidence was lower in relationship than they had already said. IT is to protect the self
Stroop Test:
ego depletion, colors and words that don’t match, it tires you out. Automatic and deliberate compete.
Eudiamonic happiness:
meaning, values, how you live your life.
Pollyanna principle:
we perceive things positively by default. Most people rate themselves above average. AS time passes, we see things as more positive.
Grit:
to keep trying, it is persistence that won out.
TED talk:
loneliness: social disconnect, increases early death by 14%, high blood pressure, cholesterol, suppress immune system, as dangerous as cigarettes. If something happens to you, don’t beat yourself up. Think about how you would treat your best friend.
id and superego
**Id and superego don’t know what reality is.
Cognition:
information processing, decision making, memory, problem-solving.
Incongruity
Incongruity: present state, ideal state, they formulate plan to close the gap. “Spring to action”; Test operate test TOTE: thus plan directed behaviour is dynamic, flexible, and corrective motivation energizes the individual.
Discrepancy or incongruity
creates the sense of wanting to change the present state.
2 types discrepancy:
- Discrepancy reduction: discrepancy detecting feedback that underlies plans and corrective motivation. Environment provides feedback on how well you’re doing. Negative feedback loop, something arises and action to fix it reduces discrepancy. Plan based.
- Discrepancy creation: feed-forward system, sets future goal. Goal-setting—proactive,
Difficulty:
goals increase in difficulty, performance increases; linear. Effort to proportion of goal. Difficult goals energize the performer and specific goals direct that energy.
*Problems:
For tasks that are interesting and require creativity or problem-solving, goal setting does not enhance performance. And having too many goals: goal conflict.
Problems:
focusing on the goal or what success would be like didn’t help. Focusing on how to accomplish the goal is better.
Implementation intention 2 things; if-then statements, make goal striving habitual,
- Response that promotes goal attainment. Want A, study group.
- Suitable occasion to initiate that response. A time for studying needs to be decided in advance
2 types expectancy.
- Efficacy: Can I do it, one’s capacity, not ability, but possessing skills, capacity to translate skills into performance,
- Outcome: will it work, given an action will it cause some outcome.
Self-efficacy:
personal history, observations of others who try the act, verbal persuasions, physiological states (racing heart). It affects the choice of activity, and choice of environment, effort, persistence, thinking, decision making, emotional reactions…
BUT: self-efficacy
beliefs can be changed, predicts ways of coping that can be called competent functioning. THUS empowerment is critical, it increases self-efficacy, it can be learned.
Mastery-oriented:
failure doesn’t hurt the self, the harder it gets the harder I try. Failure is constructive feedback.
Learned helplessness 3 things:
- Contingency: behaviour and environment outcome, outcomes random or caused by…
- Cognition: mental events distort objective contingencies and subjective contrôl.
- Behavior : coping behavior,
Learned helplessness 3 deficits :
- Motivational : decrease motivation to cope, why try?
- Learning deficit: pessimistic mindset, interfere with ability to learn new response.
- Emotional deficits: depressive reaction to event that requires high mobilized action.
**Depression
are not more prone to learned helplessness deficits rather it is the individuals who are not depressed who sometimes believe they have more control.
Attribution:
why something happened.
Reactance:
rise from outcome expectancy, rooted in perceived control, before helpless response, enhances performance.
Utility value:
perception of usefulness of the activity. *Personal relevance of course material.
self
Self: something that initiates action (the I), OR it is an object to be perceived (Me).
self-esteem
Self-esteem: not evidence that it causes anything. It is an effect. It is a score card. The benefit is it protects against negative affect.
Self-concept:
constructed from experiences and reflections of experiences. Collection of domain-specific self-schemas.
Self-schema:
domain specific, learned from past. I’m shy in blank situation…. Direct behavior, and feedsback into im shy in blank situation. Discrepant feedback rarely changes a stable self-schema.
Self-verification crisis:
self-concept is moderate: self-discrepant feedback shakes self-concept, thus experience self-verification crisis. Seeks additional feedback. Could lower self-concept certainty, thus the only path to self-concept change is from low self-concept certainty.
Self schema change:
self-concept must be low, and self-discrepant feedback must be strong.
*Self-verification
is a ubiquitous motivation within the self-concept.
possible selves
Possible selves: self as dynamic entity with a past, present and future.
Identity:
one’s place in society, psychologically it is whether that role or social position or social description feels right. How the self relates to society. Identity steers the person’s behavior.
