Lecture 2 Flashcards
1
Q
Goals of secondary education
A
- promote independent thinking and make your own well-informed choices
- it used to be about socialization (religious norms, conformity)
2
Q
Secondary education as we know it should not be taken for granted
A
- in developed countries, it used to be that only the elite and males had access to secondary education
- but in the last century the economy became the knowledge economy
- in developing countries there was the same delayed pattern -> only for males and urban middle class, and not there is a distinction between public and private schools
3
Q
Differenecs between developed countries
A
- US: comprehensive high school
- Europe: college preparatory and vocational
- this is decided at an early age
- pro: early idea of the future, better able to tailor teaching
- con: less advantageous for those developing later
4
Q
US inequalities
A
- distinction between public and private schools
- funding depends on state (or even district)
5
Q
Japan and China
A
- admission to University only for highest performing students
- makes them not more unhappy
- during university it is fun and exploration
6
Q
Factors promoting educational success
A
- wicked problem -> causality is difficult to establish
- parenting style
- SES
- school
- peers
- individual
7
Q
Parenting style
A
- authoritative parenting style typically works best
- high demand, high responsiveness
- promotes self regulation
8
Q
School
A
- school size (between 500-1000) (in a small school there is more chance to be invovled in extracurriculars or be on the school board, for a large school there are more courses to choose from)
- class size (20-40)
- school climate
- values
9
Q
Peers
A
- if there are higher achieving peers -> increases grades but may decrease academic self concept
10
Q
SES
A
- higher IQ (IQ is heritable and niche picking thing)
- better nutrition
- less health problems
- less stressors
- more involved parents
11
Q
Is school a meritocracy?
A
- does success only depend on talent and effort or also on background and luck?
- belief in school meritocracy legitimizes inequality ( if they think school is a meritocracy they are more likely to be okay with inequality)
12
Q
Individual
A
- if they work (paid work) hours per week <10
- motivation (C,R)
13
Q
Factors promoting lack of educational success
A
- absenteeism: predictors include negative attitude toward school, externalizing or internalizing problems, substance abuse, low involvement of parents
- dropout: predictors include low SES, low grades, low IQ or learning problems, culmination of problems over time
14
Q
Solution to prevent dropout and absenteeism
A
- caring teachers
- small classes
- starting early
- supplemental academic training
- employement oriented training
15
Q
Motivation
A
- willingness to invest one’s capacities
- i.e. capacity (potential peformance) influences actual performance and this is moderated by motivation
16
Q
Why is motivation important?
A
- it is an important predictor of school success
- Jenkins curve: percentage of students who love school massively drops as grade level increases
17
Q
How to measure motivation in school contexts
A
- need for cognition scale: tendency to engage in and enjoy effortful cognitive endeavors
- academic delay of gratification: study a little every day for an exam in this course and spend less time with your friends, or spend more time with your friends and cram just before the test
18
Q
Self regulation questionnaire academic
A
- autonomous
intrinsic: enjoyment, fun
identified: self valued goal, interpersonal importance - controlled
introjected: self or other approval, avoidance of disapproval
external: rule following, avoidance of punishment
19
Q
Disadvantage trait indices
A
- cannot be used in experimental studies
20
Q
motivation manipulation (STATE) (study idk i zoned out my bad)
A
- motivation manipulation
- ADHD kids
- assigned to three conditions: either only feedback or assigned 1 coin or 10
- peformance was lower on only feedback condition
- but if you motivate them with coins, level of performance is equal to typically developing kids
- of task is very lengthy they peform worse but with motivation given some of these impacts are decreased
21
Q
Academic diligence tasks (STATE)
A
- motivation assessed by time spent on academic task
- diligence is domain general
22
Q
Effort discounting task (STATE)
A
- first perform some task (i.e. working memory)
- how much should we pay you extra to redo a difficult task instead of an easy task
- if low additional amount (motivated)
- motivation depends on performance in difficult task
23
Q
Lazowski: overview of motivation theories and matching educational intervention in studies
A
- mindset
- competence, autonomy, relatedness
- goals
- extrinsic rewards
- more ideas??
24
Q
Mindset
A
- fixed vs growth
- very weak correlation with performance
- mindset interventions only slightly effective
- only for low SES or at risk students
- finally somebody who provides the nuance to this topic omfg
25
Q
Self determination theory
A
- Competence -> longitudinal
- Autonomy -> choice
- Relatedness -> belonging
- fulfilment of needs increases autonomous motivation
- these do all actually increase performance but yet mainly if extrinsic rewards are not salient
26
Q
Motivation: goals
A
- having a goal enhances motivation
- mastery goals: development of competence (negative feedback is valued as good as it fosters development)
- performance goals: demonstration of competence, negative feedback is valued as bad, as it hinders demonstration
- academic goals are among highest ranked by adolescents
27
Q
If academic goals are so important why do they not devote time to school? why do they not like school?
A
- delay discounting: value of a goal is discounted by its delay, more so in adolescents than adults
- since the result is so far in the future
28
Q
Extrinsic rewards
A
- extrinsic rewards do improve performance
- but they may decrease intrinsic motivation (subject to debate)
- so should be apply them? -> yes, predominantly for tasks that are not intrinsically motivating
29
Q
Resilience
A
peforming well, despite major setbacks: i.e. low SES
30
Q
Buoycancy
A
- performing well despite daily setbacks i.e. a poor grade
31
Q
Motivation
A
it is to move (toward a goal), it includes intrinsic and extrinsic motivation
32
Q
What does motivation entail
A
33
Q
Trait motivation measurement
A
- questionnaire assessing autonomy and control
34
Q
A
