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Psyc 401 > Motivation > Flashcards

Motivation Flashcards

1
Q

What two concepts do the behaviourist claim?

A

Rewards & reinforcement and determining the value of incentive

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2
Q

What are the 8 Maslow’s Hierarchy of Needs?

A
  1. Physiological
  2. Safety
  3. Belonging and Love
  4. Esteem
  5. Cognitive
  6. Aesthetic
  7. Self Actualization
  8. Transcendence
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3
Q

What are the two basic level of the Hierarchy of Needs?

A

Physiological and safety

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4
Q

What are the two psychological levels of the Hierarchy of Needs?

A

Belonging & Love and Esteem

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5
Q

What are the four self-fulfillment levels of the Hierarchy of Needs?

A

Cognitive, Aesthetic, Self-Actualization & Transcendence

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6
Q

What are four levels of deficiency needs on the Hierarchy of Needs?

A

Esteem, Belonging & Love, Safety and Physiological

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7
Q

What are the two types of needs on Maslow’s pyramid?

A

Deficiency needs and growth needs

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8
Q

What are deficiency needs?

A
  • Needs that you need to develop due to deprivation
  • Have to meet these needs to avoid unpleasant results
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9
Q

What are growth needs?

A

Highest level of Maslow’s pyramid –> motivated by the desire to grow as a person and reach full potential (self-actualization)

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10
Q

What are the two parts of the locus of control?

A

Internal locus- believe that success or failure is due to their own efforts or abilities
External locus- believe that other factors (luck, task difficulty, other peoples actions) cause success or behaviour

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11
Q

What is the attribution theory?

A

A theory of motivation which focuses people explain the causes of their own successes and failures

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12
Q

What the three characteristics of the attribution theory?

A

Internal/external, stable/unstable, controllable/uncontrollable

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13
Q

What is central assumption?

A

People will attempt to maintain a positive self-image

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14
Q

What is self-efficacy?

A

One’s belief that a task or behaviour can be successfully performed

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15
Q

How would Bandura describe self efficacy?

A

The foundation of human motivation, well being and accomplishments

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16
Q

What would people with low self efficacy do when given a difficult task?

A

Give up trying

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17
Q

What would people with high self efficacy do when given a difficult task?

A

They would be resilient and try to solve the problem

18
Q

What are the three dimensions that affect self efficacy?

A
  1. Level (how difficult a task is)
  2. Strength (the confidence a person has in their estimates)
  3. Generality (the range of situations where the person feels successful)
19
Q

How can we increase students self efficacy?

A

People need to find the deficits in the information needed to develop strong expectations of personal efficacy

20
Q

What are the 4 information sources used by individuals in forming and modifying their self efficacy?

A
  1. Performance experiences (inactive mastery experiences and skills mastery)
  2. Vicarious experiences (modelling)
  3. Verbal persuasion
  4. Physical and emotional reactions
21
Q

What are mastery experiences?

A

when students do tasks that they are going to succeed at as they have a plan of action and proximal goals

22
Q

What is vicarious learning?

A

Learning where the person teaching the students are similar to them which then makes the students think they can do it too

23
Q

What is verbal persuasion?

A

Specific, focused on effort and attributional feedback

24
Q

How can physical or emotional reactions effect self efficacy?

A

People may be anxious or depressed about their performance so it is important to ask them about it

25
Q

What is self-regulated learning?

A

Learning where students take independent responsibility for their learning

26
Q

What is the expectancy theory?

A

A persons motivation increases as task difficulty increases up to a point where the person decides that success is unlikely or the goal is not important

27
Q

What level of tasks are best for learning?

A

Moderate to difficult (but not impossible)

28
Q

What kind of partner would an affiliation motivated student choose?

A

A friend

29
Q

What kind of partner would a high achievement motivation student choose?

A

Partners who are good at the task

30
Q

What are some attributes of achievement motivation children?

A
  • persist longer at tasks
  • attribute failure to lack of effort
  • expect to succeed and double efforts when they don’t
31
Q

What are learning goals (task or mastery goals)?

A

goals of students motivated primarily by desire for knowledge acquisition and self improvement
- keep trying in the face of obstacles

32
Q

What are performance goals?

A

Goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades
- discouraged by obstacles

33
Q

What is learned helplessness?

A

students believe that nothing they do matters and they do not even attempt tasks

34
Q

How can you help students overcome learned helplessness?

A
  • success in small steps
  • immediate feedback
  • consistent expectations and follow through
  • eliminate the negative and accentuate the positive
35
Q

What is the Pygmalion Effect/Rosenthal Effect?

A

If teachers were led to expect enhanced performance from some children then the children did indeed show marked improvements by the end of the year

36
Q

How to help students with anxiety at school?

A
  • provide opportunity to correct errors and edit
  • provide clear instructions
  • avoid time pressures
  • order test Q from easiest to more difficult
  • provide support (eg. school counsellor) to help students develop strategies to reduce anxiety
37
Q

How can you enhance intrinsic motivation?

A
  • arouse interest
  • maintain curiosity
  • use a variety of interesting presentation modes
  • help students make choices and set goals
38
Q

What are the principles for providing extrinsic incentives?

A
  • clear expectations
  • clear, specific feedback
  • immediate feedback
  • frequent feedback
  • increase the value and availability of extrinsic motivators
39
Q

How can praise be effective?

A
  • contigent on students performance of well defined behaviours
  • specific rather than general
  • creditable
  • spontaneous
  • sincere
  • provided for effort and success
  • given because students deserve it
  • personal (congruent non-verbal action)
40
Q

What is the difference in praise between different developmental levels: primary, upper elementary, secondary?

A

Primary- Evaluative (“that’s a wonderful drawing)
Upper Elementary- Personal satisfaction (“I bet you are proud of your drawing”)
Secondary- Self-reflection- promotes intrinsic motivation (“Your drawing has a unique perspective”)

Psyc 401 (6 decks)

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