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ED-D 401 Midterm 2 > Motivation > Flashcards

Motivation Flashcards

1
Q

Motivation

A

an internal process that activates, guides, and maintains behaviour over time

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2
Q

2 types of needs on Maslow’s pyramid

A

Deficiency and growth needs

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3
Q

Deficiency needs

A

Needs you develop due to deprivation. They have to be met in order to avoid unpleasant results.
* Physiological
* Security
* Social
* Esteem

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4
Q

Growth needs

A

Needs that are motivated by the desire to reach full potential.
* Cognitive
* Aesthetic
* Self-Actualization
* Transcendence

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5
Q

Attribution Theory

A

A theory of motivation that focuses on how people explain the causes of their own successes and failures.

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6
Q

3 Characteristics of Attribution Theory

A
  • Internal or External Locus
  • Stable or Unstable
  • Controllable or Uncontrollable
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7
Q

Internal Locus

A

Belief that success or failure is due to his or her own efforts or abilities.

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8
Q

External Locus

A

Belief that other factors, such as luck, task difficulty, or other people’s actions, cause success or failure.

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9
Q

Central Assumption of Attribution Theory

A

People will attempt to maintain a positive self-image.

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10
Q

Self-Efficacy (Bandura)

A

One’s beliefs that a given task or behaviour can be successfully performed.

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11
Q

Bandura’s Views on Self-Efficacy

A
  • People of low efficacy quickly give up trying.
  • People of high efficacy are resilient and view challenges as surmountable by self-development and perseverant effort.
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12
Q

Self-Efficacy expectations vary on 3 dimensions:

A
  • Level: the level of difficulty of the task that the individual feels capable of performing
  • Strength: the confidence the person has in their estimates.
  • Generality: the range in which a person’s confidence in their abilities is applicable.
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13
Q

4 Information sources that form and modify people’s self-efficacy:

A

1) Performance (mastery) experiences
2) Vicarious experiences
3) Verbal persuasion
4) Physical and emotional reactions

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14
Q

Which information source is the most influential for self-efficacy?

A

Mastery experiences: they are the most authentic evidence regarding whether one will achieve expected goals.

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15
Q

Which information source operates under the premises of “learning begins where learning left off”?

A

Mastery (or performance) experiences

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16
Q

What are the two tricks to mastery experiences?

A

1) Strategy training: step-by-step instructions and baby steps
2) Goal setting: proximal rather than distant goals

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17
Q

Vicarious learning is all about what?

A

Modelling

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18
Q

Important factors in vicarious learning:

A
  • Attempt to find a model that is similar to the student (for best results)
  • Present coping models (someone who has struggled with the task) rather than mastery models.
  • Use technology as support
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19
Q

Two key elements to verbal persuasion:

A

1) Performance feedback
2) Reinforcements (individual reinforcers)

20
Q

The highest level of self-efficacy and skill is seen when teachers link achievement to what?

A

Effort

21
Q

In verbal persuasion, it is said to attribute success to what?

A

To the accomplishment of specific tasks
* EX: “You did a great job memorizing the scales correctly”

22
Q

True or false: Stressing future effort, such as “you need to work harder” leads to no benefits.

A

True

23
Q

What should you as a teacher do for students that have physical and emotional reactions?

A
  • Ask students how they are interpreting their feelings
  • Try to help them reinterpret their physiological signs (ex: “is it common to experiences some nervousness before performing?”
  • Suggest strategies or suggestions to help them cope
24
Q

3 important things of motivation and self-regulated learning:

A
  • Social modeling
  • Goal setting
  • Feedback
25
Q

What does self-regulated learning require?

A

Requires the learner to take independent responsibility for learning (not just complying with the teachers demands)
* Involves engagement and investment

26
Q

What is the biggest predictor of self-efficacy?

A

Self-regulated learning

27
Q

What did Vygotsky say about self-regulated learning?

A

Self-regulated learning means you’re capable of doing things on your own.

28
Q

What is Vygotsky’s Zone of Proximal Development?

A

The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

29
Q

What is the “formula” for Expectancy Theory?

A

Motivation = perceived probability of success x incentive value of success

30
Q

What is the main take-away of Expectancy Theory?

A

A person’s motivation increases as task difficulty increases up to a point at which the person decides that success is very unlikely or that the goal isn’t worth the effort.

31
Q

True or false: In Expectancy Theory, moderate to difficult (but not impossible) tasks are better than easy ones for learning and motivation.

A

True

32
Q

High achievement motivation versus affiliation motivation:

A

High achievement motivated students choose a partner who is good at tasks, whereas affiliation motivated students choose a partner who is a friend.

33
Q

What features determine a high achievement motivated student?

A
  • They persist longer at tasks
  • They attribute failure to a lack of effort
  • They expect to succeed * They double their efforts when they fail
34
Q

What are learning goals?

A

The goals of students who are motivated primarily be the desire for knowledge acquisition and self-improvement.
* They take challenging courses and keep trying in the face of obstacles.

35
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.
* They take easy courses and avoid challenges.
* They are discouraged by obstacles.

36
Q

True or false: Teachers who emphasize learning (rather than getting good grades) obtain better learning results from students.

A

True

37
Q

What is learned helplessness?

A

A condition in which a person has a sense of powerlessness, arising from a traumatic event or persistent failure to succeed.

38
Q

What are some things teachers can do to help students overcome learned helplessness?

A
  • Success in baby steps
  • Immediate (specific) feedback
  • Consistent expectations and follow-through
  • Accentuate the positive
  • Eliminate the negative
  • Go from familiar to new - using advance organizers or guided discovery
  • Create challenges that students can solve using skills they already have.
39
Q

What is the Pygmalion/Rosenthal Effect?

A

The phenomenon where higher expectations lead to an increase in performance

40
Q

How can teachers display positive expectations?

A
  • Wait for students to respond (3 seconds)
  • Avoid unnecessary achievement distinctions between students
  • Treat all students equally
41
Q

What are some suggestions for teachers on how to manage/reduce student anxiety?

A
  • Provide opportunity to correct errors and edit
  • Provide clear instructions
  • Avoid time pressure
  • Order test questions from easier to more difficult
  • Provide support (ex: school counsellor) to help students develop strategies to reduce anxiety
42
Q

What are some suggestions for enhancing instrinsic motivation in students?

A
  • Arouse interest
  • Maintain curiosity
  • Use a variety of interesting presentation modes
  • Help students make choices and set their own goals
43
Q

What are the principles for providing extrinsic incentives?

A
  • Express clear expectations
  • Provide clear, specific, frequent, and immediate feedback
  • Increase the value & availability of extrinsic motivators
  • Ensure learning tasks are meaningful to students
44
Q

True or false: the use of praise can have undesirable effects

A

True

45
Q

According to Brophy (1981), in order for praise to be effective, it should be:

A
  • Contingent on students’ performance of well-defined behaviours
  • Specific rather than general
  • Credible rather than given effusively for trivial accomplishments
  • Spontaneous rather than planned
  • Sincere rather than insincere or rote
  • Provided for effort as well as successes
  • Given because students deserve it not because they need it
  • Accompanied by congruent nonverbal action
46
Q

In order for praise to be effective, it needs to be matched to what?

A

It needs to be matched to students’ developmental levels

ED-D 401 Midterm 2 (4 decks)

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