Motivation

Question 1

Goal theory and learning

Answer 1

• mastery approach
• mastery avoidance
• performance approach
• performance avoidance

Question 2

Expectancy theory and learning

Answer 2

likelihood of success expectation of success value of success;

attainment, intrinsic, utility

Question 3

Attribution theory and learning

Answer 3

4 causes: ability effort task difficulty luck Weiner 3 categories of self-protection

Locus of causality

internal: ability, effort | external: task difficulty, luck

Locus of stability

unstable: ability, task difficulty | unstable: effort, luck

ATTRIBUTION dimension: consequence

ABILITY

internal: competence/incompetence; pride/shame

stable: pride/shame magnified; failure=resignation/apathy magnified

uncontrollable: failure=resignation/apathy magnified

EFFORT

internal: pride in success

unstable: no decrease success expectancy

controllable: magnifies pride or guilt

LUCK

external: self-image not altered

unstable: no decrease in success expectancy

uncontrollable: success or failure a suprise

HELP FROM OTHERS

external: self-image not altered

unstable: no decrease in success expectancy

uncontrollable: gratitude for help/anger at hindrance

TASK DIFFICULTY

external: no enhancement of self-esteem for success outcome

stable: same outcome expected again

uncontrollable: depression/frustration for failure

Question 4

Emotions and learning

Answer 4

Centrality child have developmental changes in emotions there are group/cultural differences in emotions emotions are dependent on temperament and personality cueing into emotions, observing and responding promote emotional vocabulary multimodal principle of learning beliefs, imagination, dispositions, predispositions and emotions interact concurrently as we interact with our environment

Question 5

Learning principles

Answer 5

dynamic, active process multi-modal process integrating physical, cognitive, social, emotion dimensions dynamic process of making and constructing meaning interactive process significant learning contextualists acquisition of skills, knowledge exploring deeply meaningful questions

Question 6

Emotions

Answer 6

feelings, physiological & psychological response to events and beliefs personally relevant to needs, goals. occur when beliefs are evaluated mental state closely connected to behavior

Question 7

Emotions at birth

Answer 7

6 basic

• fear
• anger
• sadness
• joy
• surprise
• disgust

Question 8

Emotional contagion

Answer 8

tendency to mimic emotions occurs much faster than reflexes alone would facilitate infants - adults respond to other’s emotions

Question 9

Secondary/self-conscious emotions

Answer 9

develop 18 months+

shame

embarrassment

guilt

envy

pride

reflect increasing ability to reflect on behavior in relation to social standards of community

2 yo+ empathy

ability to understand emotions/perspectives of others and experience similar feelings

Question 10

Emotional regulation

Answer 10

gradually learnt in childhood strategies to manage affective states

Question 11

Group differences in emotions

Answer 11

gender family cultural/ sub-cultural socioeconomic

Question 12

Promote emotional vocabulary

Answer 12

• be warm
• sensitive
• caring
• relating
• create warmth
• acceptance
• trust in climate
• encourage expression/verbalisation of feelings
• develop empathy (ask children how others might feel…)
• provide age appropriate outlets for emotional expressions
  
  • role/fantasy play
  • puppets
  • writing for older children

PATHS research based curriculum

• emotional development model
• affectionate care giving for family
• cater for cultural differences
• help children manage anxiety
• acknowledge/encourage multiple attachments
• promote social bonds in children
• encourage sympathetic dispositions in children (model appropriate reaction when someone is hurt)