Motivation

Question 1

Salovey & Sluyter (1997)

Answer 1

• Motivation
• Affect
• Cognition

3 fundamental spheres of mental activity
Concerns basic urges such as hunger, sex, thirst, pursuit of friendship

Question 2

Stanford

Answer 2

marshmallow experiment - delayed gratification. Motivation to not eat it

Question 3

Skinner

Answer 3

behavioural - extrinsic reinforcement. E.g. dog learns tricks because of food as a reward

Question 4

Bandura

Answer 4

social learning theory - extrinsic and intrinsic reinforcement. e.g. you have goals, comparing with others, acceptance, schools realise that learning is something in the brain

Question 5

Weiner - approach

Answer 5

cognitive - intrinsic, what the individual believes about their own stress and failure. Attributions for example

Question 6

Deci

Answer 6

humanistic - self esteem, self fulfilment, and self determination, and self actualisation

Question 7

Weiner - theory

Answer 7

• attribution theory
• rational, conscious
• determinates one or others behaviour
• locus of control - internal vs. external
• stable vs. unstable
• controllable vs. uncontrollable
• personal factors - compare self to others
• BUT how do we develop attributions

Question 8

Implications of attribution theory

Answer 8

1. precise feedback
2. teach teachers about the attribution theory, so can avoid making biased attributions e.g. ‘this child got a bad mark because he is not intelligent enough for this test’, or ‘he did not work hard enough’… rather than seeing if there was a misunderstanding in his answers
3. children taught to vocalise their attributions, so they can be shown to be irrational and can change biased attributions

Question 9

Ames (1991)

Answer 9

• mastery goal - i want challenging questions, and if i get them wrong I can learn from my mistakes
• performance goal - no mistakes, work hard to get a good mark
• we are motivated to perform goals.

Question 10

Dweck (2000)

Answer 10

• how we create our goals is down to how we perceive our intelligence
  1. entity theorist - intelligence is fixed
  2. incremental theorist - intelligence is adaptable and changes. Will seek challenges. Intelligence is adaptable.

Question 11

Dweck (2012)

Answer 11

teachers who hold entity theory were more likely to give children easy and unchallenging homework, and therefore children had lower motivation to improve. The comforting and kind approach may actually lower motivation, and can demotivate students.

Oxford students - used to being on top, but when not they fail

Question 12

Juvoven & Weiner (1994)

Answer 12

controllable > uncontrollable

did better academically when students believe that they have more control over their scholastic achievement

Question 13

Deci, Ryan & Golrick (1986)

Answer 13

children’s perceived rating of parents autonomy (self-geverned ability) and teachers perceived rating of students ability and motivation.

correlation between children’s ability and rated parent self-autonomy. Teaching of parents to students to be self-motivated. Can change way in which parents treat children as well. E.g. giving homework help, but not giving the answers.

Question 14

Ames (1991) - implication for goal orientated theory

Answer 14

• give children more tasks and learning activities to do
• give implicit and explicit rewards
• balance of authority and responsibility

Question 15

Deci & Ryan (1985)

Answer 15

self determination theory - intrinsic vs. extrinsic motivation, seeking out challenges,

Question 16

Lepper & Hoddell (1989)

Answer 16

• challenge
• curiosity
• control
• fantasy

challenging goals are difficult to achieve, with no guarantee that you will achieve it

Question 17

Kirkpatrick (1992)

Answer 17

primary –> secondary school

not challenging enough, boring recapping all prior knowledge, need for more challenge to increase motivation. Go from being top of class to bottom - lack motivation. Attribute to the fact that not good enough. A desire to not seem ‘academic’, so unmotivated to improve. Not go intrinsic motivation, or a goal in school until the end, where it is too late,

Question 18

Wentzel & Wigfield (2007)

Answer 18

1. must have clearly defined constructs for guiding development of interventions
2. must consider intervention effects on ethnic minority children
3. importance of positive social interactions and relationships amongst teachers and children in school
4. need for intervention programmes to use strong research designs and measures to test effectiveness
5. importance of considering developmental issues when designing interventions