Motivation

Question 1

Two types of motivation

Answer 1

Extrinsic and Intrinsic

Question 2

Extrinsic Motivation

Answer 2

Frequently takes the form of reinforcement. The teacher employs rewards to increase a certain behavior.

Question 3

A wide variety of extrinsic rewards exist such as:
Teacher Praise
Consumable Items
Grades
Reinforcement that students select (Extra Recessor Free time)

Answer 3

Extrinsic Motivation

Question 4

Useful in motivating, unmotivated children but has received criticism

Answer 4

Extrinsic Motivation

Question 5

Goal driven behavior created by external reinforcement decreases the interest in the actual task by creating focus on the reward

Answer 5

Extrinsic Motivation

Question 6

Engage students in an activity or task of low interest

Answer 6

Extrinsic Motivation ca be employed in the following scenarios

Question 7

Provide feedback for increasing competence

Answer 7

Extrinsic Motivation ca be employed in the following scenarios

Question 8

Give students social support and acceptance

Answer 8

Extrinsic Motivation ca be employed in the following scenarios

Question 9

Once Students experience success in a task or activity, the goal for a teacher is to decrease extrinsic reinforcers and refocus students on the intrinsic satisfaction of a job well done.

Answer 9

Extrinsic Motivation ca be employed in the following scenarios

Question 10

Intrinsic Motivation

Answer 10

Occurs during activities that are characterized as affective, challenging, personally selected, or highly novel.

Question 11

When students feel internally rewarded through the activities themselves, they are said to be experiencing intrinsic motivation.

Answer 11

Intrinsic Motivation

Question 12

Teachers should create situations that evoke intrinsic reinforcement

Answer 12

Intrinsic Motivation

Question 13

Maslow’s Hierarchy of need

Answer 13

Motivation is affected by events and situations beyond the classroom.
Be aware of the relationship between needs and motivation.

Question 14

Reminds teachers that personal needs must be met before students can concentrated on intellectual pursuits.

Answer 14

Hierarchy of needs

Question 15

Deficiencies must be met before an individual can concentrate on growth needs.

Answer 15

Hierarchy of needs

Question 16

In the hierarchy pyramid beginning with the mos basic needs and progressing to those less vital.

Answer 16

Four Deficiency Needs

Question 17

Food, Shelter and Water ( Most Important)

Answer 17

Physiological Needs (survival needs)

Question 18

Freedom from physical and emotional harm (2nd most important)

Answer 18

Safety Needs

Question 19

Love and acceptance from peers and family (Third Most important)

Answer 19

Belonging Needs

Question 20

Recognition and approval from those considered to be important to the individual(Less Vital Need)

Answer 20

Self Esteem Needs

Question 21

According to maslow, these needs must be met before one can proceed unhindered to the growth needs.

Answer 21

Physiological, Safety, Belonging, and Self Esteem

Deficiency Needs

Question 22

Intellectual Achievement

Answer 22

Growth Need

Question 23

Aesthetic Appreciation

Answer 23

Growth Need

Question 24

Self- Actualization

Answer 24

Growth Need

Question 25

Free or reduced- cost meal programs for low income students. Collaborative relationships with social service agencies, that increase the well being of students. Sponsored school programs to assist and provide guidance for students facing personal challenges such as bullying.

Answer 25

School developed programs to address Deficiency Needs

Question 26

Be available for students and empathize with their concerns Create learning opportunities that build relationships among students Select developmentally appropriate assignments in which students can experience success.

Answer 26

Teachers can provide for the deficits in belonging and self esteem

Question 27

Once a student experiences the delight of success, they are often motivated to take on additional academic challenges and risks.

Answer 27

Teachers can provide for the deficits in belonging and self esteem

Question 28

By addressing deficit needs, schools and teachers free students to engage in intellectual pursuits.

Answer 28

Needs

Question 29

Attribution Theory

Answer 29

an effort to account for why students are either successful or unsuccessful in the classroom.

Question 30

Students attribute their success or lack of it to themselves or to causes of external factors.

Answer 30

Attribution theory.

Question 31

When students believe their success or failure lies within their control

Answer 31

They are said to have an internal locus of control

Question 32

Take responsibility for their outcomes Experience pride for their success Exhibit autonomy in their endeavors Attribute failure to lack of effort

Answer 32

Internal locus of control characteristics

Question 33

When face with failure, they increase efforts and achieve success.

Answer 33

Internal Locus of Control

Question 34

Other students believe external events determine their success in the classroom

Answer 34

External locus of control

Question 35

Can identify by observing how they credit or blame their performance

Answer 35

External Locus of Control

Question 36

Luck Lack of Innate ability External uncontrollable cause.

Answer 36

Excuses for External Locus of Control

Question 37

Because students cannot take personal credit for academic events, motivation is decreased and effort is perceived as unrelated to success.

Answer 37

External Locus

Question 38

no amount of effort can lead to achievement have an external locus of control

Answer 38

learned helplessness.

Question 39

To combat learned helplessness and an external locus of control,

Answer 39

teachers should train students to realize the connection between effort and learning.

Question 40

Design challenging activities and ensure that students have necessary tools for success.

Answer 40

combat learned helplessness and an external locus of control,

Question 41

as students success increases, they develop a belief that they are capable or competent to perform certain activities or tasks.

Answer 41

Self efficacy

Question 42

Motivation to stretch and learn new skills is frequently influence by how they perceive their competence in that area

Answer 42

For example, a student with no physical coordination are not motivated to participate in physical education due to what they view as poor performance

Question 43

Student's desire to look good or avoid looking inept to others.

Answer 43

Performance Goals

Question 44

A student's desire to master additional skills or attain new information

Answer 44

Learning Goal

Question 45

Teachers should assist students in setting learning goals.

Answer 45

Students who establish learning goals for themselves, or are encouraged by their teachers to do so, view the learning process as a personal endeavor.

Question 46

Students who have learning goals

Answer 46

Persevere because they realize accomplishment comes with effort Exhibit Self regulatory behaviors. Use their teachers as a resource.

Question 47

Students look outward for validation of their competence

Answer 47

performance goals

Question 48

More likely to cheat compare performance to others seek attention for performance focus on grades instead of learning

Answer 48

Students with performance goals

Question 49

Students are encouraged to set specific, challenging, and realistic learning goals.

Answer 49

Learning Goals

Question 50

Teacher feedback can provide students with present level of competence and guidance on how to get to their desired level of competence.

Answer 50

Learning Goals.

Question 51

Focus is on improvement and progress not final performance

Answer 51

Learning goals

Question 52

Modeling

Answer 52

Individuals change as a result of observing other's actions.

Question 53

Teachers influence this type of motivation by showcasing successful models and exhibiting positive attitudes

Answer 53

Modeling

Question 54

Encourage students to have pride in their cultural background, exceptionalities, or gender by using models.

Answer 54

Modeling

Question 55

Peer modeling is a useful tool

Answer 55

Students witnessing a similar other successfully performing a task often feel they are capable of performing that task too.

Question 56

Teachers beliefs and attitudes are communicated to students

Answer 56

Modeling