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Praxis (PLT) Study Guide > Motivation > Flashcards

Motivation Flashcards

1
Q

Two types of motivation

A

Extrinsic and Intrinsic

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2
Q

Extrinsic Motivation

A

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

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3
Q

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

A

Extrinsic Motivation

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4
Q

Useful in motivating, unmotivated children but has received criticism

A

Extrinsic Motivation

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5
Q

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

A

Extrinsic Motivation

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6
Q

Engage students in an activity or task of low interest

A

Extrinsic Motivation ca be employed in the following scenarios

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7
Q

Provide feedback for increasing competence

A

Extrinsic Motivation ca be employed in the following scenarios

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8
Q

Give students social support and acceptance

A

Extrinsic Motivation ca be employed in the following scenarios

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9
Q

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.

A

Extrinsic Motivation ca be employed in the following scenarios

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10
Q

Intrinsic Motivation

A

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

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11
Q

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

A

Intrinsic Motivation

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12
Q

Teachers should create situations that evoke intrinsic reinforcement

A

Intrinsic Motivation

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13
Q

Maslow’s Hierarchy of need

A

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

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14
Q

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

A

Hierarchy of needs

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15
Q

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

A

Hierarchy of needs

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16
Q

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

A

Four Deficiency Needs

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17
Q

Food, Shelter and Water ( Most Important)

A

Physiological Needs (survival needs)

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18
Q

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

A

Safety Needs

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19
Q

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

A

Belonging Needs

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20
Q

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

A

Self Esteem Needs

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21
Q

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

A

Physiological, Safety, Belonging, and Self Esteem

Deficiency Needs

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22
Q

Intellectual Achievement

A

Growth Need

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23
Q

Aesthetic Appreciation

A

Growth Need

24
Q

Self- Actualization

A

Growth Need

25
Q

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.

A

School developed programs to address Deficiency Needs

26
Q

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.

A

Teachers can provide for the deficits in belonging and self esteem

27
Q

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

A

Teachers can provide for the deficits in belonging and self esteem

28
Q

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

A

Needs

29
Q

Attribution Theory

A

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

30
Q

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

A

Attribution theory.

31
Q

When students believe their success or failure lies within their control

A

They are said to have an internal locus of control

32
Q

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

A

Internal locus of control characteristics

33
Q

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

A

Internal Locus of Control

34
Q

Other students believe external events determine their success in the classroom

A

External locus of control

35
Q

Can identify by observing how they credit or blame their performance

A

External Locus of Control

36
Q

Luck
Lack of Innate ability
External uncontrollable cause.

A

Excuses for External Locus of Control

37
Q

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

A

External Locus

38
Q

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

A

learned helplessness.

39
Q

To combat learned helplessness and an external locus of control,

A

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

40
Q

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

A

combat learned helplessness and an external locus of control,

41
Q

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

A

Self efficacy

42
Q

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

A

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

43
Q

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

A

Performance Goals

44
Q

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

A

Learning Goal

45
Q

Teachers should assist students in setting learning goals.

A

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

46
Q

Students who have learning goals

A

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

47
Q

Students look outward for validation of their competence

A

performance goals

48
Q

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

A

Students with performance goals

49
Q

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

A

Learning Goals

50
Q

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

A

Learning Goals.

51
Q

Focus is on improvement and progress not final performance

A

Learning goals

52
Q

Modeling

A

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

53
Q

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

A

Modeling

54
Q

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

A

Modeling

55
Q

Peer modeling is a useful tool

A

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

56
Q

Teachers beliefs and attitudes are communicated to students

A

Modeling

Praxis (PLT) Study Guide (10 decks)

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