Motivation In Learning Flashcards
Incentive
An object or event that either encourages or discourages a behavior
Humanistic Interpretation
Emphasizes personal freedom, choice, self-determination and striving for personal growth
Sociocultural views of motivation
Emphasis on participation, identity, and interpersonal relations
Deficiency needs
Four lower-level survival needs (belonging, safety, self-esteem)
Being needs
Three higher-level needs (Intellectual achievement, aesthetic appreciation, self-actualization)
Cognitive evaluation theory
Motivation is affected by individuals view of their ability to control behavior or their abilities
Goal Orientation
Beliefs about goals related to achievement in school
Mastery goal
Persevering through challenges and failures to achieve a goal
Performance goal
A personal goal to perform well in the eyes of others
Social goals
Students who are motivated by their connection with others and be part of the group
Locus of causality
The location- internal or external- of the cause of behavior
Epistemology beliefs
Beliefs about certainty of knowledge and how knowledge is best learned
Entity view of ability
View that ability is fixed (unchangeable)
Incremental view of ability
Ability can be changed (unstable=changeable)
Attribution theory
How a students excuses and justifications influence their motivation and behavior
Self-efficacy
Beliefs about personal competence in a situation
Learned helplessness
Expectation that all one’s efforts will lead to failure
Mastery-oriented students
Students that focus on learning goals because they value achievement
Failure-avoiding students
Students who avoid failure by sticking to what they know
Self-handicapped
Engage in behavior that blocks own success in order to avoid testing their true ability
Failure-accepting students
Students who believe their failure is because of their low ability
Attainment value
The importance of doing well on a task
Authentic task
Tasks that have a connection to real-life problems
Problem based learning
Realistic problems that don’t necessarily have a right answer
Goal structure
How a students relate to others working towards a goal
Allocated time
Time set aside for learning
Academic learning time
Time when students are actually succeeding at the learning task
Procedures
Prescribed steps for an activity
Natural consequences
Instead of punishment have students redo, repair or somehow face natural consequences that come up from their actions
Action zone
Place in a classroom where the greatest amount of interaction takes place
With-it-ness
Kounin theory
Awareness of everything happening in a classroom
Overlapping
Supervising several activities at once
Group focus
Keeping all students involved in activities
Movement Management
Keeping lessons and the group moving in a smooth way with little interruptions
Paraphrase rule
Accurately re-wording what a speaker has said before responding
Empathetic listening
Hearing the intent and emotions behind what someone says then paraphrasing it back to them
“I” message
Non accusatory statement of how something is affecting you.
Assertive discipline
Clear, firm, un-hostile response style
