Question 4

Question 1

What are the three components in the definition of Self determination Theory?

Answer 1

1. Acting as the primary causal agent in one’s life
2. Making choices and decisions regarding one’s quality of life free from undue external influence or interference.
3. Self determination is on a spectrum with autonomy and control as ends on that spectrum.

Question 2

What are the underlying theoretical assumptions of SDT?

Answer 2

1. Humans are born with a natural curiosity to explore and understand the world around them.
2. Environmental forces inhibit or promote the natural proclivity to be self-driven.

Question 3

What are the 3 framework components of SDT?

Answer 3

1. Competence (comparable to self-efficacy)(human need)
2. Autonomy: perception that behaviors are self-initiated. Universal. Not culture-specific (human need)
3. Relatedness or belonging: established interpersonal connections with others (human need)
   Environments that meet these 3 basic needs are highly rewarding and motivating.

Question 4

What are the 4 types of motivation?

Answer 4

a. Intrinsic
i. Valuable
ii. Interesting
iii. Fulfilling
iv. Meaningful
b. Extrinsic
i. Involuntary yet potentially instrumental
ii. May become intrinsically internalized over time
c. Self determined motivation
d. Controlled motivation

Question 5

Define internalization

Answer 5

Internalizing extrinsically motivated activities perceived as important for effective functioning. Extrinsic regulation –> Internalization –> Regulations by the self.

Question 6

What are the types of Self regulation leading to internalization?

Answer 6

a. Amotivated: low internal locus of causality
b. Introjected regulation: guilt induced behavior. First step to internalization
c. Identified regulation: internal values regulate behavior
d. Integrated regulation: integration between one’s behavior and one’s sense of self

Question 7

Identify key theorists associated with SDT

Answer 7

Edward Deci and Richard Ryan

Question 8

What are the foundational findings associated with SDT?

Answer 8

1. Well-being
2. Internal locus of control
3. Health
4. Academic achievement
5. Psychological well-being
6. Higher self-esteem
7. Higher levels of engagement
8. Optimizes performance across domains
9. Purpose in life
   10 Resiliency
10. Goal attainment

Question 9

Identify recommendations (motivational strategies) for teachers and/or parents that are derived from SDT that promote individual learner performance.

Answer 9

1. Autonomy-supportive teachers provide their students as much choice as possible within the situation. The goal is to help students connect their sense of self to the activity.
2. Communicate a clear acknowledgment of students’ perspectives
3. Provide opportunities for students to talk

Question 10

Define Achievement Goal Orientation Theory

Answer 10

AGO reflect students’ general orientation for approaching, engaging in, and evaluating their academic progress and performance in achievement contexts and address the question of “why” individuals attempt to accomplish certain achievement outcomes

Question 11

What are the 4 types of goal orientations?

Answer 11

Mastery approach, Mastery avoidance, Performance approach, Performance avoidance

Question 12

What are the characteristics of the mastery approach?

Answer 12

It focuses on the development of competence, learning, and mastery of a task. Positive outcomes. Intrinsically motivated. Predicts persistence and effort. deep-level cognitive processing strategies. Emphasize process over product. Intrapersonal

Question 13

What are the characteristics of the performance approach?

Answer 13

It focuses on the demonstration of competence relative to others by trying to outperform others. Positive/Negative outcome. Avoidance of challenging work. Academic persistence. Academically competitive. generally predicts better school performance compared to mastery approach. Emphasize product over process. Interpersonal

Question 14

What are the characteristics of the mastery avoidance?

Answer 14

It focused on not losing competence, learning, and mastery of a task. Received much less attention. Depletes self-regulation. Working to avoid falling from a previously achieved standard. Perfectionists.

Question 15

What are the characteristics of the performance avoidance?

Answer 15

It focuses on not demonstrating incompetence relative to others and try to avoid being outperformed by others. Negative outcomes. Depletes self-regulation. Low interest. Low well-being.

Question 16

Who are the key theorists associated with AGO

Answer 16

Nichols: goals results from the way in which individuals define their success. Success is defined by demonstrating one’s capacities by outperforming others (i.e., ego goals) or by hard work and perseverance resulting in mastering tasks (i.e., task goals).
Dweck: a belief that ability is stable (i.e., entity theory) results in performance goals and a belief that competence is variable (i.e., incremental theory) results in mastery goals. Dweck’s achievement goal conceptualization emerged form her research on helplessness in achievement settings.

Question 17

What are the foundational findings of AGO?

Answer 17

1. Students who are mastery-goal oriented tend to make attributions to effort.
2. When classroom goals are focuses students on learning, effort, and improvement then students are likely to adopt mastery goals.

Question 18

Identify recommendations (motivational strategies) for teachers and/or parents that are derived from AGO that promote individual learner performance. Provide at least three concrete strategies.

Answer 18

1. praise effort and process
2. encourage students to view intelligence and ability as malleable
3. frame failure as instrumental in gaining greater skills
4. assess performance based on a balance between effort and progress since last performance.

Question 19

Define expectancy value theory

Answer 19

It is a social-cognitive theory arguing that people are motivated to initiate and actualize goal-directed behaviors in proportion to and as a joint function of the expectancy of successfully attaining the goal and the inherent value they impose on or derive from that goal.

Question 20

What is the conflict, ideal and stability of EVT according to Atkinson?

Answer 20

1. Conflict between hope for success and fear of failure
2. Ideal is negative correlation
3. Achievement motivation is a stable dispositional trait.

Question 21

What are the 3 multiplicative functions of achievement motivation according to Atkinson?

Answer 21

1. The motive to succeed
2. The subjective probability of success
3. The incentive value of success

Question 22

What are the 3 multiplicative functions of avoiding failure according to Atkinson?

Answer 22

1. The motive to avoid failure
2. The probability of avoiding failure
3. The inverse of the incentive value of failure

Question 23

Why will students high in achievement motivation choose tasks of intermediate difficulty?

Answer 23

Success is likely and the task is difficult enough to elicit sufficient satisfaction

Question 24

Why will students low in achievement motivation choose either difficult or easy tasks?

Answer 24

Easy tasks because they have to expend little effort and hard tasks because failure is easy to justify.

Question 25

How did Eccles and Wigfield expand on Atkinson’s contributions?

Answer 25

They enumerated subcomponents related to value and cost

Question 26

What are the 3 subcomponents of value according to Eccles and Wigfield?

Answer 26

1. attainment value: personal importance of doing well on a task
2. intrinsic value: the enjoyment from performing an activity
3. utility value: determined by how well a task or domain relates to current and future goals

Question 27

What are the 4 subcomponents of cost put forth by Eccles and Wigfield?

Answer 27

Cost: the negative aspects of engaging in a task such as:

a. performance anxiety
b. fear of both failure and success
c. the amount of effort needed to succeed
d. the lost opportunities that result from making a choice rather than another

Question 28

What are the foundational findings associated with EVT?

Answer 28

1. performance goals directly predict school grades.
2. seventh graders who valued achievement tasks—that is they believed the tasks were important and interesting—reported higher use of cognitive and self-regulation strategies

Question 29

Identify recommendations (motivational strategies) for teachers and/or parents that are derived from EVT that promote individual learner performance. Provide at least three concrete strategies.

Answer 29

1. Teacher-Student value dialogue
2. Teachers can craft activities and assignments foster and encourage value expression.
3. Facilitating discussions about having realistic academic expectations based on past performance, effort, and ability.
4. Graduate students who might have a learning disability should set high expectations for themselves that are not based on the work out-put of others.
5. Parents can play a facilitative role in helping their children engage in the decision-making process using the expectancy-value theory.

Question 30

Compare and contrast at least two of these theories, examining their similarities (at least two), differences (at least two), and utility in real world activities.

Answer 30

Similarities

1. They both predict academic outcomes and explain motivational processes
2. high expectations of success are viewed as a facilitator for the adoption of approach-oriented mastery and performance goals.
3. EVT: Hope for success VS fear of failure. AGO: Approach VS Avoidance

Differences
1. AGO does not have the value component