SP 6: Principles of Learning and Motivation of Learning

Question 1

motivation

Answer 1

one of the factors that influences school performance, scholastic abilities and cognition

Question 2

Achievement Goal Theory

Answer 2

achievement goals
mastery and performance

Question 3

achievement goals

Answer 3

individuals’ goals/aims and purposes with respect to developing competence at some activitity

Question 4

2x2 achievement goal framework

Answer 4

1) mastery approach goal
2) mastery avoidance goal
3) performance approach goal
4) performance avoidance goal

Question 5

1) mastery approach goal

Answer 5

positive (approaching goal) x absolute/intrapersonal (mastery)
- aiming to learn as much as possible
- mastery = feeling competent

Question 6

2) mastery avoidance goal

Answer 6

negative (avoiding failure) x absolute/intrapersonal (mastery)
- aiming to avoid not learning as much as possible
- avoiding misunderstanding = feeling competent

Question 7

3) performance approach goal

Answer 7

positive (approach success) x normative (performance)
- aiming to perform better than others
- doing betters than others = feeling competent

Question 8

4) performance avoidance goal

Answer 8

negative (avoid failure) x normative (performance)
- avoid doing worse than others
- not being the worst = feeling competent

Question 9

influence parental feedback on achievement goals

Answer 9

1) mastery approach: no relationship
2) mastery avoidance: mother + father negative feedback
3) performance approach: father positive feedback
4) performance avoidance: mother + father negative feedback

Question 10

goal structures

Answer 10

1) individualistic structure
2) competitive structure
3) cooperative structure

Question 11

Deci and Ryan: Self-determination Theory

Answer 11

self-determination = capacity to make own choices, rather than reinforcement contingencies, drives, etc.
- 3 innate needs
1) autonomy: feeling willingness volition and choice
2) competence: sense of competence to feel good about actions
3) relatedness: have sense of enjoyment in relating to others

Question 12

different types of motivation

Answer 12

1) amotivation: lack of motivation
2) extrinic motivation
3) intrinsic motivation

Question 13

2) extrinsic motivation

Answer 13

motivation to act to obtain some separate outcome (reward)

Question 14

3) intrinsic motivation

Answer 14

performing an activity for its own sake, inherent curiosity and tendency to learn

Question 15

4 phases of extrinsic motivation

Answer 15

1: external regulation (actions controlled by external reinforcers)
2: introjected regulation (follow rules because they should be followed)
3: identified regulation (accepts rules, because personally important)
4: integrated regulation (completely integrated self-determined values)

Question 16

difference integrated regulation and intrinsic motivation

Answer 16

intrinsic motivation: interest in activity itself
integrated regulation: activity being personally relevant for valued outcome

Question 17

development of motivation: achievement goal perspective

Answer 17

until 7 y/o, children use absolute (mastery) standard
in adolescence, performance becomes more important

Question 18

development of motivation: self-determination perspective

Answer 18

intrinsic motivation: strong decrease until 12 y/o; stabilization; increase after 15 y/o
extrinsic motivation: changes from non-self determined to self-determined with age

Question 19

school context self-determination theory

Answer 19

autonomy, competence and relatnedness need to be supported
needs supported -> intrinsic motivation -> high performance

Question 20

motivation in gifted children

Answer 20

three-ring conception of giftedness
- 3 rings: creativity, high intelligence (IQ > 130) and motivation
- overlap of the 3 rings -> giftedness
- more intrinsic motivation
- higher academic self-concept
- need for cognitive challenges
motviation, self-regulation and goal valuation = best predictors for achievement