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Motivation > Test > Flashcards

Test Flashcards

0
Q

Name 5 ways teachers apply SDT in the classroom

A
  • Teachers should foster intrinsic motivation in students by building their competence and providing autonomy and being relatable.
  • create environment where mistakes are okay and teaching is seen as a process
  • remember the three psychological needs for motivation
  • teachers should be aware if the 5 SDT mini theories.
  • give encouragement and feedback
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1
Q

Define Self Determination Theory

A

SDT is concerned with supporting our natural or intrinsic tendencies to behave in an effective ways.

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2
Q

Name 3 benefits of SDT

A

Increases intrinsic motivation among students

Higher levels of class involvement and engagement

Lower levels of drop out or failure

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3
Q

definition of engagement?

A

Behaviour that aligns with strategy and drive for motivation.
An active commitment to involve oneself.
Relates to learning participation and involvement

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4
Q

What is BE?

A

participation involvement in academic, social or extra curricular engagement.

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5
Q

What is EE

A

Emotional engagement: Positive and negative reaction to others.

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6
Q

What is CE?

A

The quality of students engagement in academic tasks including interest ownership and strategies for learning.

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7
Q

Commitment: looks at the qualitative differences in the level of engagement?

What does engagement look like?
BE? EE? CE?

A

BE: how much do they participate

EE: How do they value or indenting with the school

CE: How much effort do they place in their learning and work.

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8
Q

What can teachers do to foster behavioural engagement?

A
  • demonstrate positive conduct and join extra curricular activities
  • relate to students
  • encourage involvement in all aspects of school life
  • appropriate curricular activities
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9
Q

What can teachers do to increase emotional engagement?

A
  • Create a comfortable class environment
  • build relationships with students
  • be aware of students emotions
  • understand student emotions
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10
Q

What can teachers do to increase CE

A

Encourage an investment in learning

Show students where learning can take them

Learning is a process

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11
Q

Benefits of engagement?

A

Greater levels of achievement

Lower drop out rate

Involvement in school reduces feelings of isolation and promotes belonging

Greater levels of motivation and interest in education

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12
Q

What is self regulation?

A

Self regulation is learning that is guided by Metacognition and regulating ones own learning-goals, activities, achievements.

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13
Q

Three stages of self regulation?

A

Forethought
performance
Self reflection

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14
Q

Strategies to use in the performance phase?

A

Create planned activities that improve effectiveness of the learning process

Set smart and personal goals

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15
Q

Strategies to use in the performance stage?

A 
Self explanation 
Imagery for text 
Re-reading 
Practice testing
Distribution Practice
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16
Q

What is the performance stage?

A

Performance stage looks at the action needed to reach academic goods

focuses on self observation and regulation to enhance personal feedback and track performance.

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17
Q

Self reflection phase

A

Sled reflection occurs after performance and should influence a response to that experience.

Teachers should prompt self questioning and reflection.

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18
Q

How cab teachers promote self regulation?

A

Create an environment where questions can be asked

Encourage and praise self regulation

Model self regulation and focus on effort not results

Teach study skills and strategies

Discuss student progress with students and parents

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19
Q

How does self regulation link to motivation?

A

Promotes feelings autonomy and competence in students

20
Q

What is Self theory?

A

Belief about what intelligence is and how it works.

Formed around the idea that people’s beliefs about intelligence effect their ability and motivation.

21
Q

How should teachers promote self theory and efficacy?

A

Provide strategies to help students

Have conversations with students and parents about preparing students for assessments, studying and results

Be mindful of what you say and how you say it

Praise effort and improvement

Explain that education is a process

Encourage improvement

22
Q

What does it mean to have entity self belief?

A

The belief that intelligence is fixed and can by be changed no matter how much effort or work is put in.

23
Q

What is an incremental self theory:

A

The belief that intelligence is malleable and can be changed and developed.

24
Q

How can you tell an entity student?

A 
Underestimate effort 
Natural ability trumps effort 
Effort is futile 
Would rather be viewed as smart and lazy 
Attributes failure to external pressure 
HELPLESS PATTERN
25
Q

How to detect a student with an incremental belief?

A

Effort= improvement
Effort trumps ability
Attributes failure to internal factors
Mastery Pattern

26
Q

Self theory what should teachers do?

A

Provide strategies to help students

Have conversations with students and parents about preparing them for assessments study and results

Be mindful of why you say
Explain education is a process

Praise effort not results
Encourage improvement

Maintain the idea that students can achieve and the ability is not fixed.

27
Q

definition of a goal?

A

A goal is a desired state or outcome that one is striving for

28
Q

Three step process to thinking about goals?

A

Brainstorm
Action
Challenge

29
Q

Definition of PB goals

A

A personal best goal focuses on improving oneself- often focuses on improving ones previous attempts.

30
Q

How to use PB goals in the classroom?

A

Assist students in setting goals

Reassure students that it’s okay not to meet their goals the first time

Education is a process

Encourage team work

Get students to help each other reach their PB goals.

31
Q

Benefits if using PB goals?

A

Increases motivation as students are working towards something

School, school with and homework becomes more meaningful to students

Can reduce some classroom competition

Helps student focus and gives them purpose

32
Q

Definition Competence?

A

The ability to do something successful or efficiently.

33
Q

How is competence developed

A

Learning is viewed as a process
Downplay the importance of results
Praise effort and improvement not just high results
Consider your comments, feedback and use of praise wisely
Use two stars and a wish
Facilitate successful task completion
All learning no one is an expert
Create a team in the classroom
Ask students questions and to share their knowledge
Scaffold model and give guidance

34
Q

Benefit of autonomy

A
  • increased intrinsic motivation
  • Increased confidence
  • Correlation between feeling of competence and better performance
  • Higher levels of student engagement and success.
35
Q

Define relatedness?

A

Connection through positive relationships

36
Q

How do we create relationships in the classroom?

A

Share appropriate information about yourself

Establish strong networks in the local community

Get to know your students make time for then

Create a class team

Involve yourself in the school community

Be friendly not their friend

Have verbal and written communication with parents and students

Make time to listen to your students.

37
Q

Benefits of building relatedness?

A

According to SDT intrinsic motivation is more likely to flourish when positive relationships have been established

Teachers are better equipped to help students

Positive student teacher relationships decrease drop out and rate amongst “at risk” students

Can lead to higher levels of class involvement.

38
Q

SMART?

A 
Specific
Measurable 
Attainable 
Realistic 
Timely
39
Q

What is Wheel and scale?

A

Assessment material that measures motivation and engagement

Comprises of 4 higher order factors 
Adaptive cog 
Adaptive behaviour 
Impeding cog 
Mall adaptive behaviour

44 item instrument
Students rate statements 1-7

40
Q

What does MES show?

A

Mastery orientation increases student enjoyment and aspiration

Relationships between PB and persistence has a positive effect

Boys more likely to self handicap
Girls have higher levels of anxiety

41
Q

MES what should teachers do?

A

Attempt to reduce maladaptive behaviour

Adapt pedagogy to suit students

Set goals to help reduce anxiety

Assist students through use of task management strategies such as scaffolding and modelling.

42
Q

Metacognitive awareness inventory?

A 
High meta cog 
Focuses attention 
Studies purposefully 
Makes study places 
Judges own performance accurately 
Asks to ensure understanding

Low meta cog- opposite of above

43
Q

What are the two goal features?

A

Goal content - I.e A in exam

Goal intensity- I.e spend an hr of committed study

44
Q

SDT continuum

A

Amotivation

Extrinsic motivation - external regulation, interjected regulation, identified regulation, intergrate regulation.

Intrinsic motivation

45
Q

External regulation?

A

Student engages in activity to satisfy an external demand

46
Q

Intro heated regulation?

A

Students who perform out of guilt, anxiety or to prove their ability.

47
Q

Identified regulation?

A

Students see the value in a behaviour or goal

48
Q

Integrated regulation?

A

Students fully assimilated to the self, via self examination and aligning behaviour with values and needs.

Motivation (1 decks)

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