Unit Three Flashcards
How we expect a given situation will turn out, whether we anticipate success or failure?
Outcome expectations
Reasons given for a specific outcome, including effort, difficulty, and luck
Attribution
Intrinsic motivation for school is set by this age?
9
Desire to achieve goals, influences expectation for success
Need for Achievement
Mental state of high engagement in an activity, intense concentration and sustained interest, getting lost in an activity
Flow
Top level of Maslow is considered to be this type of need, we strive for this
Growth Need
Researcher who developed the Heirarchy of Needs
Maslow
Most basic needs, such as food and shelter, makes the base of the hierarchy
Physiological
2nd level of the hierarchy, includes employment and money
Safety
3rd level of the hierarchy, includes acceptance and affection
Belongingness and Love
4th level of the hierarchy, includes morals and respect
Esteem
5th level of the hierarchy, not everyone achieves this
Self Actualization
Belief in our ability to complete a task
Self Efficacy
Belief in our own worth or importance
Self Esteem
Relevance, prior knowledge, holes in knowledge all increase this type of interest in a particular subject
Personal Interest
Short term interest influenced by a teacher’s use of games and puzzles, well written material or novelty
Situational Interest
A person may be achieving self actualization at the cost of a lower level of the hierarchy, such as getting good grades at the expense of being alienated by peers
Maslow’s Paradox
Teaching style that is high in both warmth and expectations
Authoritative
Demonstrating to students that you are aware of what is going on in the classroom
WithItNess
When offering students choice, limit the number of choices to this number
2
Aims to increase engagement and learning by having students complete readings/videos at home and work on the live problems during class time
Flipped Model Classroom
Learning that occurs when a person constructs an interpretation of how and why things are
Constructivism
The person who believed in student led and self pacing, nurture desire for knowledge, and materials presented at the child’s level
Montessori
Type of transfer that is Similar (situation/setting/task)
Near transfer
Type of transfer that is different (tasks, longer span)
Far transfer
Type of transfer that has similar tasks and gives many the chance to practice with different materials and in different settings
Low Road Transfer
Type of transfer that is different with long time span that is conscious and controlled, Metacognition (can become low road)
High Road Transfer
First four levels, motivate people when they are not met
Deficiency Needs
Students with more self efficacy do this
Task mastery
Demonstrating mastery by outperforming others, less actual interest in what is learned
Performance approach
Reduce chance of failure to avoid embarrassment, self handicapping behavior (poor study skills or procrastination)
Performance Avoidance
Discipline of one student affects the entire class
Ripple effect
Involves doing something that is personally rewarding to you
Intrinsic motivation
Involves doing something because you want to earn a reward or avoid punishment
Extrinsic motivation
Observing another and feeling what they feel
Vicarious Experience
