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Educational Psychology > Unit Three > Flashcards

Unit Three Flashcards

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1
Q

How we expect a given situation will turn out, whether we anticipate success or failure?

A

Outcome expectations

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2
Q

Reasons given for a specific outcome, including effort, difficulty, and luck

A

Attribution

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3
Q

Intrinsic motivation for school is set by this age?

A

9

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4
Q

Desire to achieve goals, influences expectation for success

A

Need for Achievement

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5
Q

Mental state of high engagement in an activity, intense concentration and sustained interest, getting lost in an activity

A

Flow

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6
Q

Top level of Maslow is considered to be this type of need, we strive for this

A

Growth Need

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7
Q

Researcher who developed the Heirarchy of Needs

A

Maslow

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8
Q

Most basic needs, such as food and shelter, makes the base of the hierarchy

A

Physiological

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9
Q

2nd level of the hierarchy, includes employment and money

A

Safety

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10
Q

3rd level of the hierarchy, includes acceptance and affection

A

Belongingness and Love

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11
Q

4th level of the hierarchy, includes morals and respect

A

Esteem

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12
Q

5th level of the hierarchy, not everyone achieves this

A

Self Actualization

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13
Q

Belief in our ability to complete a task

A

Self Efficacy

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14
Q

Belief in our own worth or importance

A

Self Esteem

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15
Q

Relevance, prior knowledge, holes in knowledge all increase this type of interest in a particular subject

A

Personal Interest

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16
Q

Short term interest influenced by a teacher’s use of games and puzzles, well written material or novelty

A

Situational Interest

17
Q

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

A

Maslow’s Paradox

18
Q

Teaching style that is high in both warmth and expectations

A

Authoritative

19
Q

Demonstrating to students that you are aware of what is going on in the classroom

A

WithItNess

20
Q

When offering students choice, limit the number of choices to this number

A

2

21
Q

Aims to increase engagement and learning by having students complete readings/videos at home and work on the live problems during class time

A

Flipped Model Classroom

22
Q

Learning that occurs when a person constructs an interpretation of how and why things are

A

Constructivism

23
Q

The person who believed in student led and self pacing, nurture desire for knowledge, and materials presented at the child’s level

A

Montessori

24
Q

Type of transfer that is Similar (situation/setting/task)

A

Near transfer

25
Q

Type of transfer that is different (tasks, longer span)

A

Far transfer

26
Q

Type of transfer that has similar tasks and gives many the chance to practice with different materials and in different settings

A

Low Road Transfer

27
Q

Type of transfer that is different with long time span that is conscious and controlled, Metacognition (can become low road)

A

High Road Transfer

28
Q

First four levels, motivate people when they are not met

A

Deficiency Needs

29
Q

Students with more self efficacy do this

A

Task mastery

30
Q

Demonstrating mastery by outperforming others, less actual interest in what is learned

A

Performance approach

31
Q

Reduce chance of failure to avoid embarrassment, self handicapping behavior (poor study skills or procrastination)

A

Performance Avoidance

32
Q

Discipline of one student affects the entire class

A

Ripple effect

33
Q

Involves doing something that is personally rewarding to you

A

Intrinsic motivation

34
Q

Involves doing something because you want to earn a reward or avoid punishment

A

Extrinsic motivation

35
Q

Observing another and feeling what they feel

A

Vicarious Experience

Educational Psychology (2 decks)

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