Week 7 - Motivation

Question 1

Achievement Goal Theory

Answer 1

Achievement goals: individuals their aims
and purposes with respect to developing
competence at some activity

Question 2

2x2 Achievement Goal Framework

Answer 2

Competence definition vs competence valence:

Competence definition: Absolute/Intrapersonal (Mastery) vs Normative (Performance)

Competence valence: Positive (approaching succes) vs negative (avoid failure)

Positive x mastery = mastery approach goal
Negative x mastery = mastery avoidance goal
Positive x performance = performance approach goal
Negative x performance = performance avoidance goal

Question 3

Mastery avoidance goal

Answer 3

Avoid not learning

Avoid misunderstanding = feeling competent

Question 4

Performance avoidance goal

Answer 4

Avoid doing worse than others = feeling competent

Question 5

Influence parental feedback on achievement goals

Answer 5

1. Mastery approach: no relationship with parental feedback
2. Mastery avoidance: positive association with mother + fater person-focused negative feedback\
3. Performance approach: positive association with father person-focused positive feedback
4. Performance avoidance: positive association with mother + father person-focused negative feedback

Question 6

Goal structure

Answer 6

“ … A N E N V I R O N M E N T A F F E C T S
S T U D E N T ’ S MOTIVATION, COGNITIVE
ENGAGEMENT, AND ACHIEVEMENT WITHIN
THAT SETTING”

• Types of tasks assigned
• Grading procedures
• Degree of autonomy
• The way students are grouped

Question 7

Individualistic goal structure

Answer 7

“… students work on their own and
are rewarded (e.g. grades)
according to how much they
achieve relative to absolute
standards, regardless of what
classmates achieve”

Question 8

Competitive goal structure

Answer 8

“…students are required to compete
with classmates for available
rewards. … They even focus more on
competing than on learning, and
refuse to collaborate with peers

Question 9

Cooperative goal structure

Answer 9

“… students work together in groups
and are rewarded at least in part
according to the quality of the
products their groups create”

Question 10

What can teachers do?

Answer 10

1. “…foster mastery goals and some performance
   goals in the classroom”
2. “…Introduce lessons as a learning opportunity
   rather than an assessment of what students
   should already know….so students naturally
   become more interested and challenged”
3. “… place an emphasis on understanding a
   concept than finding the correct answer”

Question 11

Three innate needs in teaching

Answer 11

Autonomy: When students can participate in decision making (i.e., feel volition), feel minimal pressure, and when teachers and parents
think from students’ perspective

Competence: When students feel that they have control over the outcome of the activity, experience mastery and effectiveness, and can express their abilities

Relatedness: When students feel accepted by and connected with others (i.e., teachers and students) and have strong and stable relationships with them

Question 12

Amotivation

Answer 12

A state in which people lack motivation to act in a certain way

Question 13

Extrinsic motivation

Answer 13

Motivation to act to obtain some seperate outcome

Question 14

Intrinsic motivation

Answer 14

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

Question 15

Four phases of extrinsic motivation

Answer 15

1. External regulation
2. Introjected regulation
3. Identified regulation
4. Integrated regulation

Question 16

External regulation

Answer 16

Behavior controlled by external factors

Question 17

Introjected regulation

Answer 17

Follow rules because they should, but not internalized

Question 18

Identified regulation

Answer 18

Accepts rules because personally important

Question 19

Integrated regulation

Answer 19

Completely integrated self-determined values

Question 20

Intrinsic motivation vs integrated regulation

Answer 20

IM is characterized by interest in activity itself. IR is characterized by activity being personally important for a valued outcome

Question 21

Effects on motivation

Answer 21

Extrinsic motivators can sometimes lower self-determination

Positive feedback can boost self-determination

Question 22

Development of motivation (AGT)

Answer 22

• Until 7 years of age, children use absolute (i.e., mastery) standard for competence
• In adolescence, comparison with others (i.e., performance) becomes more important

Question 23

Development of intrinsic motivation (SDT)

Answer 23

Intrinsic motivation development
1. Sharp decrease until 12 years
2. Slow stabilization until 15 years
3. Increase after 15 years

Question 24

Development of non self-determined motivation (SDT)

Answer 24

1. Sharp decrease until 12 years
2. Slow stabilization until 12 years

Question 25

Development of amotivation (SDT)

Answer 25

Low and stable

Question 26

Stroet et al: school context self-determination theory

Answer 26

They developed an observation scheme for need supportive teaching
* Positive need supportive teaching: autonomy support, structure, involvement
* Negative need supportive teaching: autonomy thwart, chaos disaffection

Question 27

Autonomy support vs autonomy thwart

Answer 27

Autonomy support:
* Choice
* Fostering relevance
* Respect

Autonomy thwart:
* Control/force
* Force meaningless activities
* Disrespect

Question 28

Structure vs chaos

Answer 28

Structure
* Clarity
* Guidance
* Encouragement
* Informational feedback

Chaos
* Lack of clarity
* Lack of guidance
* Discouragement
* Evaluative feedback

Question 29

Involvement vs disaffection

Answer 29

Involvement
* Affection
* Attunement
* Dedication of resources
* Dependability

Disaffection
* Disaffection
* No attunement
* No dedication of resources
* No dependability

Question 30

Conclusion Stroet et al.

Answer 30

1. Differences in cognitive autonomy support
2. Social constructivist class fosters relevance by opportunity to express feelings/opinions about task
3. Guidance was common in social constructivist, not in traditional class

Question 31

Three ring conception of giftedness

Answer 31

1. Creativity
2. High Intelligence
3. Motivation

Question 32

Gifted students

Answer 32

• Gifted students tend to have greater intrinsic
  motivation than non-gifted students
• Children with higher task orientation at kindergarten more likely to be identified as gifted (by third grade)

Gifted students have
more positive views of their academic
abilities than nongifted students
–> higher academic self-concept

Question 33

Motivation in gifted children - Goal Orientation

Answer 33

Mastery and Performance goals
* gifted girls = average ability girls
* gifted boys > average ability boys

Question 34

Need for cognition

Answer 34

People’s tendencies to engage and enjoy
effortful cognitive activity, it represents intrinsic motivation