Week 8: Educational Psychology (Chapter 9) Flashcards
Educational Psychology
The study of how people (students) learn, and ways to optimize teaching and learning using psychological research.
Academic Self-Concept
The collection of feelings, attitudes, and beliefs that students hold about their academic abilities
- Independently or in comparison to other students.
Self Enhancement Effect
Higher self-concept drives motivation and performance.
Skill Development Effect
Good performance drives positive academic self-concept.
Aspects of Self
- Self-Concept
- Self-Esteem
- Self-Efficacy
Self-Concept
The picture we have of ourselves WITHOUT any value judgement.
- Ex. “I am majoring in psychology”
Self-Esteem
The evaluative judgement we have about parts of our self-concept
How you feel about aspects of your identity.
- Ex. “I am terrible at studying psychology.”
Self-Efficacy
The evaluative judgements we are making about our ability to carry out a task.
- Ex. “I can get better at psychology with practice.”
Procrastination
- Putting off the completion of a task (often despite knowing that a delay will leave you worse off).
- Intrinsic motivation (performing an activity for its satisfaction), self-regulation, and time management are predications of lower rates of procrastination.
Emotional Self-Regulation
The way we respond to and manage our emotions.
We engage in a variety of strategies (both adaptive and maladaptive) to manage our emotions:
- Redirecting Attention: either towards or away from the situation that triggered an emotional response.
- Cognitive Strategies (ex. trying to see the bigger picture).
- Modulating the Response: actively changing our physiological state.
Self-Handicapping
The use of actual (or imagined) obstacles before engaging in academic performance activities that serve as an excuse for potential failure.
Removes blame for the failure and protects our self esteem.
- Ex. I failed because I don’t understand the material (truth) = I failed because I had insomnia last night (self handicapping)
Intrinsic vs. Extrinsic Motivation
- Studying because you enjoy learning the material = Intrinsic Motivation
- Studying to get good grades = Extrinsic Motivation
Over-justification Hypothesis
- The role of rewards.
- Extrinsic rewards can decrease intrinsic motivation that one may have already had towards a subject.
Self-Determination Theory (SDT)
The degree to which an individual perceives themselves as…
- Being autonomous and being able to make decisions and act on them.
- Feeling a part of a community and connected to others.
- Being able to self-regulate behaviour without feeling too much pressure to act a specific way.
3 Psychological Needs of Wellbeing (Self-Determination Theory)
- Competence
- Autonomy (Self-Determination)
- Relatedness
Competence
- One of the psychological needs for wellbeing.
- The motivation to learn and master skills.
Autonomy (Self-Determination)
- One of the psychological needs for wellbeing.
- See that actions are a result of free will.
- A reflection of intrinsic motivation.
Relatedness
- One of the psychological needs for wellbeing.
- The formation of meaningful bonds.
Achievement Goal Theory (AGT)
Theory that accounts for how success is defined in an individual and within an achievement situation.
- Ex. what is the main reason a student tried to succeed in school?
Mastery Orientation (AGT)
- When the goal is to improve, give maximum effort, and to perfect new skills.
Performance Orientation (AGT)
- Is when the goal is to perform well relative to others.
Approach Goals (AGT)
- Acting to GAIN an outcome (good grades, praise, knowledge).
- Includes both mastery-approach (strives to master a task + learn new skills) and performance-approach (strives to outperform + look better than others).
Avoidance Goals (AGT)
- Acting to AVOID an outcomes (failure, embarrassment, scolding).
- Includes mastery-avoidance (fear of not living up to standards or skills deciding) and performance-avoidance (avoid being outperformed by others or looking like a failure).
