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Definition
| an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities. |
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Term
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| motivation is partly a function of the learning environment. |
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Term
| What are some factors that influence students' motivation? |
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Definition
1. The nature of instructional material.
2. The extent to which students must compete or cooperate with one another.
3. The ways in which students are evaluated. |
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Term
| How does motivation affect behavior? |
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Definition
1. Directs behavior towards particular goals.
2. Increases effort and energy in pursuit of those goals.
3. Increases initiation of and persistence in certain activities.
4. Affects cognitive processes.
5. Determines which consequences are and aren't reinforcing and punishing. |
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exists when the source of motivation lies outside the individual and task being performed.
i.e. filing an income tax to avoid punishment. |
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exists when the source of motivation lies within the individual and task.
i.e. the person finds the task enjoyable or worthwhile in and of itself. |
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| Drawbacks of extrinsic motivation |
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Definition
| Students may exert only the minimal behavioral and cognitive effort they need to execute a task successfully and they may stop an activity as soon as reinforcement ceases. |
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| What are intrinsically motivated learners more susceptible to? |
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Definition
1. Pursuing a task on their own accord.
2. Being cognitively engaged in the task.
3. Undertake challenges. |
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| is based on the notion that people and other animals try to maintain a physiological homeostasis (an optimal state of functioning). |
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is an internal state of need → something necessary for optimal functioning is missing.
- When a drive exists, the organism behaves in ways that reduce the body back into balance. |
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| Drive Theory according to Clark Hull |
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Definition
| Hull initially proposed that a drive is based on physiological need, such as hunger or thirst → these needs contribute to an organism's general drive state, which isn't specific to a particular need. |
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proposed by Clark Hull as the degree to which a particular stimulus-response association has been learned.
→ Habit X Drive = Strength of behavior. |
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| In what ways did Hull revise his thinking on the drive theory? |
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Definition
1. Some behaviors serve no apparent biological purpose, they are acquired drives → reinforcement results from reduction of one's drive rather than of specific physiological needs.
2. Reinforcers may affect performance rather than learning, introduced the concept of incentives, which influence characteristics of a goal object.
→ Habit X Drive X Incentive = Strength of behavior |
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Definition
| they develop when previously neutral stimuli are associated with drive-reducing stimuli, such as food. |
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Definition
serves as a mediator (M) between stimuli and response, affecting which stimuli are responded to and which are not.
- S → M(incentive) → R |
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| people who put themselves in risky or dangerous situations on a regular basis for the physiological thrill. |
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Term
| What are the reinforcers of the drive theory dependent on? |
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Definition
| Different objects and events may be more or less reinforcing depending whether an organism has been deprived of them for any significant period. |
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Definition
refers to an organism's current level of internal energy.
1. Low levels → relaxed, bored, or asleep.
2. High levels → greatly energized or overwhelmed. |
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Definition
| people have a basic need for stimulation. |
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| a movement in psychology that gained prominence in the 1960s and 1970s, the central feature was Maslow's theory. It focuses on how individuals acquire emotions, attitudes, values, and interpersonal skills. |
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| Maslow's hierarchy of needs |
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Definition
1. Physiological needs
2. Safety needs
3. Love and belongingness needs
4. Esteem needs
5. Need for self-actualization |
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Definition
| People need to feel good about themselves. |
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| Need for esteem from others |
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Definition
| People need to believe that others feel positively about them. |
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| people need to develop and become all they're capable of and seek out new activities as a way of expanding their horizons. |
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Definition
| according to Maslow, the first four needs in the hierarchy result from things a person lacks. These needs can be met only by external sources: i.e. people or events. |
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Definition
rather than addressing a deficiency in a person's life, it enhances the person's growth and development and thus is rarely satisfied completely.
i.e. Self-actualization |
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| proposed by Robert White, people's need to believe they can deal effectively with their environment → increases our chances of survival. |
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| is one of people's highest priorities → refusing to engage in a particular activity to avoid failure, downplay its importance, or refuse to abandon existing beliefs. |
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Definition
(competence and self-worth) people do things that actually undermine their chances of success, people increase their chances of justifying their failure → success wasn't likely to begin with.
1. Setting unattainably high goals.
2. Taking on too much.
3. Creating impediments.
4. Procrastinating.
5. Cheating in class. |
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| (competence and self-worth) feeling more competent one day and inadequate the next. |
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Term
| What is the difference between the need for competence and self-worth in comparison to self-efficacy? |
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Definition
1. Competence and self-worth are basic human needs, in contrast, self-efficacy is not an essential driving force of human nature.
2. Competence and self-worth have been conceived as being fairly general, overarching self-perceptions whereas self-efficacy is more task specific. |
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Term
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Definition
they want to have some sense of autonomy regarding the things they do and the directions their lives take.
1. Choices are likely to enhance one's sense of self-determination.
2. Threats and deadlines reduce self-determination.
3. Controlling statements undermines our sense of self-determination.
4. Extrinsic reward undermines self-determination.
5. Surveillance and evaluation reduces self-determination. |
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Definition
People can't change their environment, instead they change themselves to better adapt to it.
i.e. Reinterpreting an aversive event as something that can ultimately work in one's best interest → enhance motivation. |
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| people of all ages have fundamental need to feel socially connected and to secure love and respect of others. |
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| stable individual differences in motivation. |
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| is the degree to which a person wants and needs friendly relationships with others. |
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a desire to gain the acceptance and positive judgments of other people.
→ Elementary school students have a strong desire to attain the approval of their teacher; at the secondary level, students are more inclined to seek the approval of peers. |
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| (AKA achievement motivation) is the need for excellence for its own sake, without regard for any external rewards one's accomplishments might bring. |
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Definition
is a general, relatively stable inclination to approach learning and problem-solving situations in particular way.
1. Stimulation seeking.
2. Need for cognition.
3. Open-mindedness.
4. Critical thinking.
5. Future time perspective. |
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Definition
| the feelings, emotions, and general moods that a learner brings to bear on a task → often has measurable physiological correlates, such as blood pressure and heart rate. And it's interrelated with motivation. |
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Definition
| are closely tied to people's assessments and thus are intertwined with their sense of self-worth. |
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Definition
| Discrepancies in an instructional setting can cause considerable mental discomfort, which motivates learners to try to resolve the discrepancies. |
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Definition
| our thoughts and memories may have emotional overtones. |
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| we can successfully retrieve information from long-term memory more successfully when our mood at the time of retrieval is the same as our mood when we initially stored the info. |
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| is a feeling of uneasiness and apprehension about a situation, typically one with an uncertain outcome. |
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Definition
| Fear is a response to a specific threat, whereas anxiety is vague and relatively unfocused. |
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| is the cognitive aspect of anxiety, which includes troubling thoughts and beliefs about one's ability to deal with situation. |
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Definition
| is the affective aspect, which increased such physiological responses as muscular tension, increased heart rate, and perspiration. |
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Term
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| is a temporary condition elicited by a particular stimulus. |
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| is a relatively stable state of affairs, such that an individual is chronically anxious in certain situations. |
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| easy tasks are best accomplished with a relatively high level of arousal but more difficult tasks are better accomplished with a low or moderate level. |
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| a high level of anxiety enhances performance of well-learned. |
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| same high level is apt to interfere with performance on a challenging new task. |
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| is a situation in which learners believe they have little chance of success → they see failure as an almost inevitable outcome. |
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Definition
| is a situation in which learners believe they can probably succeed if they try hard enough. |
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