Term
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Definition
| students find the topic or activity intriguing and enticing → it is a form of intrinsic motivation. |
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Term
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Definition
| interests that reside within the learners, which manifests themselves in consistent patterns in choice making over time. |
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Term
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Definition
| evoked by something in the environment, something that's new or surprising. |
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Term
| What are situation interests that are of the catch variety? |
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Definition
| they engage you for a short time, but you quickly move on to something else, and so cognitive processing and learning are apt to be limited. |
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Term
| What are situation interests that of the hold variety? |
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Definition
| you stay with a task or topic for a lengthy period. |
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Term
| What factors promote interest? |
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Definition
1. Things that are new, different, or unexpected.
2. Learners are intrigued by topics related to people and cultures, nature, and current events.
3. Challenging tasks.
4. Personal interest come from people's prior experiences. |
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Term
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Definition
| a person's expectation for success, which takes into account task difficulty and availability of outside support. |
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Term
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Definition
| a person must believe that performing a task has a direct or indirect benefit. |
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Term
| What are some effects of expectancy and value? |
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Definition
1. High expectancy and high value → intrinsic motivation.
2. Value affects the choices a learner makes and the extent to which learners work to make sense of what they're studying.
3. Learners' actual effort and achievement levels are correlated with their expectancies for success. |
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Term
| What factors influence expectancies and values? |
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Definition
| Expectancies are based on their prior successes and failures in a particular domain. |
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Term
| What are the four reasons why value might be high or low? |
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Definition
1. Important → events are associated with desirable personal qualities.
2. Utility → events are seen as means to a desired goals.
3. Interesting → events bring pleasure and enjoyment.
4. Cost → explains why a person might see little or no value in an activity. |
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Term
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Definition
| general goals of considerable priority for us at any given point in time. |
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Term
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Definition
| the need for achievement was originally conceptualized as a general characteristic that people exhibit consistently across a variety of tasks and in many domains. |
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Term
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Definition
a desire to achieve competence by acquiring additional knowledge or mastering new skills.
→ other people's performance is used only as a gauge to judge what mastery might ideally look like. |
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Term
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Definition
a desire to present oneself as a competent individual in the eyes of others.
→ often have an element of social comparison: the learner is concerned about how their accomplishments compare to those of their peers. |
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Term
| Performance-approach goals |
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Definition
| a learner wants to look good and receive favorable judgments from others. |
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Term
| Performance-avoidance goals |
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Definition
| a learner wants not to look bad and receive unfavorable judgments. |
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Term
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Definition
| a tendency to find learning activities meaningful and worthwhile and therefore to attempt to get the maximum benefit. |
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Term
| What happens to children to orient them more toward performance goals? |
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Definition
Around age of 5 or 6,
1. Students suddenly have many peers to whom they can compare their own behavior.
2. Whereas they've previously dealt primarily with physical tasks, they're now being asked to deal with tasks of an intellectual and abstract nature. |
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Term
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Definition
| students may want to avoid having to do classroom tasks at all, or at least to exert as little effort as possible. |
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Term
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Definition
1. Gaining other people's approval.
2. Forming and maintaining friendships.
3. Finding a spouse or other long-term mate.
4. Developing effective social skills.
5. Achieving status and prestige among peers. |
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Term
| How do people coordinate multiple goals? |
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Definition
1. They may engage in activities that allow them to address more than one goal.
2. They may pursue some goals while putting others on the back burner.
3. People may modify their ideas of what it means to achieve a particular goal. |
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Term
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Definition
| people's various explanations and failures. |
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Term
| Locus: Internal vs. External |
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Definition
1. Internal factors: factors within ourselves.
i.e. a good grade is the result of your hard work.
2. External factors: factors outside ourselves.
i.e. we received a scholarship because you were lucky. |
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Term
| Temporal stability: Stable vs. Unstable |
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Definition
1. Stable factors: things that probably won't change much in the near future.
i.e. you believe that you do well in school because of inherited ability.
2. Unstable factors: to things that can change from one time to the next.
i.e. thinking that losing a tennis game was simply a fluke. |
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Term
| Controllability: Controllable vs. Uncontrollable |
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Definition
1. Controllable factors: to things that we can influence and change.
i.e. you think that you failed a test because you didn't study.
2. Uncontrollable factors: to things over which neither we nor others have influence.
i.e. failed a test because you had the flu. |
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Term
| What are the subcomponents of controllability? |
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Definition
1. That a particular behavior can cause a certain event to occur.
2. One must have a sense of competence. |
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Term
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Definition
| learners believe that intelligence is a "thing" that is permanent and unchangeable. |
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Term
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Definition
| learners believe that intelligence can and does improve with effort and practice. |
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Term
| What are the effects of attributions? |
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Definition
1. Emotional responses to events.
2. Reactions to reinforcement and punishment.
3. Self-efficacy and expectancies.
4. Effort and persistence.
5. Learning strategies.
6. Future choices and goals. |
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Term
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Definition
| a situation in which a person's expectations about a future event creates conditions through which those expectations become reality. |
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Term
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Definition
| we tend to attribute our success to internal causes and our failure to external causes. |
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Term
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Definition
| (AKA image management) as children get older, they discover that different kinds of attributions elicit different kinds of reactions from other people → they begin to modify their attributions for a particular audience. |
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Term
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Definition
| the general typical way in which a person interprets and explains day-to-day events and consequences. |
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Term
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Definition
| people typically attribute their accomplishment to their own abilities and efforts → I can do it! attitude. |
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Term
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Definition
| people attribute success to outside and uncontrollable factors and believe that their failures reflect a relatively permanent lack of ability → I can't do it event if I try! attitude. |
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Term
| What are some extreme cases of learned helplessness? |
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Definition
1. Motivational effect → the individual is slow exhibit responses that will yield desirable outcomes or enables escape from aversive situations.
2. Cognitive effect → the individual has trouble learning new behaviors that would improve environmental conditions.
3. Emotional effect → Wthe individual tends to be passive, withdrawn, anxious, and depressed. |
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Term
| What are the roots of learned helplessness? |
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Definition
1. When people can't control the occurrence of aversive events.
2. When people observe other individuals having little control over their lives.
3. Giving children negative feedback, without providing suggestions about how to improve. |
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Term
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Definition
| students willingly seek others' assistance. |
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Term
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Definition
| refers to situations in which, over time, people gradually adopt behaviors that other individuals value, ultimately without regard for the external consequences that such behaviors may or may not bring. |
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Term
| What is the sequence that internalized motivation follows as it evolves? |
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Definition
1. Externalized regulation: the learner is motivated to behave in certain ways primarily on the external consequences that will follow various behaviors.
2. Introjection: the learner behaves in particular ways in order to gain other people's approval → internal pressure to engage in desired behaviors.
3. Identification: the learner now sees certain behaviors as being personally important or valuable.
4. Integration: the learner has fully accepted the desirability of certain behaviors and integrated them into an overall system of motives. |
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Term
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Definition
| setting and working for a series of short-term goals. |
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Term
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Definition
| perfecting the form or procedure that the skill involves without regard to the final outcome. |
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Term
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Definition
| striving for a certain standard of performance. |
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Term
| Attribution retraining studies |
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Definition
| children are asked to engage in a particular task with occasional failures interspersed among more frequent successes. |
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Term
| Mnemonic for motivational strategies |
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Definition
1. T: task→ present new topics trough tasks that students find interesting, engaging, and perhaps emotional charged.
2. A: autonomy → solicit students' opinions about classroom practice and policies.
3. R: recognition → acknowledge not only academic successes but also personal and social successes.
4. G: grouping → provide frequent opportunities for students to interact with one another.
5. E: evaluation → make evaluation criteria is clear.
6. T: time → give students enough time to gain mastery of important topics.
7. S: social support → create a general atmosphere of mutual caring, respect, and support among all class members. |
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