Term
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Definition
| Occurs when the learner does something to earn an external reward. |
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Term
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Definition
Internally motivated students demonstrate thedesire to learn without the need for external indorcement.
The learner is driven by an interest or enjoyment in the task itself. |
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Term
| What is the behavioral model of motivation? |
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Definition
| Providing grades, stars, stickers and so on in an attempt to motivate students by extrinsic means |
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Term
| What are the dangers of extrinsic motivation |
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Definition
Changes in student behavior that have been motivated through reward become temporary.
Ctudents may develop a materialistic attitude toward learning
Rewarding students may lesson the intrinsic motivation previously existing for an activity - may be true under certain conditions while it does have the possibility to increase internal motivation. |
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Term
| What conditions inhance intrinsic motivation? |
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Definition
Positive feedback and acknowledgement
Reward to all students who achieve a predetermined standard of excellence. |
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Term
| What is the Social cognitive view of Motivation? |
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Definition
| Teachers can encourage students to learn by urging them to imitate successful students with whom they identify. In addition to acquiring new knowledge and skills, students also experience an increase in self-efficacy |
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Term
| What is Vicarious Reinforcement |
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Definition
| The expectation “to receive the same reinforcer that we see someone else get for exhibiting a particular behavior” |
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Term
| How does self-Efficacy affect motivation? |
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Definition
| Leads to greater effort and persistence in the face of obstacles. People with low views of self are likely to doubt their capabilities, which in turn leads them to put less effort or even give up easily |
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Term
| How does Self-Efficacy influence motivation? |
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Definition
influences motivation through goal setting.
beliefs influence expectations of success or “outcome expectations.” Those with high, visualize success scenarios that provide positive guides and supports for performance
influences motivation through the reasons students cite to explain their success or failure |
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Term
| What are the cognitive views of motivation? |
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Definition
1. Motivation is influenced by a person’s need to master his/her environment and to work towards equilibration.
2.Motivation is influenced by a person’s need to attain certain goals.
3.Motivation is influenced by how a person attributes his/her successes and failures.
4.Beliefs about ability.
5.The effect of interest on intrinsic motivation |
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Term
| Atkinson Theory of Motivation |
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Definition
People are motivated through the need to achieve. They are motivated by that need.
People with low need for achievement set very low goals. |
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Term
| Belief about Cognitive ability is affected by what? |
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Definition
| Motivation for learning is affected by one’s beliefs about whether cognitive ability (intelligence) is fixed or changeable |
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Term
| According to Dweck, individuals can be placed in three catagories based on their about their cognitive ability. |
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Definition
Entity Theorists
Incremental Theorists
Mixed Theorists |
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Term
| What to Entity Theorists believe about themselves? |
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Definition
| Want to look good in front of others acknowledgement – extrinsically motivated setting easy goals |
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Term
| How are Incremental Theorists Motivated? |
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Definition
| Put in time and effort in to perfect personal skills. – intrinsically motivated setting moderately difficult goals. |
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Term
| How are mixed Theorsists motivated? |
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Definition
| Motivated both intrinsically and extrinsically based on the subject matter and their level of interest. |
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Term
| How does interest effect motivation? |
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Definition
| Interest is a psychological state involving focused attention, increased cognitive functioning, persistence, and emotional involvement. Interest in a topic can come from personal/and or situational sources |
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Term
| Limitations of Cognitive Motivation are: |
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Definition
•It is not always easy or possible to induce students to experience a cognitive disequilibrium sufficient to stimulate them to seek answers.
•Need for achievement view lacks efficient and objective instruments for measuring its strength. Need for achievement can be observed but may be difficult to measure
•Changing students’ attributions can be a difficult and time-consuming task because of students’ beliefs about ability. |
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Term
| Humanistic View of Motivation |
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Definition
The basis of Maslow's motivation theory is that human beings are motivated by unsatisfied needs.
Maslow proposed that people have basic kinds of needs that they try to satisfy. |
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Term
| Motivations effected by the hierachy of needs |
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Definition
Physiological needs: people are motivated to satisfy needs related to their physical survival (e.g., needs for food, water, warmth, exercise, and rest).
Safety needs. People have a need to feel safe and secure in their environment.
Love and belonging needs. People seek affectionate relationships with others and like to feel that they are accepted as part of a group; in other words, they have a need for affiliation. |
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Term
| What are the limitations of the humaistic view? |
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Definition
Knowing which needs most require satisfaction and attention is often next to impossible, particularly when dealing with many students whose needs cannot be met within the teacher’s operating range.
Even though teachers are not usually in a position to satisfy physiological or safety needs, they are almost always in a position to help satisfy esteem needs by promoting realistic levels of aspiration and achievement. |
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Term
| What are the three elements of self-percption? |
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Definition
Self-concept
Self-esteem
Self-efficacy
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Term
| Role of academic self-concept in motivation |
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Definition
Academic self-concept and school achievement are positively correlated.
High academic self-concept à higher grades.
These 2 constructs are correlated; correlation does not mean causation.
High academic self-concept causes high achievement.
High achievement causes high self-concept.
A third variable is causing both to increase. |
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Term
| What are the four main parenting styles? |
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Definition
Authoritative
Authoritarian
Permissive
Rejecting - Neglecting |
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Term
| What is the Authoritative parenting style |
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Definition
Use reasoned control, enforce firm limits, encourage autonomy & communication, use non-punitive discipline, explain rules, exhibit warmth and support |
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Term
| What are the characteristics of the Authoritarian parenting style? |
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Definition
Demand obedience, favor more punitive measures of discipline, enforce rigid rules, inhibit their child’s autonomy, unresponsive to the child’s |
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Term
| What are the Characteristics of the Permissive Parenting style? |
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Definition
–Disorganized and inconsistent; allow children to make own decisions; make few demands of children |
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Term
| What are the characteristics of the Rejecting-neglecting parenting style? |
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Definition
Make no demands; do not respond to emotional needs of children |
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Term
| What are Kounin's recomendations to prevent problems? |
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Definition
Show your students you are “with it.”
Learn to cope with overlapping situations.
Strive to maintain smoothness and momentum in class activities.
Try to keep the whole class involved, even when you are dealing with individual students.
Introduce variety and be enthusiastic, particularly with younger students.
Be aware of the ripple effect
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Term
| Characteristics of effective teachers, with well managed classrooms |
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Definition
THEY PLAN how to handle classroom routines and behavior problems. They even plan for first day activities. This reduces confusion on the part of the student.
Post a short list of basic classroom rules and penalties.
Have students engage in whole-group activities during the first few weeks, creating a relaxed and comfortable classroom atmosphere.
Maintain control by using the types of techniques described by Kounin (withitness, coping with overlapping situations, maintaining momentum).
Give clear directions, hold students accountable for finishing assignments, and give frequent feedback. |
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Term
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Managing Middle, Junior High, and
High School Classrooms – Preventing problems
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Definition
Spaces for learning should invite and support the activities you plan in your classroom, and they should respect the inhabitants of the space.
In terms of classroom arrangement, there are two basic ways of organizing space: interest areas and personal territories. |
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Term
What is the importance of rules in the classroom?
Specifically with middle/ high school |
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Definition
Classroom rules and procedures need to be communicated clearly.
Rules specify expected and forbidden actions in the class. They are the dos and don’ts of classroom life.
Rules should be specifically stated, discussed with students on the first day of class, and posted in a prominent place (7th, 8th, 9th grades). For sophomores, juniors, and seniors, they should be given a handout on which the rules are listed.
5 to 8 basic rules are sufficient
Allow input into making rules and procedures
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Term
| Influence techniques are? |
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Definition
Planned ignoring: inappropriate behavior that focuses on getting the teacher’s attention may be extinguished by ignoring it.
Signals: A subtle signal will sometimes end misbehavior in its early stages by stimulating self-control. (Examples: throat clearing, staring, stopping in mid-sentence, head shaking, saying “someone is making it difficult for the rest of us to concentrate.”)
Proximity and touch control: Placing yourself close to the misbehavior makes a signal more apparent. |
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Term
| What are appropriate circumstances for criticism? |
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Definition
Direct appeals: When appropriate point out the connection between conduct and its consequences. This technique is most effective if done infrequently.
On those occasions when it is necessary to criticize a student, do so in private. When public criticism is the only possibility, do your best to avoid ridiculing or humiliating the student. One way to minimize the negative aftereffects of criticism is to say something encouraging afterwards.
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Term
| "I" messages vs "You" messages |
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Definition
Ginott recommends sending an “I” message, rather than a “you” message, in order to intervene and change a student’s behavior.
You-messages take the form of threats, name-calling, accusing, bossing, lecturing, or criticizing.
You-messages tell children what’s “wrong” with them.
An I-message tells children what effect their behavior had on you.
For example, after a hard day at work, Maria wants to sit down and rest for a while. She begins to relax with a newspaper when her 5-year-old daughter starts banging loudly on a toy drum. Most parents would respond with a you message. |
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Term
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Problem Ownership and Active Listening
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Definition
Gordon suggests that teachers try to determine who owns the problem before they decide how to handle that problem. That is, determining the problem behavior and who it is affecting.
If a student’s misbehavior results in the teacher feeling annoyed, frustrated, or angry at not being able to complete the lesson, the teacher owns the problem and must do something to stop the disruptive behavior.
If a student expresses anger or disappointment about some classroom incident, that student owns the problem.
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Term
| What are the most predictable reasons for violence? |
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Definition
Academic skills and performance
Biological factors
Gender-related cultural influences
Interpersonal cognitive problem-solving skills
Psychosocial factors |
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