week 6: metacognition and motivation Flashcards
metacognition
people’s knowledge and regulation of their own thinking and learning processes
good learners
self regulating learners, internal mental processes (covert strategies), identifying important info, summarizing, comprehension, monitoring and usisng mnemonics, actively and consciously engaged
overt strategies
explicit and observable mental processes used to perform a task.
covert strategies
mental processes that occur internally and are not readily observable by others
epistemic beliefs
what learners believe about the nature of knowledge and learning, influence the approaches
situational interest
temporary and evolked by something in the environment
personal interest
more stable
goals that contribute or interfere with learning
mastery goals: require knowledge
performance goals: look competent
work avoidance, just doing enough
social goals
career goals
motivation on 2 variables
expectancy of being succesful, value of task
achievement goal theory
mastery approach: wanting to learn
performance approach: wanting to perform
mastery avoidance: avoiding developing competence
performance avoidance: avoiding seeing that you didn’t perform well
expectancy x value theory
can i (expectancy) why (value)
interest/enjoyment value (intrinsic)
uitility value: important?
attainment value: to do well
cost
self determination theory
continuum, more on the right is more motivation from within
extrinsic regulation
introjected regulation: guilty
identified regulation: important
intrinsic regulation
amotivaiton
lack of motivation
three universal needs of motivation
autonomy: meaningful choices
competence: feeling, feedback
relatedness: connection, relationship
motivation
learners beliefs
