Exam 3: Ch. 13

Question 1

Motivation

Answer 1

processes that energize, direct, and sustain behavior

Question 2

Perspectives on Motivation: The Behavioral Perspective

Answer 2

• Emphasizes EXTERNAL rewards and punishments; as keys in determining student motivation.
• Incentives

Question 3

Perspectives on Motivation: The Humanistic Perspective

Answer 3

• Stresses students’ capacity for growth; freedom to choose their own destinies and positive qualities
• Maslow’s Hierarchy of Needs

Question 4

The Humanistic Perspective: Maslow’s Hierarchy of Needs

Answer 4

-belief that certain basic needs must be met before higher needs can be satisfied

Least needed:
(PEAK)
5. Need for Self-Actualization
4. Esteem Needs
3. Love, Affection, & Belongingness needs
2. Safety Needs
1. Physiological/Survival Needs
(BOTTOM)
Most needed:

Question 5

Perspectives on Motivation: The Cognitive Perspective

Answer 5

• Students’ thoughts guide their motivation;

- focuses on INTERNAL motivation to achieve; & their beliefs that they can control their environment

Question 6

Perspectives on Motivation: The Social Perspective

Answer 6

• Need for affiliation or relatedness

- Establishing, maintaining, and restoring warm, close, personal,

Question 7

Extrinsic Motivation

Answer 7

• Influenced by rewards and punishments

- Do something to obtain something else

Question 8

Intrinsic Motivation

Answer 8

• Increase motivation when they are given some personal choice
• Internally motivated to doing something for its own sake

Question 9

Optimal Experience and Flow

Answer 9

-Sense of mastery
-Optimal challenge
………………………………………… -level of skill-
………………………………………………….Low | High |
…………………………………… Low | Apathy | Boredom |
-level of challenge-…..High | Anxiety | Flow |

Question 10

Flow occurs when…

Answer 10

• students develop a sense of mastery and are absorbed in a state of concentration while they engage in an activity
• When students are challenged and percieve that they have a high degree of skill

Question 11

Attribution Theory

Answer 11

Bernard Weiner
-In their effort to make sense of their own behavior or performance, individuals are motivated to discover its underlying causes

Question 12

Attribution Theory: Locus

Answer 12

-{location} -Students who perceive their success as being due to internal factors (effort) are more likely to have higher self-esteem

Question 13

Attribution Theory: Stability

Answer 13

-If a student attributes a positive outcome to a stable cause, there is an expectation of future success

Question 14

Attribution Theory: Controlability

Answer 14

• Failure due to external factors causes anger

- Failure due to internal factors may cause guilt.

Question 15

Strategies to Change Attribution Theory:

Answer 15

• Focusing students on task, rather than worrying about failure
• Teaching students to cope with failures
• Attributing failures to lack of effort

Question 16

Self Determination and Personal Choice:

Answer 16

• Supporting an individuals will, by helping them believe they are (acting out of own will)
• Choice and personal responsibility increasing internal motivation

Question 17

Mastery Oriented Students:

Answer 17

• Mastery oriented students focus on (task) rather than worrying about failure.
• Generate solution oriented strategies

Question 18

Performance Oriented Students:

Answer 18

-Concerned with the outcome

Question 19

Helpless Oriented Students:

Answer 19

-Focus on personal inadequacies

Question 20

Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success

Answer 20

• need reassurance and cognitive retraining that they can meet goals and challenges.
• reward effort and progress toward realistic goals

Question 21

Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure: FAILURE AVOIDANCE STRATEGIES

Answer 21

• Learned helplessness:belief that our own behavior does not influence what happens next, that is, behavior does not control outcomes or results
  
  • Nonperformance: not trying at all
  • Procrastination: postpone tasks
  • Setting unreachable goals: impossible goals
  -Self-handicapping: not making an effort ( includes all of the above)

Question 22

Achievement Problem: Students who Protect their Self-Worth by Avoiding Failure:INTERVENTION STRATEGEIS

Answer 22

• Setting challenging, but realistic goals
• Strengthening link between effort and self-worth
• Encouraging positive beliefs about abilites

Question 23

Social Motives

Answer 23

Needs and Desires

• Need for Affiliation or Relatedness
• learned through experiences with the social world

Question 24

Social Motive: Need for Affiliation or Relatedness

Answer 24

the motive to be securely connected w other people.

Question 25

Interest: individual interest

Answer 25

might involve whatever math ability a student brings to the course, such as longstanding success in the subject

Question 26

Interest: situational interest

Answer 26

might involve how interesting a particular teacher makes a math class

Question 27

Cognitive Engagement and self-Responsibility:

Answer 27

- creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. - goal is to get students to become motivated to expend the effort to persist and master ideas rather than doing just enough work to make a passing grade.

Question 28

Extrinsic Rewards and Intrinsic Motivation:

Answer 28

-rewards that convey information about students' mastery can increase intrinsic motivation by increasing their sense of competence - as an incentive to engage in tasks; in which case the goal is to control the student's behavior - to convey information about mastery -when rewards are offered that convey information about mastery, students' feelings of competence are likely to be enhanced

Question 29

Mindset:

Answer 29

-Dwecks' concept that refers to the cognitive view individuals develop for themselves: 1 .) Fixed 2.)Growth

Question 30

Mindset: Fixed

Answer 30

-individuals believe that their qualities are carved in stone and cannot change

Question 31

Mindset: Growth

Answer 31

-individuals believe that their qualites can change and improve through their effort

Question 32

Self Efficacy:

Answer 32

belief that one can master a situation and produce positive outcomes - students with low self-efficacy might avoid many learning tasks - students with high self-efficacy eagerly approach these learning tasks

Question 33

Goal setting: Long-term and short-term goals

Answer 33

-self-efficacy and achievement improve when students set goals that are specific and proximal (short-term) and challenging (commitment to self-improvement)

Question 34

Schooling & Goals:

Answer 34

- changes in goal orientation | - helping students plan

Question 35

Social Relationships:

Answer 35

-relationships with parents, teachers, peers, and friends have a tremendous impact.

Question 36

Sociocultural contexts:

Answer 36

-socioeconomic status predicts achievement better than ethnicity.

Question 37

Achievement Problems: Students who are Low-Achieving and have Low Expectations for Success: FAILURE SYNDROME

Answer 37

- having low expectations for success and giving up at the first sign of difficulty - don't put forth enough effort