Jan 22 Flashcards

Question

strategy for internalization: explanatory rationales

Answer 1

explaining the "WHY" behind the task why is this uninteresting task important? why is your engagement with it worthwhile? ie. we don't run in the hallways because it's loud and it may disrupt other classes

Answer 2

"doing this activity has been shown to be USEFUL" "the benefit is <>" "this benefit is incurred because..." "revising your paper multiple times is a useful thing to do. by revising, you give yourself an opportunity to become a better writer. revising helps your writing skill develop because you have the time to evaluate your writing decisions and strategies - topic sentences, active voice, vivid imagery, conclusion sentences etc" the motivational question therefore shifts from... 1. do you want to revise your paper? (no, it's boring) TO 2. do you want to improve your writing? (yes, it's important)

Answer 3

an autonomy supportive style involves ACKNOWLEDGING and VALIDATING negative feelings and taking on a COLLABORATIVE approach to addressing their underlying cause support for RELATEDNESS needs promotes internalization

Answer 4

is likely to CREATE FRICTION and RESISTANCE perpetuate NEGATIVE AFFECT IMPEDES INTERNALIZATION

Answer 5

SUGGESTS rather than demands "you must do this" versus "you might find it helpful to try this" flexible, non-controlling, leaves ROOM for CHOICE while encouraging action

Answer 6

"if you're willing, we'll get started" "you may want to look through these materials to get some ideas" "you might find it helpful to try this"

Answer 7

1. psychological need satisfaction 2. intrinsic motivation 3. efficacy 4. evaluations at work 5. job satisfaction 6. agency and initiative 7. passion for one's profession 8. relationship satisfaction 9. wellbeing 10. less burnout (emotional exhaustion) 11. improved health

Answer 8

benefits for the SUPPORT PROVIDER following teaching interventions, on the behalf of the provider we see... 1. need satisfaction 2. autonomous motivation to teach 3. adoption of intrinsic goals 4. passion for teaching 5. job satisfaction & vitality 6. declines in emotional and physical exhaustion

Answer 9

1. telling others what to think, feel and do 2. inducing guilt or pressure 3. countering or trying to change negative feelings 4. using pressuring language, pushing for compliance 5. CONTROLLING BEHAVIOUR THROUGH INCENTIVES LIKE REWARDS AND PUNISHMENTS

Answer 10

major issues with relying on pressure and control: 1. THWARTS the individual's psychological NEEDS (their autonomy, competence, relatedness) 2. creates LONG-TERM MOTIVATIONAL problems 3. promotes negative emotions like GUILT and ANXIETY 4. HARMS relationships

Answer 11

do they suppress undesirable behaviour? punishment (or the threat of punishment) may lead to COMPLIANCE IN THE SHORT TERM but has a number of SIDE EFFECTS

Answer 12

conforming to an expectation, request or rule without necessarily adopting the underlying value or motivation behind the behaviour ie. doing something to avoid a negative consequence, not because you actually believe in the action

Answer 13

1. undermines need for autonomy & impedes internalization 2. negative emotionality 3. impairs relationship between punisher and punishee 4. negative modelling of how to cope with undesirable behaviour in others

Answer 14

serious issues 1. antisocial and criminal behaviour 2. aggression 3. poor mental health

Answer 15

compliance defiance

Answer 16

doing the OPPOSITE of what you're EXPECTED to do just because you're expected not to do it defiance IS NOT AUTONOMOUS BEHAVIOUR (you're still being controlled by external forces)

Answer 17

yes even if one is dominant when there's compliance, there's often also defiance

Answer 18

imagine you're a parent, and you're thrilled that your child loves reading. every night, they're curled up on the couch with a book. you can't believe your luck - no nagging, no screen-time battles - they genuinely enjoy reading then you get an idea: what if you could encourage them to read even more? you decide to offer them a reward - $10 for every book they finish. at first, it works like a charm. they're flying through books, motivated by the promise of extra cash but over time, you notice something strange. the enthusiasm that once drove them to pick up a book for fun seems to wane. they start choosing shorter, easier books just to earn the reward faster. eventually, the moment you stop paying them, the reading stops altogether what went wrong?

Answer 19

recall: getting a grape (rewaard) for solving the puzzle DECREASED monkey's intrinsic interest in playing the puzzle Deci wondered whether a similar principle applied to humans and could explain children's waning interest in learning over their school years

Answer 20

experiment held over 3 consecutive days Ps assigned to experimental or control group SESSION ONE: replicate the Soma configurations (both groups) SESSION TWO: a) EXPERIMENTAL GROUP: paid $1 ($8.50 today) for each configuration they replicated b) CONTROL GROUP: no pay SESSION THREE: both groups no pay

Answer 21

what do participants do when left alone halfway through the session? specifically, amount of time spent playing with puzzle during free choice period

Answer 22

1. no difference between the groups during session 1 2. second session: experimental group spent more time playing with the puzzle (makes sense, they were getting paid) 3. third session: experimental group spent less time playing with puzzle than control group, and less than they did on the first day

Answer 23

human beings have an "inherent tendency to seek out NOVELTY and CHALLENGES, to extend and exercise their capacities, to explore, and to learn" "when money is used as an external reward for some activity, the SUBJECTS LOSE INTRINSIC INTEREST for the activity" rewards may BOOST EXTRINSIC MOTIVATION, but they DECREASE INTRINSIC MOTIVATION

Answer 24

external rewards reduce intrinsic motivation

Answer 25

Ps assigned to REWARD or NO-REWARD condition perform moderately interesting task in 2 sessions (control: no payment in either session) (experimental: payment only in session one)

Answer 26

1. control condition (no payment) ^ show activation in VENTRAL STRIATUM over BOTH sessions 2. reward condition (payment in session one, no payment in session two) ^ VS activation in session one, but DISAPPEARS in session 2 ^ less likely to engage in task during free choice period (manifests on behavioural level as well) ^ negative relationship between amount of voluntary pay and decrease in VS activation

Answer 27

we have a tendency to help others emerges early in life - 20 month old infants already have a strong tendency to help

Answer 28

provision of extrinsic rewards (ie. a toy) diminishes intrinsic motivation to help

Answer 29

when we're given external rewards (or pressured or threatened) we lose our perception of AUTONOMY undergo a SHIFT in our understanding of our motivation from an internal locus of causality to an EXTERNAL LOCUS OF CAUSALITY in other words, we no longer feel like the authors of our own behaviour