Jan 29 Flashcards
(72 cards)
contingencies
if-then relationship between BEHAVIOUR and OUTCOMES in the world
people must see a connection between their actions and an outcome they desire
instrumentalities
our BELIEFS or PERCEPTIONS of contingencies
ie. your belief that if you study hard, you’ll get a good grade
without instrumentalities, what happens?
motivation dries up
because you perceive no connection between your actions and outcomes
according to Deci, people need to see a connection between what and what in order to experience motivation?
connection between their ACTIONS and their DESIRED OUTCOMES
^ instrumentalities!
in order to experience motivation
instrumentalities: outcomes can be either…
intrinsic or extrinsic
instrumentalities are a double edged sword
they may be a source of control
but it depends on how they’re used
missing piece that is needed for instrumentalities to fully lead to helpful motivation
competence!
to feel fully motivated and engaged, must believe that our efforts matter (instrumentalities) and that we have the CAPACITY TO SUCCEED (competence)
instrumentalities rely on beliefs about our own…
competence
belief that we have the capacity to succeed
competence
the psychological need to be EFFECTIVE in one’s interactions with the environment
reflects desire to EXERCISE and EXTEND one’s SKILLS and CAPACITIES
hallmarks of competence need satisfaction
feelings of effectance, mastery, making progress
items from the competence measurement scale
(indicate how true the statements are from 1 to 7)
often, I don’t feel very competent
people I know tell me I am good at what I do
I have been able to learn interesting new skills recently
most days I feel a sense of accomplishment from what I do
in my life I don’t get much of a chance to show how capable I am
I often don’t feel very capable
consequences of competence need satisfaction
- increased MOTIVATION and engagement
- enhanced WELLBEING and positive emotions, better psychological adjustment
- increased self-efficacy and CONFIDENCE
consequences of competence need frustration
- decreased motivation and engagement
- reduced wellbeing, negative emotions, burnout
- behavioural maladjustment (procrastination, avoidance)
supporting competence: 4 key practices
- clear EXPECTATIONS
- progress-enabling GUIDANCE
- optimal CHALLENGES
- informational FEEDBACK
providing clear expectations can help foster…
competence
how to provide clear expectations
when people first begin an activity, they wonder…
“what should I do?”
“what represents good performance?”
“how good is good enough?”
communicating CLEAR EXPECTATIONS (ie. a GOAL to strive for or a STANDARD of excellence to pursue, answers these questions so that the person knows what competence functioning looks like in this situation)
it becomes clear what a good performance is
what things clarify what a good performance is?
specified standards and goals
(part of providing clear expectations)
providing guidance: as people engage in an activity or pursue a goal, they wonder…
“am I doing this correctly?”
“can I do this well?”
“how can I improve - how can I do better?”
providing guidance: can help people by offering…
how-to instructions
worked out examples
models to emulate
tips and strategies
scaffolding
resources
reminders
providing guidance is key to building…
competence
optimal challenges are important for building…
competence
optimal challenges
require you to STRETCH your capacities
but still feel ACHIEVABLE
optimal challenges: 6th grade kids study
6th grade children given ANAGRAMS of varying difficulty (4-6 letters)
CURVILINEAR relationship between task DIFFICULTY and task ENJOYMENT
MODERATELY DIFFICULT problems were the most enjoyable
optimal challenges: 6th grade kids study takeaway
MODERATELY DIFFICULT anagrams problems were the most enjoyable
