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Eeducational Psychology > Lecture 3 > Flashcards

Lecture 3 Flashcards

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1
Q

what is motivation

A

a set of goals which arouse direct and maintain human behaviour towards attaining some goal

Greenberg and baron 2003

what causes us to act and do everything we do

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2
Q

what is trait motivation

A

stable anad enduring motivational dispositions

largely task dependent

personality characteristics

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3
Q

what is state motivation

A

transitor and temporary motivatiosl response or condition - largely task dependent

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4
Q

what is intrinsic motivation

A

behaviour performed for its own sake

the activity itself is a source of motivation

motivation self applied from yourself

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5
Q

what is extrinsic motivationn

A

behaviour is performed due to anticipated consequences

sourcesof motivation is the consequence of the behaviour, not the behaviour itself

applied by others

from the enviornment

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6
Q

what is the effect of extrinsic motivation (rewards) on intrinsic motivation

A

can undermine it- do activity for reward not for the activity (deci 1999)

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7
Q

what are the 3 cognitive theoires of motivation

A

expectancy theory
goal setting theory
attribution theory

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8
Q

what are the other 3 non cognitive theories of motivation

A

psychoanalytic
behavioural
humanistic

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9
Q

why were cognitive theories of motiv developed

A

as a reaction to behavioural needs

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10
Q

how does maslows hierarchy of needs link to education

A
  • psychological needs (enviro not too loud- relax/ pay attention, adequate breaks)
  • safety needs (nobullying, teachers mutual trust, voice concerns)
  • belonging(in class/ peers)

self actualisation (if teacher provides all of the motivational factors then students can flourish, with no anxiety, ethos which encourages intrinsic motivation)

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11
Q

how is the relevance of what students learn linked to motivation

A

immediate needs of future work- (eg getting a degree)- teacher may have to link to future practise

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12
Q

what are performance goals according to Ames and archer 1988

A

being judged as being able to outperform others to be successful- valuig ability = high outcomes

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13
Q

what ae mastery goals according to ames and archer 1988

A

importance of learning new skills, valuing learning proves - attainment determined by effort

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14
Q

what are achievement goal orientations according to archer and ames 1988

A

differ across situational demands and vary across individuals

situational demands can affect salience of specific goals- which result in differential patterns

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15
Q

name some cons of ames and archers study

A

most evidence linked different goal orientations with specific motivational provesses are lab experiments- no real life classroom settings

classroom settings provide cues which labs cannot provide - students in the same classes differ on their cues of what they focus on and how they interpret them

individual diffeences could arise from prior experienes at home
therefore- extent to which student adopts mastery/performance goals depends on how well the student constructs the social reality of the classroom

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16
Q

how does the extent that students adopt mastery goals differ

A

extent to which student adopts mastery/performance goals depends on how well the student constructs the social reality of the classroom

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17
Q

what are the pros of ames and archers study

A

study focusses on new learning stratergies which can be applied to many contexts - self support stratergies

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18
Q

what is a goal according to locke 1968’s goal setting theory

A

goal is the outcome of what a person is trying to accomplish

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19
Q

why do we have goals locke 1968’s goal setting theory

A

to satisfy emotions and desires

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20
Q

who created the goal setting theory

A

locke 1968

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21
Q

how do goals improve performance according to locke and latham 2002

A

direct students attention - helps with distraction
energises effort - challenging goal= more effort
increases persistence - particularlu with clear goals
encourages the development of new knowledge and stratergies

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22
Q

what factors make goals more effective

A 
goal setting 
difficulty 
specificity 
challenging 
commitment 
feedback
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23
Q

wat are the 4 types of goals

Study These Flashcards
A

mastery (learning)
performance (looking good)
work avoidance
social

24
Q

what should teachers do to aid setting goals

Study These Flashcards
A 
encourage students 
smart goals 
constantly reassess goal progress 
attainable goals 
clear goals 
provide students with accurate and timely feedback
25
what are mastery goals
- motivated by desire for knowledge aquistin and self improvement - characteristics of slef regulated learners resilience
26
what is the goal for learning in mastery goals
to increase mastery , undertsnading and competence
27
what do mastery goals see mistakes as
part of learning
28
how should you respond to failure with mastery goals
persistence to try harder
29
what is the reason for satisfaction with mastery goals
to work harder | find challenges
30
how cab mastery goals bbe avoidance orientated
motivated to seek to avoid isunderstanding given tasks
31
what are performance orientated students like
motivated by desire to gain recognition from others and earn good grades focus on getting good grades take easy course- avoid challenges may cheat goal = look clever
32
how do mastery and performance goal orientated student differ
don't differ in intelligence, but differ in their classroom performance
33
what is the goal for learning in performance goals
to look smart avoid looking dumb outperform others
34
what do performance goals see mistakes as
anxiety eliciting
35
how to performance goals respond to failure
helpless lower problem solving ability
36
what is the reason for satisfaction in performance goals
doing better tha others
37
what is the approach orientation of performance goals
motivated to demonstrate that they have more ability and competence than others
38
what is the avoidance orientation of performance goals
motivated to avoid appearing incompetent or stupid in others eyes
39
what is expectancy theory also known as
social learning theory
40
how do you calculate motivation in expectancy theory
motivation= perceived probability of success x incentive value of success expectancy = a persons belief that they are working hard will achieve desired levels of performance valence= the value a person assigns to the possible rewards and other related outcomes
41
what are the implications of Expectancy theory for education
tasks shouldn't be too hard or easy grading system should be that earning high grades is hard yet feasible students should believe in oneself and value academic success = success
42
who created attribution theory of motivation
weiner 2000
43
qwhat is attribution theory
theory of motivation that focuses on how people explain the cause of their own successes/ failures
44
what are the 3 characteristic in attribution theory
locus (externalvs internal causes of success/ failure) stability (stable= genetic, unstable= effirt) controllability (uncon= teachers mood bad- less motivated)
45
what are the implications of attribution theory for education
teachers should praise students and their efforts rather than for their intelligence (cant control) students should understand that what happens is a result of what they do
46
what are the implications of maslows hierarchy of needs on education
rather than reducing behaviour to a response in the environment, it adopts a holistic approach which looks at the emotional, physical , social and intellectual qualities of an individual and the impact it has on learning
47
what are the limitations to maslows theory
pps not representative of whole population individual differences mean people place different values on same need basic needs may not need to be achieved for higher needs
48
how does emotions relate to learning
studies now show that there are no cognitions without emotions (and visa versa) emotions have an impact on achievement effect mediated by attention self regulation and motivation (pekrun 2002)
49
what have advances in neuroscience shown abot emotions
advances in neuroscience and cognitive psychology have shown a better understanding of how to increase learning through motivation and emotional regulation
50
name reasons why performance goals may be good
- midgeley , Kaplan and middleton- PG associated with high self efficacy student may do P+ M together Elliott and moller 2003- PG may be good- eg in sports , winning (but not for team work)
51
what is the behavioural approach to motivation
based on rewards and reinforcement
52
what are the educational implications for behavioural theory of motivation
specific and clear (goals of what to work towards) immediate clear expectations need for good reinforcement
53
how to increase student motivation - enhancing extrinsic motivation
- clear expectatios feedback praise interest
54
how to increase student motivation - build confidence and positive expectations
work at pupils level clear goals model good problem solving
55
how to increase student motivation - focus on task
frequent opportunities for students to respond reduce task without oversimplifying
56
how does increasing emotional regulation improve motivation
positive affect promoted and negative affect inhibits learning important to regulate emotions so children are in a positive atmostphere motivation through feedback improved performance on cognitive tasks through changes in stratergies
57
neuroscience of emotional regulation: what are the implications for education - martin and Ochsner 2016
- Impact of negative emotions on learning o PFC Amygdala interaction increases with age o Older children are better able to regulate their emotions than younger ones. o  Younger students need more detailed instructions or training to help them regulate their emotions. Discussion with teachers to help them build more effective management plans to reduce the impact of negative emotions in classroom - Impact of positive emotions on learning o Younger children seem to be especially responsive to positive reward and feedback o  Use more rewards with young children to incentivize learning o  Adults: teach them to effortfully attend to the rewarding aspect of the material - Social regulation of emotions o Presence of caregiver can reduce stress responses to negative stimuli o  Caregivers can help children regulate their emotions o Adolescents particularly sensitive to social context such as peer feedback o E.g. Pincham, Wu, Killikelly, Vuillier, Fearon (2015): Social provocation influences decision making and feedback processing. Young adolescents more emotionally responsive. o Presence of peer vs caregiver may increase risky decision making o  Developing best approach in the classroom for social regulation of emotions at different ages

Eeducational Psychology (5 decks)

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