Motivation

Question 1

What two concepts do the behaviourist claim?

Answer 1

Rewards & reinforcement and determining the value of incentive

Question 2

What are the 8 Maslow’s Hierarchy of Needs?

Answer 2

1. Physiological
2. Safety
3. Belonging and Love
4. Esteem
5. Cognitive
6. Aesthetic
7. Self Actualization
8. Transcendence

Question 3

What are the two basic level of the Hierarchy of Needs?

Answer 3

Physiological and safety

Question 4

What are the two psychological levels of the Hierarchy of Needs?

Answer 4

Belonging & Love and Esteem

Question 5

What are the four self-fulfillment levels of the Hierarchy of Needs?

Answer 5

Cognitive, Aesthetic, Self-Actualization & Transcendence

Question 6

What are four levels of deficiency needs on the Hierarchy of Needs?

Answer 6

Esteem, Belonging & Love, Safety and Physiological

Question 7

What are the two types of needs on Maslow’s pyramid?

Answer 7

Deficiency needs and growth needs

Question 8

What are deficiency needs?

Answer 8

• Needs that you need to develop due to deprivation
• Have to meet these needs to avoid unpleasant results

Question 9

What are growth needs?

Answer 9

Highest level of Maslow’s pyramid –> motivated by the desire to grow as a person and reach full potential (self-actualization)

Question 10

What are the two parts of the locus of control?

Answer 10

Internal locus- believe that success or failure is due to their own efforts or abilities
External locus- believe that other factors (luck, task difficulty, other peoples actions) cause success or behaviour

Question 11

What is the attribution theory?

Answer 11

A theory of motivation which focuses people explain the causes of their own successes and failures

Question 12

What the three characteristics of the attribution theory?

Answer 12

Internal/external, stable/unstable, controllable/uncontrollable

Question 13

What is central assumption?

Answer 13

People will attempt to maintain a positive self-image

Question 14

What is self-efficacy?

Answer 14

One’s belief that a task or behaviour can be successfully performed

Question 15

How would Bandura describe self efficacy?

Answer 15

The foundation of human motivation, well being and accomplishments

Question 16

What would people with low self efficacy do when given a difficult task?

Answer 16

Give up trying

Question 17

What would people with high self efficacy do when given a difficult task?

Answer 17

They would be resilient and try to solve the problem

Question 18

What are the three dimensions that affect self efficacy?

Answer 18

1. Level (how difficult a task is)
2. Strength (the confidence a person has in their estimates)
3. Generality (the range of situations where the person feels successful)

Question 19

How can we increase students self efficacy?

Answer 19

People need to find the deficits in the information needed to develop strong expectations of personal efficacy

Question 20

What are the 4 information sources used by individuals in forming and modifying their self efficacy?

Answer 20

1. Performance experiences (inactive mastery experiences and skills mastery)
2. Vicarious experiences (modelling)
3. Verbal persuasion
4. Physical and emotional reactions

Question 21

What are mastery experiences?

Answer 21

when students do tasks that they are going to succeed at as they have a plan of action and proximal goals

Question 22

What is vicarious learning?

Answer 22

Learning where the person teaching the students are similar to them which then makes the students think they can do it too

Question 23

What is verbal persuasion?

Answer 23

Specific, focused on effort and attributional feedback

Question 24

How can physical or emotional reactions effect self efficacy?

Answer 24

People may be anxious or depressed about their performance so it is important to ask them about it

Question 25

What is self-regulated learning?

Answer 25

Learning where students take independent responsibility for their learning

Question 26

What is the expectancy theory?

Answer 26

A persons motivation increases as task difficulty increases up to a point where the person decides that success is unlikely or the goal is not important

Question 27

What level of tasks are best for learning?

Answer 27

Moderate to difficult (but not impossible)

Question 28

What kind of partner would an affiliation motivated student choose?

Answer 28

A friend

Question 29

What kind of partner would a high achievement motivation student choose?

Answer 29

Partners who are good at the task

Question 30

What are some attributes of achievement motivation children?

Answer 30

- persist longer at tasks - attribute failure to lack of effort - expect to succeed and double efforts when they don't

Question 31

What are learning goals (task or mastery goals)?

Answer 31

goals of students motivated primarily by desire for knowledge acquisition and self improvement - keep trying in the face of obstacles

Question 32

What are performance goals?

Answer 32

Goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades - discouraged by obstacles

Question 33

What is learned helplessness?

Answer 33

students believe that nothing they do matters and they do not even attempt tasks

Question 34

How can you help students overcome learned helplessness?

Answer 34

- success in small steps - immediate feedback - consistent expectations and follow through - eliminate the negative and accentuate the positive

Question 35

What is the Pygmalion Effect/Rosenthal Effect?

Answer 35

If teachers were led to expect enhanced performance from some children then the children did indeed show marked improvements by the end of the year

Question 36

How to help students with anxiety at school?

Answer 36

- provide opportunity to correct errors and edit - provide clear instructions - avoid time pressures - order test Q from easiest to more difficult - provide support (eg. school counsellor) to help students develop strategies to reduce anxiety

Question 37

How can you enhance intrinsic motivation?

Answer 37

- arouse interest - maintain curiosity - use a variety of interesting presentation modes - help students make choices and set goals

Question 38

What are the principles for providing extrinsic incentives?

Answer 38

- clear expectations - clear, specific feedback - immediate feedback - frequent feedback - increase the value and availability of extrinsic motivators

Question 39

How can praise be effective?

Answer 39

- contigent on students performance of well defined behaviours - specific rather than general - creditable - spontaneous - sincere - provided for effort and success - given because students deserve it - personal (congruent non-verbal action)

Question 40

What is the difference in praise between different developmental levels: primary, upper elementary, secondary?

Answer 40

Primary- Evaluative ("that's a wonderful drawing) Upper Elementary- Personal satisfaction ("I bet you are proud of your drawing") Secondary- Self-reflection- promotes intrinsic motivation ("Your drawing has a unique perspective")