Motivation

Question 1

What is motivation defined as?

Answer 1

An internal process that activates, guides, and maintains behaviour over time. (AGM)

Question 2

Maslow categorized needs into two distinct types. What were they?

Answer 2

Deficiency needs and growth needs.

Question 3

I need food, water, and shelter. What kind of needs do I have?

Answer 3

Deficiency needs

Question 4

All of my deficiency needs are met, but I still do not feel satisfied with myself or my work. What kind of needs do I still have?

Answer 4

Growth needs

Question 5

I believe that success or failure is
due to my own efforts or abilities. I have an ____ locus of control.

Answer 5

Internal

Question 6

When I failed on my test, I blamed the teacher and my peers. I have an ____ locus of control.

Answer 6

External

Question 7

What is Attribution Theory?

Answer 7

A theory of motivation that focuses on how people explain the causes of their own successes and failures.

Question 8

Attribution theorists maintain one absolute commonality exists among all people. What is it?

Answer 8

People will always attempt to
maintain a positive self-image.

Question 9

List the stable attributes mentioned in Attribution Theory.

Answer 9

Ability and task difficulty.

Question 10

List the unstable attributes mentioned in Attribution Theory.

Answer 10

Effort and luck.

Question 11

What is self-efficacy?

Answer 11

One’s beliefs that a given task or behavior can be successfully performed.

Question 12

If I have low self-efficacy, what will happen when I attempt a task and fail?

Answer 12

I would be easily convinced of the futility
of effort in the face of difficulties, and quickly give up trying.

Question 13

If I have high self-efficacy and fail a task, what will my response be, most likely?

Answer 13

I would view impediments as surmountable by self-development and perseverance. I would stay the course and try again until I succeeded.

Question 14

What are the three key components of self-efficacy expectations?

Answer 14

• Level: the degree of difficulty of the task that an individual feels capable of performing.
• Strength: the confidence the person has in their estimates.
• Generality: the range of situations in which the person feels efficacious.

Question 15

What are the Four Information Sources used by
Individuals in Forming and Modifying their Self-Efficacy?

Answer 15

1) Performance Experiences (A.K.A. enactive mastery
experiences and skills mastery)

2) Vicarious Experiences (modeling)

3) Verbal Persuasion

4) Physical and Emotional Reactions.

Question 16

I want to help a student have a mastery experience over the course of the term. What sort of goals should I set to best ensure their success?

Answer 16

Proximity goals; anything longer than a week feels non-concrete to learners and will not motivate them appropriately.

Question 17

While working with a student, I realize their plan may not be appropriate or executable for a given task. What is the best approach to adjusting their plan to make it more manageable?

Answer 17

Break the task down into baby, baby steps that are easily completed and lend to the next task well.

Question 18

Fill out the acronym SMART (goals)

Answer 18

Sustainable
Measurable
Attainable
Relevant
Time-bound

Question 19

What is vicarious learning?

Answer 19

Modeling

Question 20

If a student sees their teacher model something but still appears uncertain or distressed about the task, what are the best solutions?

Answer 20

• Attempt to find a person or persons they can observe who are similar to them (age, gender, ethnicity, socio-economic background).
• Present coping models (someone who has struggled with the task) rather than mastery models (someone who appears to be perfect).
• Find a video, support group, or website to help supplement modeling

Question 21

When giving verbal feedback (persuasion), what is the most important thing to remember?

Answer 21

Learners need feedback that is specific, focused on their effort (not ability!), and attributional rather than general.

Question 22

There are four key questions to ask yourself when learners are in distress physically and/or emotionally about a task. What are they?

Answer 22

How are your students interpreting their feelings?

Can you help them to reinterpret their physiological signs?

Can you provide them with information to help them understand what is going on in their bodies?

Do you have strategies or suggestions to help them cope with their emotional reactions?

Question 23

Motivated and self-regulated learning stems from a key understanding. What is it?

Answer 23

Self-regulated learning requires the learner to take independent responsibility for learning, not to simply comply with the teacher’s demands.

Question 24

What is the main implication of Expectancy Theory?

Answer 24

Tasks should be neither to easy or difficult for a learner.

Question 25

You notice one of your learners always chooses to pair up with a friend when doing group work. What type of motivation drives them?

Answer 25

Affiliated motivation.

Question 26

There are several learners in your class who always pair up with someone who wants to do well on a given project. These students are motivated by...

Answer 26

High achievement (knowledge + grades)

Question 27

Learners who take more challenging courses have what sort of goals?

Answer 27

Learning goals

Question 28

Learners who take less challenging courses have what sort of goals?

Answer 28

Performance goals

Question 29

One of your learners often acts hopeless when facing even the smallest of difficulties. What are some strategies you can use to help them?

Answer 29

➢ Success in small steps ➢ Immediate feedback ➢ Consistent expectations and follow-through. ➢ Accentuate the positive, eliminate the negative. ➢ Go from the familiar to the new, using advance organizers or guided discovery. ➢ Create challenges in which students actively create problems and solve them using their own knowledge and skills.

Question 30

As new teachers, we need to be careful setting expectations. Generally speaking, it is better to set positive expectations than negative ones. How do we do this?

Answer 30

➢ Wait for learners to respond (3 second rule!) ➢ Avoid unnecessary achievement distinctions among students, and treat all students equally

Question 31

How can you help learners who have severe test anxiety?

Answer 31

➢ Provide opportunity to correct errors and edit ➢ Provide clear instructions ➢ Avoid time pressure ➢ Order test questions from easier to more difficult ➢ Provide support (e.g., school counsellor) to help students develop strategies to reduce anxiety.

Question 32

When giving students rewards as extrinsic motivators, what do you need to be careful of?

Answer 32

Using rewards for tasks in which students would be typically engaged without rewards.

Question 33

How can we increase the intrinsic motivation of learners?

Answer 33

➢ Arouse Interest ➢ Maintain Curiosity ➢ Use a Variety of Interesting Presentation Modes ➢ Help students make choices and set their own Goals.

Question 34

In his 1981 study, Jere Brophy found a number of important components to effective praise. What were they?

Answer 34

➢ Contingent on students’ performance of well-defined behaviours ➢ Specific rather than general, specifying the particular behavior being praised ➢ Credible rather than given effusively for trivial accomplishments. ➢ Spontaneous rather than planned. ➢ Sincere rather than insincere or rote. ➢ Provided for effort as well as successes. ➢ Given because it was deserved, not needed. ➢ Accompanied by congruent nonverbal action.

Question 35

The level of praise we give depends in part on the developmental level of the students; list the three main levels and an example of praise for each level.

Answer 35

➢ Primary (Evaluative): That’s a wonderful drawing. ➢ Upper Elementary (Personal Satisfaction): I bet you’re proud of your drawing. ➢ Secondary (Self-reflection): Your drawing has a unique perspective.