Motivation

Question 1

Motivation

Answer 1

an internal process that activates, guides, and maintains behaviour over time

Question 2

2 types of needs on Maslow’s pyramid

Answer 2

Deficiency and growth needs

Question 3

Deficiency needs

Answer 3

Needs you develop due to deprivation. They have to be met in order to avoid unpleasant results.
* Physiological
* Security
* Social
* Esteem

Question 4

Growth needs

Answer 4

Needs that are motivated by the desire to reach full potential.
* Cognitive
* Aesthetic
* Self-Actualization
* Transcendence

Question 5

Attribution Theory

Answer 5

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

Question 6

3 Characteristics of Attribution Theory

Answer 6

• Internal or External Locus
• Stable or Unstable
• Controllable or Uncontrollable

Question 7

Internal Locus

Answer 7

Belief that success or failure is due to his or her own efforts or abilities.

Question 8

External Locus

Answer 8

Belief that other factors, such as luck, task difficulty, or other people’s actions, cause success or failure.

Question 9

Central Assumption of Attribution Theory

Answer 9

People will attempt to maintain a positive self-image.

Question 10

Self-Efficacy (Bandura)

Answer 10

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

Question 11

Bandura’s Views on Self-Efficacy

Answer 11

• People of low efficacy quickly give up trying.
• People of high efficacy are resilient and view challenges as surmountable by self-development and perseverant effort.

Question 12

Self-Efficacy expectations vary on 3 dimensions:

Answer 12

• Level: the level of difficulty of the task that the individual feels capable of performing
• Strength: the confidence the person has in their estimates.
• Generality: the range in which a person’s confidence in their abilities is applicable.

Question 13

4 Information sources that form and modify people’s self-efficacy:

Answer 13

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

Question 14

Which information source is the most influential for self-efficacy?

Answer 14

Mastery experiences: they are the most authentic evidence regarding whether one will achieve expected goals.

Question 15

Which information source operates under the premises of “learning begins where learning left off”?

Answer 15

Mastery (or performance) experiences

Question 16

What are the two tricks to mastery experiences?

Answer 16

1) Strategy training: step-by-step instructions and baby steps
2) Goal setting: proximal rather than distant goals

Question 17

Vicarious learning is all about what?

Answer 17

Modelling

Question 18

Important factors in vicarious learning:

Answer 18

• Attempt to find a model that is similar to the student (for best results)
• Present coping models (someone who has struggled with the task) rather than mastery models.
• Use technology as support

Question 19

Two key elements to verbal persuasion:

Answer 19

1) Performance feedback
2) Reinforcements (individual reinforcers)

Question 20

The highest level of self-efficacy and skill is seen when teachers link achievement to what?

Answer 20

Effort

Question 21

In verbal persuasion, it is said to attribute success to what?

Answer 21

To the accomplishment of specific tasks
* EX: “You did a great job memorizing the scales correctly”

Question 22

True or false: Stressing future effort, such as “you need to work harder” leads to no benefits.

Answer 22

True

Question 23

What should you as a teacher do for students that have physical and emotional reactions?

Answer 23

• Ask students how they are interpreting their feelings
• Try to help them reinterpret their physiological signs (ex: “is it common to experiences some nervousness before performing?”
• Suggest strategies or suggestions to help them cope

Question 24

3 important things of motivation and self-regulated learning:

Answer 24

• Social modeling
• Goal setting
• Feedback

Question 25

What does self-regulated learning require?

Answer 25

Requires the learner to take independent responsibility for learning (not just complying with the teachers demands) * Involves engagement and investment

Question 26

What is the biggest predictor of self-efficacy?

Answer 26

Self-regulated learning

Question 27

What did Vygotsky say about self-regulated learning?

Answer 27

Self-regulated learning means you're capable of doing things on your own.

Question 28

What is Vygotsky's Zone of Proximal Development?

Answer 28

The space between what a learner can do without assistance and what a learner can do with adult guidance or in collaboration with more capable peers.

Question 29

What is the "formula" for Expectancy Theory?

Answer 29

Motivation = perceived probability of success x incentive value of success

Question 30

What is the main take-away of Expectancy Theory?

Answer 30

A person's motivation increases as task difficulty increases up to a point at which the person decides that success is very unlikely or that the goal isn't worth the effort.

Question 31

True or false: In Expectancy Theory, moderate to difficult (but not impossible) tasks are better than easy ones for learning and motivation.

Answer 31

True

Question 32

High achievement motivation versus affiliation motivation:

Answer 32

High achievement motivated students choose a partner who is good at tasks, whereas affiliation motivated students choose a partner who is a friend.

Question 33

What features determine a high achievement motivated student?

Answer 33

* They persist longer at tasks * They attribute failure to a lack of effort * They expect to succeed * They double their efforts when they fail

Question 34

What are learning goals?

Answer 34

The goals of students who are motivated primarily be the desire for knowledge acquisition and self-improvement. * They take challenging courses and keep trying in the face of obstacles.

Question 35

What are performance goals?

Answer 35

Goals of students who are motivated primarily by a desire to gain recognition from others and to earn good grades. * They take easy courses and avoid challenges. * They are discouraged by obstacles.

Question 36

True or false: Teachers who emphasize learning (rather than getting good grades) obtain better learning results from students.

Answer 36

True

Question 37

What is learned helplessness?

Answer 37

A condition in which a person has a sense of powerlessness, arising from a traumatic event or persistent failure to succeed.

Question 38

What are some things teachers can do to help students overcome learned helplessness?

Answer 38

* Success in baby steps * Immediate (specific) feedback * Consistent expectations and follow-through * Accentuate the positive * Eliminate the negative * Go from familiar to new - using advance organizers or guided discovery * Create challenges that students can solve using skills they already have.

Question 39

What is the Pygmalion/Rosenthal Effect?

Answer 39

The phenomenon where higher expectations lead to an increase in performance

Question 40

How can teachers display positive expectations?

Answer 40

* Wait for students to respond (3 seconds) * Avoid unnecessary achievement distinctions between students * Treat all students equally

Question 41

What are some suggestions for teachers on how to manage/reduce student anxiety?

Answer 41

* Provide opportunity to correct errors and edit * Provide clear instructions * Avoid time pressure * Order test questions from easier to more difficult * Provide support (ex: school counsellor) to help students develop strategies to reduce anxiety

Question 42

What are some suggestions for enhancing instrinsic motivation in students?

Answer 42

* Arouse interest * Maintain curiosity * Use a variety of interesting presentation modes * Help students make choices and set their own goals

Question 43

What are the principles for providing extrinsic incentives?

Answer 43

* Express clear expectations * Provide clear, specific, frequent, and immediate feedback * Increase the value & availability of extrinsic motivators * Ensure learning tasks are meaningful to students

Question 44

True or false: the use of praise can have undesirable effects

Answer 44

True

Question 45

According to Brophy (1981), in order for praise to be effective, it should be:

Answer 45

* Contingent on students' performance of well-defined behaviours * Specific rather than general * 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 students deserve it not because they need it * Accompanied by congruent nonverbal action

Question 46

In order for praise to be effective, it needs to be matched to what?

Answer 46

It needs to be matched to students' developmental levels