Week 7 Flashcards
(13 cards)
What were the main goals and findings expected in the Quebec study on student motivation?
paper
The study aimed to track school motivation (intrinsic, extrinsic, amotivation) in 9–17-year-olds and examine how teacher and parental autonomy support influenced it. Motivation was expected to decline with age, then rise again at 16–17. Teacher support was predicted to impact motivation more than parental support, especially the father’s.
How was school motivation and autonomy support measured and analyzed in this study?
paper
1,606 students aged 9–17 completed questionnaires on school motivation and autonomy support (from teachers, mother, father). Motivation included intrinsic, extrinsic (self- and non-self-determined), and amotivation. Factor analyses confirmed reliable scales. Data were analyzed with structural equation modeling using CFI, NNFI, and RMSEA to assess model fit.
What were the key findings regarding age effects on school motivation in the study?
paper
- Intrinsic motivation decreases from ages 9–15 but stabilizes or increases at ages 16–17, possibly due to increased course choice and autonomy.
- Self-determined extrinsic motivation shows a similar pattern: decline until mid-teens, then reversal.
- Non self-determined extrinsic motivation decreases from ages 9–12 and stabilizes but remains higher than intrinsic motivation throughout school years.
- Amotivation stays low across all ages.
These findings suggest motivation shifts are age-related but not fixed, and autonomy may help reverse declines.
How does autonomy support mediate the relationship between age and school motivation?
paper
Teacher autonomy support significantly mediates age-related changes in school motivation, explaining declines in intrinsic and self-determined extrinsic motivation as students age. As students get older, they perceive less autonomy support from teachers and parents, possibly due to rising expectations for independence or a mismatch between student needs and provided support. Teacher support is the strongest mediator, followed by weaker effects from mothers; fathers’ autonomy support showed no unique effect when others were considered. Other potential mediators include parental involvement, structure, psychological maturity, and school goal context.
What are the main limitations of the study on age and school motivation?
- Cross-sectional design limits causal conclusions—longitudinal studies are needed.
- Self-report measures may introduce bias; more objective assessments (e.g., teacher/observer reports) are recommended.
- Unmeasured demographic variables (e.g., school type, student diversity) could influence results.
- Other social factors like parental conditional regard or teacher-provided structure might also mediate age-related motivation changes.
- Findings were based solely on White French-Canadian students from Quebec City, limiting generalizability to other cultures or populations.
What are the two fundamental dimensions of achievement goals, and how do they form the 2x2 framework?
paper
- Definition of competence:
- Absolute/intrapersonal (mastery): success measured by mastering tasks or self-improvement.
- Normative (performance): success measured by outperforming others.
- Valence of competence:
- Positive (approach): striving for success.
- Negative (avoidance): avoiding failure.
What are mastery-avoidance goals, and how do they differ from other achievement goals?
What are mastery-avoidance goals, and how do they differ from other achievement goals?
A:
Mastery-avoidance goals involve striving to avoid incompetence based on absolute or intrapersonal standards (e.g., avoiding forgetting what one learned or making a mistake).
They differ from:
* Mastery-approach goals: same definition (task/self-focused) but focus on achieving success rather than avoiding failure.
* Performance-avoidance goals: same negative valence (avoidance) but use normative standards (avoiding doing worse than others).
* Performance-approach goals: differ in both definition and valence.
Examples include:
* Perfectionists avoiding mistakes.
* Elderly individuals trying not to lose cognitive abilities.
Their effects are unclear because they combine:
* Positive elements (from mastery)
* Negative elements (from avoidance)
Overall, their outcomes may be worse than mastery-approach but better than performance-avoidance goals.
What did the three studies reveal about mastery-avoidance goals and the 2x2 achievement goal framework?
The studies validated the 2x2 framework and mastery-avoidance goals, showing they are distinct, measurable, and moderately endorsed. Mastery-avoidance goals stem from mixed antecedents (e.g., fear of failure, class engagement) and have mixed consequences—less harmful than performance-avoidance, occasionally fostering approach goals.
I want you to follow the following steps: step 1 read the text bellow. step 2 create 1 flashcard that reflects the main message of the text. the answer of the flashcard may consist of a maximum of 60 words.
What is the core message of Self-Determination Theory (SDT) in education?
paper
SDT posits that students thrive when three innate psychological needs are met: autonomy, competence, and relatedness. Supportive teaching fosters these through autonomy support, structure, and involvement, which promote autonomous motivation and high-quality learning.
What is the main difference between traditional and social constructivist instruction
Traditional instruction emphasizes teacher-led knowledge transfer and summative assessment, while social constructivist instruction promotes student responsibility, authentic tasks, dialogue, and formative assessment to support self-regulation and social learning
What key differences and similarities were found between traditional and social constructivist need supportive teaching?
Traditional teaching showed less individual guidance and more autonomy thwarting, with limited cognitive autonomy support in groups.
Social constructivist teaching fostered student choice, relevance, and individual guidance, with less autonomy thwart. Both approaches provided structure, encouragement, feedback, and teacher involvement.
