Educational Psychology Study Guide 1 – Flashcards

1. Directed towards particular goals 2. Increased effort and energy 3. Increased initiation and persistence 4. Affects cognitive processes (what learners pay attention to and how effectively the process/apply it) 5. Determines which consequences are reinforcing and punishing 6. Enhances performance

When someone is motivated by factors within himself: taking a course because you're interested in it rather than as a requirement

When someone is motivated by external factors: taking a class for an easy A or a scholarship

students would be more eager to learn and would process info in more effective and meaningful ways vs. superficially

encourage learners to create their own goals; encourage students to look into subjects that interest them; assign projects that give students the option to include their interests

trait theories, behaviorist theories, social cognitive theories, cognitive theories

Enduring characteristics and personality traits play a significant role in motivation. Learners differ in the way they interact with others and in the way they think about materials.

Motivation is the result of drive (internal states caused by a lack of something necessary for optimal functioning). Consequences increase or decrease drive states. Example, learners tend to behave in ways that lead to positive or negative reinforcement.

While at first learners are motivated by consequences, these consequences eventually turn into beliefs about their ability to achieve. Learners form expectations and can become more self-regulating.

Cognitive factors affect learners' perceptions of themselves, various topics, and of the world. This influences their inclination to engage or not engage. Learners can strive to identify likely causes for their success and these affect their later behaviors.

-Physiological-needs related to physical survival (food, water, oxygen, warmth): Snacks, bathroom breaks, exercise time -Safety-the need to feel safe and secure in one's environment: Be friendly, encourage the children to play safely, have consequences for violence -Love and belonging-the need to have affectionate relationships with others and to be accepted as part of the group: Circle time-have students meet to share about themselves or discuss problems they may be having -Esteem-the need to feel good about oneself and also believe that others perceive one favorable: Encourage all improvement, even if it is small! -Self-actualization-the need to reach one's full potential: Give students opportunities to go one step further in subjects they are interested in. For example, if a student is interested in science, give them the chance to demonstrate an experiment of their choice to the rest of the class.

-Reducing effort-putting forth insufficient amount of effort to succeed -Setting unattainably high goals-working towards something that even the most capable people cannot achieve -Taking on too much-assuming too many responsibilities -Procrastinating-putting off work until it is too late -Cheating-using someone else's work as their own -Using alcohol or drugs-substances that reduce performance

Encourage the student and their sense of self-worth. A student that is encouraged to believe that they can accomplish something, should no longer expect to do poorly which would hopefully eliminate self handicapping.

-Help students achieve success, especially on challenging tasks-be available to students when they need help, and continuously encourage them to complete the task. Once the task is completed, they will see that they can, in fact, complete the challenging task. -Give students concrete mechanisms through which they can track their progress over time-Giving the students ways to see their progress gives them evidence that they are one step closer to completing a task -Minimize competitions and other situations in which students might judge themselves unfavorably in comparison with peers-competitions always result in a "loser," and a student that feels that they have lost, would definitely feel less confident about themselves in that area.

-Provide opportunities for independent work and decision making-establish a general structure, but also give students a chance for personal independence. -Present rules and instructions in an informational rather than a controlling manner-present information as conditions that will help students rather than a set rule -Give students opportunities to make choices-give students a variety of routes that they can take, and chances to decide things such as rules and topics on their own. This gives them a sense of ownership about activities and are more likely to be interested in it. -Evaluate students' performance in a non-controlling way- present evaluations not as judgments but as information that can help them improve -Be selective about when and how you use extrinsic reinforcers - these reinforcers may undermine intrinsic motivation. Instead, find ways to teach students to reinforce themselves for their accomplishments, and praise them in a way that communicates information, but doesn't show an intent to control the behavior. ("your description of the main character in your short story makes her come alive")

1. Group-work: group projects, role playing, group presentations, and group discussions can all enhance a child's sense of relatedness and accomplishes learning at the same time. 2. Creating a strong relationship (but professional) relationship between students and teachers: Showing students that teachers care about their well-being is important for relatedness. It is likely to motivate students more. Teachers can acknowledge a child's interests outside of school, listen to a child's problems, and offer support. 3. Praise: For students with a strong need for approval, the teacher can praise for the good actions of a student. Teachers should be cautious the student being self-conscious of praise and should do so discreetly in some cases.

sense of social connections

learning or thought that causes an emotional response: learning about the process of abortion

Anxiety that is temporary and will go away after a threatening situation has passed. An example is the anxiety you feel before you take a difficult test.

Anxiety that is chronic. A person with trait anxiety will feel anxious even in a nonthreatening situation. For example, if you were anxious about a test you were about to take even though you knew it was going to be simple.

The difference between facilitating anxiety and debilitating anxiety is in the amount and the effect. Facilitating anxiety is slight and usually helps with performance whereas debilitating anxiety is overwhelming and causes stress in situations that usual results in a lack of concentration and a poor performance.

1. Loss of focus on what needs to be learned 2. Processing information- learned information is not retained because you cannot organize and elaborate as you think 3. Recalling information- a severely anxious person cannot remember what they have learned e.g. during a test

-anxiety for tests --> study more, deep breaths, take time to answer questions -having too much to do --> divide stuff up and take things one project at a time, progress shown by crossing things off of a list

Grades 3-5 characteristics Increasing control over display of emotions Math anxiety begins to appear, especially if they have little support Discuss and meditate on negative experiences with close friends (especially girls) Anxiety over racial comments or sexist behaviors (racial slurs, comments on body) Suggestions Make sure that students master the basics before covering complex ideas (especially in math since one thing builds upon another a lot) Monitor students for signs of severe anxiety or depression. Talk to them in private if concerned and consult the school nurse/psychologist Insist on respect for all races, genders, beliefs/opinions and do not tolerate negative comments or actions

1. More students & larger school 2. Several teachers- relationship between student and teacher isn't as strong 3. More students per classroom- learning is less individualized 4. class are less socially cohesive and students are reluctant to ask a classmate for help 5. students can lose the ability to choose subjects they like and which tasks they want to complete. At the same time, they gain more independence with homework (tasks are due a lot later than "the next day" like in elementary school) and students have to become independent in asking for help 6. Teachers require more demonstration of knowledge rather than simply acquiring knowledge (tests become more frequent and mistakes are more costly) 7. Grades are rigorous, competitive, and less forgiving 8. Tests to move to the next grade are given more

Create small support groups Meet students individually to discuss the transition Teach students the skills they need to be independent learners Grade on the basis of mastery, not comparison to other students

Example-Culture: Costume, art, and social interaction of particular group of people. How Asian students spend less time hanging out with peers because they want to better grade and a higher achievement. Ethnic: has to do with culture: a group of people with shared meanings, languages, foods, etc. An ethnic group will be Hmong, Latin, Japanese, and Chinese. Culture and ethnic can effect student's motivation because the student might be to focuses on what their parent's belief is and with that their parents might not let them go to school because of their culture and ethnic. Different focus/definition of good Some students back down and refuse to give into learning English because it's hard and not how they talk at home

Girls- More concern about doing well in school: work harder on assignment to earn higher grade and graduate form schools, Boys- Tends to be in a off task behavior, self handicapping, and be at a level that is below what their potential is. The difference is that girls are more motivate than boys because boys tend to slack off and become lazy and not giving their all.

doing an task analysis, establish a challenging realistic academic goal, use extrinsic reinforce to encourage student, minimize anxiety, and offer assistance.

give guidance and support to the student, give choice about academic activities to increase a sense of self determination.

using extrinsic reinforces to encourage productive behavior (show sign of motivation), and reinforce persistence as well as success.

giving students the choice within their curriculum, teach self regulation behavior and independence skills, get study buddy, collaborate with parents, and provide information.

providing opportunities for students to pursue complex problem by giving extra time, give problem that are challenging and find stimulating, keep students achievement confidence up, form groups for student.

happens by the media environment: things that are new, different, unexpected, generate situational interest, and involve in a high activity level.

Long term, relatively stable interest in a particular topic or activity: interest in a topic, and wanting to learn more about it, increase the knowledge of it, promote interest in it.

-model excitement and enthusiasm about classroom topics -incorporate novelty, variety, fantasy, and mystery into lesson and procedure -encourage students to identify the figure -provide opportunities for student to respond to the subject matter

-Beware of difficult task -Getting the resource and support that is needed -Not knowing the instruction -The effort that is needed

-importance: to some people some activity have different value or personal qualities that they view -utility: other activity have a higher value or mean then other -interest: if a subject gets boring student might find other things more amusing -cost: some activity might cost a lot more, ex. Math getting a TI calculator

adopting others' priorities and value as their own

1) Growing children need a warm, responsive, and supportive environment feeling in those they surround 2) Need some individual/freedom to make their own decision and make choice for themselves to get some self determination 3) Need appropriate guidance and structure of information and importance about expected behavior and the consequences of inappropriate behavior.

- Model your own interest in the subject matter. - Communicate your belief that students want to learn. - Grab students' attention and pique their interest by occasionally introducing variety and novelty into classroom activities. - Relate classroom material to students' personal lives and interests. - Encourage students to set mastery goals. - Define success as eventual, rather than immediate, mastery of class material, and acknowledge that occasional mistakes are to be expected. - Encourage self-comparison, rather than comparison with other students.

A self-chosen, short term, concrete goal.

A mastery goal in which a student tries to perfect the form or procedure that a skill involves without regard for the final outcome.

Striving for a certain standard of performance (for example, solving a certain number of math problems correctly or getting a certain percentage of balls through a basketball hoop)

When a student wants to avoid doing classroom tasks at all, he or she may try to put as little effort as possible into those tasks.

A long term goal to achieve a particular profession; making a decision about the career path one wants to pursue.

- Engage students' interest in important topics through hands-on, playlike activities. - Entice students into reading, writing, and other basic skills through high-interest books and subject matter (e.g., animals, superheroes, princes and princesses). - Show students how they've improved over time; point out how their effort and practice have contributed to their improvement.

Self-fulfilling prophesy occurs when what teachers expect students to achieve becomes what students actually do achieve. In my experience, I was one of the students that teachers expected a lot from. They treated me differently than some of the other students who were struggling. I received more advanced math worksheets and took harder spelling tests. Because they believed I could do better, I grew up believing this too. In high school I was one of the top students in my class. I took AP classes, received multiple college scholarships, joined a lot of clubs, and graduated with the second highest GPA in my class.

We are likely to see diversity of students not only because of motivation, but also because of various cultural and ethnic backgrounds, genders, and income levels. First off, different cultural groups encourage different kinds of values related to school learning. They also define academic success differently and therefore set different achievement goals. Attributions are differently influenced as well. As for gender, girls and boys tend to find greater or lesser value in various academic domains. This is dependent upon how stereotypically appropriate each domain is for their gender. In terms of socioeconomic differences, because the expectations for students of lower-income families tend to be lower, even though these students would like to be successful, they often have a more difficult time in school.

Students with an internal locus of control believe that how they do is dependent upon their own actions. For example, how they do on a test would depend on whether or not they're good at that subject (stable)or whether or not they studied hard enough (unstable). Students with an external locus of control believe their level of success is determined by outside forces. For example, they may judge a test by (stable) difficulty level (too easy or hard) or on (unstable) luck (in which they guess right or wrong).

I personally am motivated by prestige. Things I find rewarding are positive feedback from others, encouragement, and recognition. I also like to receive awards, certificates, or plaques for my achievement, volunteering, helpfulness, and accomplishments. I enjoy having opportunities to showcase my talent.