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What's the difference between an incentive and a reward?

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once encourages or discouraged a behavior, the other the other is an object or an event that is given as a consequence for a behavior

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Intrinsic motivations such as a sense of competency, a strong self-esteem, encouragement of self-actualization is important to

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the humanistic approach to motivation.

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Deficiency needs according to Maslow include

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physiological, safety, love, and esteem

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Growth needs according to Maslow include

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growth and understanding, appreciation of beauty and of others.

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Once fulfilled, a person's motivation to satisfy ______________ needs diminishes.

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deficiency

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Which need can never be fully satisfied?

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Growth needs

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The desire to become everything you can become is part of

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self-actualization

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Maslow believes that in order to achieve ________________ all other needs must be satisfied first.

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a sense of self-actualization

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Maslow's theory for education is important because of the relationship between

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deficiency and growth needs

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If a child is hungry or feels unsafe then

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learning will suffer

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What are the two most important deficiency needs according to Maslow?

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LOVE AND SELF ESTEEM

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What happens to students that don't feel lovable?

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they will follow the crowd, study without interest

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To be an effective teacher according to Maslow,

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the teacher must make the student feel accepted and respected so they will be willing to take risks, be open to new ideas

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Attribution theory deals with 4 explanations for success and failure in achievement which include

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ability (internal), effort (external), task difficulty and luck (both external)

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The self-determination theory says people need to feel these things to feel competent and capable:

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have some choice and sense of control, to feel connected to others

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Autonomy or power is central to self determination because

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people need to have their own wished-for reward rather than some external reward which will positively influence a person's actions.

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Classrooms that promote student self-determination have students who

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internalize educational goals by believing their work is important because they have the authority to make choices.

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What does the cognitive evaluation theory explain about students?

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how praise or criticism, reminders about deadlines, grades, lectures, choices can influence intrinsic motivation and their sense of self-determination and control

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According to the cognitive evaluation theory events can be either

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controlling (pressure students to act or feel a certain way, decreasing intrinsic motivation) or informational (increases a student's sense of competency and intrinsic motivation) but informational can be also be negative and be a decreasing factor

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Relatedness is important because it lets the student know

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teachers and parents care for them which increases motivation

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Cognitive theory emphasizes

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thinking, not rewards or punishments- it's regulated by plans, expectations and attributions

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The expectancy X value theory of social cognitive theory states that motivation is a product of

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a person's expectation of reaching a goal and the value of the goal - this is where motivation comes from

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What does Eccles and Winfield say about the social cognitive theory of cost to the expectancy x value equation?

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the value of reaching a goal has to be factored in - how much is it going to cost (how much work is it going to take) to reach the goal and is it valuable enough to work for

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The theory of motivation based on the expectation that they will achieve is called the

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expectancy theory

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In the expectancy theory peoples motivation is

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tied in to their belief that they will achieve and the value they place on success

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In the expectancy theory what do they believe should happen in order to keep up motivation?

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the task should become more difficult until until the person thinks they won't be successful or until the work for success isn't worth as much as the reward. Shouldn't be too easy or too difficult

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What does the sociocultural concept of motivation emphasize?

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participation in communities of practice

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People engage in activities to maintain their identity and interpersonal relationships in the

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Sociocultural concept of motivation

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When building an identity within a group in the sociocultural concept people move from a

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legitimate peripherial participation to central participation

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What is legitimate peripheral participation?

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where a beginner is valued and contributes even if the contribution is small - they're part of the team and are motivated to learn

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What does the attribution theory seek to understand?

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how an individual develops when faced with success and failure

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In the attribution theory what is the difference between the internal and external factors?

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the person thinks that success is because of internal things and blames failure on external factors

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Explain stable and unstable factors in the attribution theory.

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Stable factors are like making friends because you're an extrovert and unstable factors are like losing because you weren't paying attention to detail

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What's the difference between controllable and uncontrollable factors.

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Controllable factors are like failing an exam because you didn't study. Uncontrollable factors are that you were sick therefore you didn't go to the exam.

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Who is a person going to blame when they consistently fail?

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They'll blame a stable and uncontrollable internal factor - like their own ability

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What can attribution impact?

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the reaction to success or failure, future expectations of success and failure, effort and persistence, learning strategies and classroom performance

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What happens to children around the age of 9 concerning effort and ability?

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they realize that if they don't have enough ability they will have to put in more effort

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Those with an incremental view think what about intelligence?

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that with effort and practice intelligence will improve and so they go for mastery

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How does the incremental view of intelligence contrast with the entity view of intelligence?

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don't try when a task becomes too difficult, self-handicap themselves and earn poorer grades

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What happens to the students of teachers who have incremental and entity views of their students?

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those who have an incremental view give comments that will motivate, those with entity views of students don't think they will learn and then don't praise as much or pity them

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An I Can Do It attitude towards learning is

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known as mastery orientation

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What is learned helplessness?

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an I can't do it attitude

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AT what age do children begin to show what type of learner they will be - mastery orientation or learned helplessness?

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5-6 years of age

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Characteristics of a failure-avoiding students include

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learned helplessness, entity thinking (I'm not smart enough/capable enough) self-handicapping and self-fulfilling learning, failure accepting

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____________ motivate people to act in order to reduce the discrepancy between where they are and where they want to be.

answer

Goals

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What are the 4 reasons goal setting improves performance?

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goals direct attention to the task and away from distractions, they increase effort and persistence, and promote new knowledge and strategies when the old ones didn't work

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In order for goals to be reaches they must be

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specific, elaborated, moderately difficult, and likely to be reached

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Goal setting in the classroom is effective when

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there's feedback, goals are explained (called goal framing) and goals are accepted

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4 main goal orientations (patterns of beliefs about goals related to achievement in school) are

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mastery in learning, performance (looking good), work avoidance and social

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General traits that learners exhibit consistently in a variety of areas specific to a particular task are called

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achievement goals

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In achievement, there are two routes learners can take and they are

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mastery and performance goals

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Before school, children focus largely on

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mastery goals, but then when in school they turn to performance goals

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The desire to acquire additional knowledge or master new skills is a

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mastery goal

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Wanting to look competent int he eyes of others comes from

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a performance goal

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In the performance approach goal a person wants to

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look good, takes minimum effort mostly but can be good combined with mastery goals

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In the performance avoidance goal a person

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avoids looking bad, gives up easily

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What is a work avoidance goa?l

answer

when a student avoids doing classwork at all or puts in little effort - complains loudly, usually has low self-efficacy;y and lacks intrinsic motivation, sees no payoff for learning something - lack of desirable extrinsic motivation

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Situations that motivate people to seek friendly relationships or gain approval of their peers is part of

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social goals

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6 areas where teachers make decisions that influence student motivation to learn include

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the task, autonomy, recognition, grouping, evaluations, time

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Perceptions of a task's value influence _________ while efficacy expectations predict ____________________.

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the choices made; the achievement in actually doing the task

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A task's value is different for everyone and is influenced by

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its attainment value, interest or enjoyment, utility (how it will help reach a short or long term goal, the cost (what will happen if you don't do the task)

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What is a bounded choice when given a task?

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related to autonomy - it's when students have a range of options that also allow some personal interest in the choice

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How students are recognized should be based on

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individual improvement and not just performing better than someone else

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Name 3 grouping practices.

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cooperative (best with complex tasks where problem solving skills are involved), competitive and individual

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It's important that evaluation procedures are

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immediate and frequent

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Providing extra time to finish something can

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motivate

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In order for motivational strategies to work effective 4 conditions must be met to include

answer

a patient and supportive teacher, good organization with minimal interruptions, challenging but reasonable work, authentic learning

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To increase motivation a teacher needs to

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build confidence, demonstrate the value of the task, focus attention,

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A teacher can build confidence by

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begin at the student's level and move forward, articulate clear and specific goals or break goals in to steps for larger projects, encourage self-comparison, encourage ability as it can be improved with determination

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A teacher can demonstrate the value of a learning task by

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talking about intrinsic values - how the task relates to the person, get them curious to learn more, make learning interesting, help students set their own goals

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_______________________ can occur when a reward is given for an activity that is interesting.

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Undermining

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In order to increase focus a teacher can

answer

give frequent opportunities for students to respond, give a model so they'll know what the expectation of the finished product looks like, deemphasize grades and competition, break a task down but don't oversimplify, make connections to why the topic is interesting to the teacher, the world, life, success

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