Pysch exam 3

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. If not, then which other aspects of self-functioning explain motivation better than does self-esteem? chapter 11

Achievement and productivity is key to help explain motivation. When we are active, focused, and we achieve things, it helps our self-esteem, which in turn helps our motivation. Self-esteem by it self is not the key to help an individual's motivation, but the actions of the individual. For example, someone may have self-esteem on their ability, but without action, and the desire to try, indvdiuals won't get anywhere, no matter how high their self esteem is. But if a person is active, focus, and achieving task, then it can help their motivation get stronger as well as the persons elf-esteem.

List and briefly elaborate on the six aspects of psychological well-being discussed in the chapter's opening section. (own words and from book)

As the book said, there are six keys points that indicator wellness or illness within ourselves. 1. self acceptance: evaluation of oneself * Wellness: this is when you see yourself in a positive light, love yourself for the good and bad qualites you have, and feel good about the past. * illness: you don't like self, want to be different or perhaps wish to be different person, and feel negative emotions about the past. 2. Positive relations with others: close, warm relationships. * wellness: is when you feel your relationships are healthy, you worry about others, and able to have empathy for others. * Illness: You don't feel happy with your reltionships, or have only a few close relationships, you feel alone and frustrated, and not willing to make compromises. 3. Autonomy: self determination * wellness: you are motivated from within, determine, and "evaluates self by personal standards. In other words, judge self by past action, and not comparing self with others, but see personal improvement and growth in self. illness: you more worried about what other think about you, and thei expectation they except from you, rely mainly on people negative or positive feedback about self, and comply to others standards or way of being. (from book: confroms to social pressures) 4. Environmental mastery: sense of effectance in mastering challenges. * wellness: you make the best of your surroundings, find support as well as opportunty to grow, and doesn't let the challenges stop him or her from achieving their goals (no matter the weather, the enviornment, etc) * Illness: from book: has difficulty managing the day, unable to change or improve, unaware opportunites. In other words, you just feel stuck, like cant change, and so stuck in within self, that you don't see that opportunities that is around us. 5. Purpose in life: sense of meaning * wellness: you have goals, see the purpose of the challenges and blessing you have face in the past, and the presence, and feel you have a purpose base in life. (like helping those who face similar challenges in life) illness: the indvdiual have only a few goals, or no goals, don't know what direction to take, and don't see the purpose of the challenges or blessings that has happen in the past. 6. personal growth: improvement and growth wellness: you see self as growing, developing, and becoming closer to potential, and see improvements. you begin to see yoru potential and try to live up to it. illness: you feel stuck in life, feel bored, and and feel like you just standing still. the same person you were 5 years ago, is still the person you are now. Nothing change, everything feel pointless, etc.

Explain how one of the two following situations produces cognitive dissonance in the individual—the act of making a choice or effort justification.

Choice: well... with choice.. Something the answer is ebay, other thing, both choices have a number of advantages and disadvantages. Once such a difficult choice is made, people experience dissonance (post decision regret). In other words, they begin thinking about the choice they didn't make. Harry potter decide to not go after the elder wand. It didn't feel like he was meant to. Afterward, he started to doubt and think maybe he should have. Effort justification: Well.. if a person try to join a group, they will often exert great effort and perform extreme behavior that must later be justified. If they can't find a reason or justification of why they perform a task, they will feel dissonance. So the person will justific their action, saying, "this must be really important to me. This is my value."

Learned helplessness theory relies on the components of contingency, cognition, and behavior to explain the motivational dynamics underlying helplessness. Explain what these three components mean and provide an illustrative example of each.

Contingency: refers to objective relation between a person's behavior and the environment outcomes. (environment can be home, class, room, workplace, sport field, hospital, interpersonal relationship, psychological laboratory and so on. Contingency exist on a continuum that ranges from outcomes that occur on a random basic (uncontrollable outcomes) to outcomes that occur in perfect synchronization with a person's voluntary behavior (i.e controllable outcomes) take a moment to ask yhourself what your own experiences have taught you about contingency in the following situation: getting a job, getting a traffic ticket, winning a tennis match against a rival, winning the lottery, catching the flu, gand graduating from college. To characterized the contingency in herent in each of these situations ,ask yourself the following: to what extent does the average person voluntary, strategic beahvior influence the outcomes that occur in these settings? That is, how much influences does voluntary coping beahvior (from people in general, not from you in particular) exert on avoiding a traffic ticket, avoiding the flue, getting a job, winning a contest, winning the lottery, and obtain a college degree? example: I am driving. I going over the speed limit and get pulled over and get a ticket. I could have avoid getting a ticket by following the speed limit. Other times, you may be following it, but the policeman decide to use his power and give you a ticket, for going 1 over the speedlimit. (the ability to control the environemtn outcome verus not being able to) Cognition deals with how the indvdiaul mental intakes of a event, of what they view as fair or not fair. Someone may view the outcome, no matter what they do, is going to favor another individual, and always against them. example: two different indvidual pay get a ticket, and most idnvdiaul will see the person why they get the ticket for different reason. person A. I was driving too fast. person B. I was only driving 5 only the speed limit. He wanted to use his power and so he pull me over for no reason. Lastly, behavior. If an indvdiaul believes that nothing they do make a differences, and that everything that happen to them is due to someone else or the environment, they wont try to fix it or change it, they will just miserably accept it and see themselve as the victim. But if they beleive in self, they will do what they can do to change the situation to be a more positive outcome. example: invidual feel like he may never leave high school and go to school. He struggle with school. So he feel like no matter what he does, it wont help, so he doesn't try, just give up another indvidual feel stuck in highschool and want to go to college. He doesn't have the support he need in his home, so he find tutors, and support in school to help him acheive his dream.

Articulate an achievement goal that you might hear from a person with a fixed mindset; articulate an achievement goal you might hear from a person with a growth mindset.

Fixed mindset: I want to enter the math challenge to show how good I am at math. Growth mindset: I want to enter the math challenge to challenge myself, with my abilities that I have now. Fixed mind set achievement goals: look smart and competent, but at the sacrifice of learning something new. Growth- mindset" learn something new, useful, or important but at the sacrifice of looking smart of competent. Fixed and growth mindsets are malleable and can be changed. Fixed and growth mindset causes people to pursue either performance or mastery goa. Growth mindsets lead to mastery goals (master something new or different, and with learning or understanding something thoroughly. Concerned with learning and improving as much as they can) , whereas fixed mindset lead to performance goals are concern with look smart and not looking dumb. They are concerned with performing well, especially while others are watching. The goal is therefore to use performance as the means to prove that one has much of a desirable characteristic such as intelligence)

What is the "true self"?

From book: "The true self reflect the extent to which one is "in touch with inner experience (i.e, oen is mindful of his or her needs, interests, persongoals." with such awareness and mindfulness, a close connection between inner experience and actual beahivor exist. In contrast, a fasle self is one in which inner experience , are ignored, suppressed, or distorted, so that there exists little connection between inner experience and ones' behaivor." My definition of true self, is one one knows one self, knows what one needs, own interests, and desire. It isn't base on what others tell you who you are, but who you see yourself is, who you truly are. When you act within your "true self" you are know as true, and not fake. When you act outside your own true self, you are seen as fake, and seem awkward. Sometimes, base on how others treat us, the "true self' , or who we really are, is hidden, due to people controlling behavior or dislike of of who we are when we show ourselve. It remind me of Mulan. She try to act the way her society try to tell her to be, but it wasn't who she was. She was made to be independent and follow her own rules, which was regard as dishonorable.

List and briefly elaborate on the six aspects of psychological well-being discussed in the chapter's opening section. (From Book)

From book: These sic facets of well-being are, in order, self-acceptance- positive evaluation of oneself; positive interpersonal relations- close, warm relationships with others; autonomy- self-determination and personals causation; environmental mastery-sense of reflectance in mastering circumstances and challenges; purpose in life- a sense of meaning that gives life direction; and personal growht- barboring a developmental trajectory charcterized by improvment and growth.

Describe the thought processes underlying a deliberative mindset. What is the person with a deliberative mindset thinking about and preparing for the most? Give a one-sentence example of what the person with a deliberative mindset might say.

How I personally see the percoess, is the indvdiaul carefully look at his or her options, the pros and cons of each option, as well as look up online and talk to friends about the specific options. There are 4 options to choose from, and they want to decide which is the right option or choice to pick within the time. An example would be choosing what place to live at while in school. Looking at the reviews online, talking to friends, and visiting those places if you can to feel which one is the right fit for you. A person with a deliberative mindset would most likely say something like this, "Hmm.. I want to live in a place that feels like home, near campus, and with people who I can get along with. What does my friends know about those different places? What experiences have they had or know others had about those homes?"

A baseball player is in a slump. He explains his recent failures in a way that is consistent with a pessimistic explanatory style. Provide an example of what the coach might say to help reverse the helplessness.

I would say, yes, you failing may be because of you. That you didn't practice hard enough, or prepare self for how good the other player may be, but you can still improve and learn from this time, to be ready for next time. You can change, and make things work for you instead of against you.

For a person who was so plagued by doubt during social interaction that he avoided social interactions, what therapy tactics would self-efficacy research recommend to boost his self-efficacy?

If someone fear social interaction so much that they avoided situations that they have to interact with others, I would provide them with strategies, guidance, and feedback, as well, as role playing, or watching others handle social interactions. By watching how others handle social interactions, the individual can be given tips in how to deal with those social interactions when it feel scary to them. It like on the mission, we watch each other role play different situations, and then we ourselve role play as well. This help boost our confidence and give us ideas of how to handle situations.

Explain the differences between growth and fixed mindsets.

Individuals with a growth mindset, see themselve and others, that they themselve and others, can change, become better, and do better. They may have strengths in one areas, and weakness in another area, but they believe that they can make those weaknesses into strengths. An example is a person who may be great at music, but bad at math. They believe they can become better at math. Indvdiauls with a fixed mindsets, believes how others and themselve are right in the present moment, is how they will always be like. That the strengths will always be strengths and the weaknesses will always be weaknesses. An example would be an indvdiual who have a disability, who see themselve stuck in their present situation, and never will be able to change from the present situation, so they stick to the things they good at without trying anything new.

Identify the motivational orientation, behavioral strategy, and type of emotionality that are most associated with a promotion mindset.

Individuals with a promotion mindset tend to feel positive emotions when they achieve their goal or plan verus negative when they dont. They don't care of perfection, just to pick and choose one of the options. They choose quickly, and don't spend a lot of time trying to decide which one is the better choice. An example of that is deciding to go to a dance, picking the first dress they see, doing an easy hair style, and leaving as fast as they could to make it to the dance in time.

Explain how the processes of differentiation and integration work together to guide ongoing development and motivation.

Integration: you take someone else point of view, and take it as your own. Integration when you combine the all the differences of an individual into one whole. Differentiation: one individual, with different values, interests, but all follow your core self. (I am artistic, love the outdoors, and all those things make me who I am) It also deals with one specific skill. (something that make you unique) (example: kids love airplane. He educated himself, build things, meet with other people who love planes, etc) P 268

What do the concepts of intrinsic motivation, extrinsic motivation, introjected regulation, and identified regulation have to do with self-concordant goal strivings?

Interjected regulation: "when you avoid the feeling of guilt "should do it" to achieve. (extrinsic motivation) you do it to not feel guilt. P 116 Identified regulation: when you value you something. You do it because you know it is important. "I recycle because it help with a cleaner environment. (It doesn't deals with how I feel about it, but it is important) (extrinsic motivation) you are told it is important. p116 I know that intrinsic motivation deal with things you strive, that is deeply important to you, which build autonomy, competence, and relatedness. Extrinsic motivation goals deals with the feedback from others, and the social demands, or want to be know for fame, image, and financial success. Intrinsic motivation goals deals with personal growth ,close relaitnships, and community contribution. This is important to self-concordant goal striving, because self-concordant goal strivings deals what is most important to us. Usually, not always, intrinsic motivation goals deals with self0concordant goal striving, and extrinsic motivation goals deals with dis-disconcordant goals, due to social obligation, enviornemntal incentives, and pressure. interjected regulation and identifeid regualtion, may not be base on own own interest, but base on what others tell them what is important ( identified regualtion) and to avoid feeling of shame and guilt for not doing something (interjected regulation)

Outline what an expert model would do step-by-step in implementing a mastery-modeling program as a means of empowering anxious novices to become confident masters of a particular task. Know this well...

Page 238. Expert idefites the specific skills necessary for effective coping (they test the level that they have, and test to see what they still need to work on) Expert will model each skill, and focus on the ones the that novels need the most help on. Novices will copy the model skill. The expert will give feedback and guidance as needed. Novices will use the skills that that the expert was helping them with, to use them all. Experts will provide mild challenges to help the novice to use those different skills. Cooperative learning groups. One give a performance ,and the other watch, and the other gives feedback, and tips. Each individual have a chance to perform as well as give feedback. Perform idnvdiual in realistic situation (apply in real situational- with role playing or a problem to solve... ) and the expert give them feedback on how they handle the situation. Expert model confident demeanor and arousal regulating techniques. The experts will help them to apply the skills competently, and skills and tip to deal with anxiety and fear.

Explain the motivational implications of the agency-based phrase, "self as action and development from within."

Page 268 Has to do with instinct motivation. (with come within self) It deals with motivation because we are spontaneous. Developing skills, and talents. It basically intrinsic motivation that motivates us to develop and to act. (freedom to choose)

Explain the differences between the promotion and prevention mindsets. (chapter 9

Promotion mindset is when an individual has a goal or a plan in mind to visit someone, go somewhere, and do something. They are not focus on the hows, planning out every detail, etc. An example of this is a spontasous person. They have a plan to do something fun or go somewhere plan, and they just do it. Prevention Mindset is when the person make a plan or a goal to visit someone, go somewhere, and do something, but they are focus on planning out of the details, to make sure they stay safe, and that they have a place to be at, at a specific time, in a specific location. It like my mom, when she goes on trips, she like to plan out where she like to stay at, what she is going to do, and what she going to need during the trip.

Sometimes people react to an uncontrollable life event with apathy and listlessness (i.e., learned helplessness); other times people react to the same uncontrollable event with assertiveness and hostility (i.e., reactance). Identify and discuss the critical variable that predicts whether people react with helplessness or reactance.

Reactance theory: doing the opposite of what is being told. If they feel it resiting freedom, they will attempt to establish the eliminating freedom. If a person expects to be able to control importan outcomes, exposure to uncontrollable outcomes arouses reactance. Thus, in the first few trails in a learned helplessness experemnet, the person should show vigorous opposition to the uncontrollable nevionremnt. Over time, however, if the environment continues to be uncontrollable and unresponsive, then people eventually learn that control attempt sare futile. (example: dogs in the inescapable group, first try to free themselve from the shock, but by phase 2, they given up trying) Once a person becomes convinced that reactance behaviors exert little or no influence over the uncontrollable situation, he show the passivity of helplessness. This process of how people react to expectations of control and how people react to expectations of no control (in terms of active verus passive coping) Figure 10.8. Person enter the environment unsure of the extent of personal control, assumes moderately high personal control. (they unsure, but they believe they must have some control). After the initial setback, the persons effort is maximal, as he or she seek to regain control over the outcome (active coping; trying hard). After 3 consecutive failures, the person begins to double the control is possible (they are still trying, but the effort become lessen). After many failure the person comes to realize that the outcome is uncontrollable. Personal control beleifs evaporate and are replaced by belief of no control (passive coping: giving up) Illustration of reactance and helplessness response: One group of participants worked on one unsolveable problem, a second group worked on a series of four unsolvable problems, and a third group did no work onany problems (control groups). Mario reasoned that exposure to one unsolvable problem would jpreduce reactance and actually improve performance, while repeated exposure to unsolvable problems would produce helplessness and impaire performance. In the second phase of the experiment, all participants worked on a set of solvable problems. As predicted, participants given one unsolvable problem performed ethe best, participants given four unsolvable problems performed the worst, and participants not given any problems performed in between ehse two groups. This finding provides strong support for the ideas that 1. Both reactance and helplessness arise form outcome expectancies. 2. Reactance is rooted in perceived control, whereas helplessness is rooted in its absences; 3. A reactance response precedes a helplessness response; and 4. Reactance enhances performance, whereas helplessness undermines it.

explain the important role that self-efficacy beliefs play in the choices we make and the persistence we show on difficult tasks.

Self efficacy: are you able to use those skills to adopt to different situations. When Unexpected challenges comes, are you able to apply past experiences to the new challenge? Can have a high self efficacy belief, you know you are able to do it, and transfer the skill. Low efficacy belief (which is the same thing as self doubt) you not sure you are able to do, and a challenge come up you might failure. We build our self efficacy though personal behavior history (if you have a lot of experience on something, it won't make a different if you have new experience, but if it is new, then it can grow and build), vicarious experiences ( role model of others. They are in your shoes, someone like you. If you don't have alot of experience of something, watching someone failure or succeeding, will help them feel high or low self efficacy), verbal persuasion (prep talks: from others or yourself. Only temporary, it give you a small boast. They only effective from other people if hold them as expert, you respect them, and look up to them, the feedback will mean more then when you don't view the person with respect) , physiological state ( both performance will feel nervous, stage flight. If someone have high self efficacy belief, they will view it as excitement. If someone have low self efficacy belief,, the person will view themselve as not able to achieve the task, anxiety, doubt, fear). Which bring up into choices: someone with high efficacy belief, they will be more likely to try new things, new opportunity and harder things. Low efficacy, they will avoid new challenges, opportunities, and guarded from getting overwhelme. (deals with approaching or avoiding) Effort and persistence: self efficacy influence how much effort they exert ans long they put forth that effect in the face of adversity. If they failure they will try again. High doubt, they wont recover, or not quickly. They will get frozen in fear. They don't feel they will be able to use their skills effectively.

Briefly identify the motivational significance of each of the following four self-related terms: agency, identity, self-concept, and self-regulation. (chapter 11)

Self-concept: is based on how one views oneself, and it include self-schemas which is how we view ourselve and our talents and abilities. If we have a high self-scheme that we are talented at drawing, we will seek drawing opportunities. If someone say we are not really good, we don't believe them. If our self0schemes is low about our drawing ability, we might belief them, and seek other insight from other, if we are actually good or bad at drawing. The way we view ourselve, and the level of our self0schema is high, the way we view ourselve is not easily chanagalbe, and the person motivation to continue to pursue an activity will be actively as high, than if our self-schema within the activity is low. Identity: This is how we see ourselve, our role, and how we relate self to society. We have multiple roles and identity. We could view ourselve as a mother, a student, etc, and depending on the situation you are in, or surround with, will affect how an idnvdiual act or behavior within the role. It is also base on "social roles and psychological values." It determine how we act, within each different situation and place. Psychological values help us decide what is right and wrong within a situation, and setting, as well as how a role should look like or not look like. Our identify help our motivation to focus, to be, and to act in a specific way or manner. Agency: from book: agency entail personal causation and action." "agency presents a view of self "as action and development from within , as innate processes and motivation. ' In other words, as people make choices, see the cause and the effect of those choices, and make decisions base on the outcome, it influence their motivation to continue an action or choice, or to disconnect it. Each individual have a psychological need for autonomy, competence, and relatedness, which is a natural motivation force for what people choose to partake in or be a part of. Individuals seek to achieve meaningful relationship with others as well as interact effectively with the social world. (this is an example of internalization) Self- regulation: is basically a progress of "setting a long term goal, planning and strategic thinking, implementing action and self-control, monitoring and checking, and lastly, reflecting and adjusting." This influence motivation, because we do set a goal, work toward the goal, make plans in how to achieve the goal, and revise or change it as needed. It also take time to better learn the skill of self-regulation. We may lack the ability to set goals, implmetnations, and coping strategies, but though observing an dimitation, feedback ,etc, we are able to to be better in our skills to self regulated. Another important thing to talk to tutor about, and how it relate to agency. the book said, "the concept of self-as agent recognize that (1) human beings possess a core self, one enrgized by innate motivation and directed by the inherent developmental processes of differentiation and integration, and (2) not all internalized self structures are equally authentic ,as some self structure truly reflect the core self while other self structure only reflect and reproduce the needs and priorities of sociality. For this part, I need to talk to the tutor about this to fully understand this piece of agency. he book said, "the concept of self-as agent recognize that (1) human beings possess a core self, one enrgized by innate motivation and directed by the inherent developmental processes of differentiation and integration, and (2) not all internalized self structures are equally authentic ,as some self structure truly reflect the core self while other self structure only reflect and reproduce the needs and priorities of sociality. For this part, I need to talk to the tutor about this to fully understand this piece of agency. The core self that energy yourself though differentiation and integration.. It involves the need for relatedness,(the cultural norms) integration: when it is something external get to be part of your internal beliefs. Need for competence and relatedness. We internal things so we can relate to others and to be effective (to competence) we need to develop the cultural norms. Some thing will be more me than other things. Other things will not be accepted in the same way of other things. You might kindof accept one thing, and for some thing may completely accept it. (example is when someone in the church, is told something, and don't fully accept it, but another thing, they fully do accept

Identify the differences between efficacy expectations and outcome expectations.

The self, the action, the control. We need to have efficacy expectation. (the belief if we can do something) can we do this? Efficacy expectation: can we do this? (if we believe we can, it will help us act? ) do i have the skills that I need to success? Which lead us to act. (skills and abilities) Outcome expectation: how we get to action to the end. This is talking about will this work. Will this bring to pass the effect we want. Will it have the positive effect. (if you do it) This is the key for self control. (this is how we get to the self- to control 230

According to reactance theory, why do people do precisely the opposite of what they are told to do?

They want to keep their freedom. For you to tell them what they should do or shouldn't do, it make their freedom feel threaten, and so they do the opposite of what you say, to keep their freedom.

Outline the limited strength model of self-control. In doing so, explain the processes that lead to vulnerability to self-regulation failure.

Um... my brain beginning to not graps what I am learning. Self control model have it limitation. You need will power to have self control. Each attempt you have for self control, you have less of it. Replenish your glucose level to regain self control. You can practice self control. You can monitor your process to help increase self control. It tell us, that we need to represent in self control by training it, to make it last longer. Depletion, lead to failure, and replenishment, we regain long temr goal attainment. There is a limited amount of self control, and it need to be represent for you to achieve. And you can train it.

Learned helplessness theory relies on the components of contingency, cognition, and behavior: behavior

just as contingency exists on a continuum, coping beahvior to attain or to prevent outcomes exists on a continuum. In a traumatic event, for instance, people voluntary coping behaivor varies form very passive to very active. coping response can be lethargic and passitve, or they can be active and assertive. lethargy, passivity, and giving up typify a listless, demoralized effort that characterize the beahvior of the helpless indivdual (recall the passive beahiovr of the dogs in the inescapable shock group). alertness, activity, and assertiveness characterize epople who are not helpless (who have some expecation of control). to illustrate passive beahvior as a component of learned helplessness, consider once again tehs tiaution listed earlier (driving on the highway, job hunting, competing against an opponent). consider your own passive- to active coping behaviors in the face of such situations and potential outcomes. the job hunter who quits searching for online advertisements, revising her resume, telephoning prospective employers, and rising early and enthusicitically in the morning to look for a job manifests the listless, demoralized coping behavior that characterized helplessness.

Explain how accomplishing one's self-concordant goals allows the person to set even more self-concordant goals in the future.

Well.. if someone set a goal, base on person interest, and own values, and find that they have enthusian for it, that is is attainable, and produce satisfaction, as well as well being is enhanced, then the person will create more self-concordant goals to feel the joy and satisfaction withikn one life. Each individual love feeling like they making a difference, and a growth in well-being. We each strive for that, and will do anything to reach it.

Explain the origin of self-schemas. Also explain how self-schemas motivate action.

Well.. it is learned though past experience that one person face in life. For example, a child may enter a drawing opportunity, and do really well, that the child will again in the future if an opporutntiy come, to show his or her talents. It success or failure of action can cause someone to try something or to avoid something. A person may failure, but try again, and then success, so they will be more likely to try again. But if a person failure, try again, and failure again, they likely will decide that this is not who she or he is, and not own self-schemas.

Explain how the exercise of self-control can deplete the self's energy.

Well.. to be able to have self-control, one need will power. When one uses self-control, one energy drops. The brain provide energy to stay focus, and within action. This is known as glucose. Without glucose, we tend to get impulsive, and tend to get distracted. Glucose is the energy of the brain which is given to the brain though food. ( p.s. Glucose doesn't actaully enter the brain, but it is converted into what the brain does use- neurotransmititers) To help prevent the depelete of sef-energy, it help before you try to exercise self-control with energy replenishment by drinking organe juice, lemonade, or a milkshake. High protein foods work just as well, but they take longer to produce brain fuel. Having a good breakfast help energy the self-control and focus on the tasks you have to do throughout the day.

Outline the social learning process that underlies the development of more competent self-regulation within the overall goal-setting process.

Well... first off self0regualtion is a skill that need to be build on as well as develop. An individual might have a long term goal, which they plan, iact, and monitor, but they may not be really skilled at it. hinking about and monitoring during each of the three phases of self-regulation: forethought, performance, and self-reflection. They may not feel like they know the direction and how to reach the goal, they may need feedback, observing others, and self-monitoring how one is doing to improve, which is all part of the social learning process. By doing that, the idnvidaul able to better develop competent self regulation skills.

Discuss the role selective interaction plays in maintaining a consistent self-view.

Well... we tend to interact with those who see us and treat us, the way we view ourselve. It is the reason why we pick specific "friends, roomates, tutors, teachers, teammates, and spouses." "namly, because we use social itneractions to maitnan and verity ourself0view. In other words, we need to the right people in our life, so we can assure us that who we believe we are, is who we are. As it say in the book, it also explain why we tend to break up with friends and others, who may not see us as we see us. It makes us uncomfortable.

Explain how self-schemas energize and direct behavior.

Well..easy... if we have a self-schemes that we are great at drawing or artistic activiiteis, and an opportunity came to be part of something artistic, without even hesitating, we will take the opportunity so we can continue to improve or work on our talent. Sometimes, we may have moderated self-scheme about our ability, and we may doubt if we can be successful in the opportunity or not. Maybe you only drawn or down artistic things by yourself, and not with other people around you, so you might be a bit hesitant to join. Other times, you may think you have some artistic talent, it who you are, but you self-schema is low, and you not sure you would be successful in the new opportunity. You seek feedback and base on the feedback you may feel a stronger self-concept increase, or decrease, which in return movited one behavior or lack of behavior.

What causes the psychological experience of cognitive dissonance?

When the beliefs about hwo the self is and what the self does are inconsistent. (i.e.c, believing one thing, yet actually behaving in the opposite way). Everyone have the mindset" I am a competent, moral, and reasonable person (most of everyone at least) while practically everyone walks around with this favorable emindset, it is still the case that people all too often engage in behavior that leaves them feeling stuupid, immoral and unreasonable. Examples are when people smoke cigarettes, toss litter, tell white lies, neglect to recycle, drive their cars recklessly, skill classes, act rudely toward strangers and engage in other such hypocritical conduct.

The self can be described in two different ways. What does it mean to understand the "self-as-agent"? (chapter 11)

When we describe our self though the self- agent view, we try to become and create purpose in our life. We are self-motivated, create goals, and decide where or what we want do with our life. An example of this is, "I will learn to master the guitar though hard work and persistent." It a way to develop one self, and one relationships with others.

The self can be described in two different ways. What does it mean to understand the "self-as-object"? (chapter 11)

When we describe yourself through the self- object view, we try to figure out who we are, what is our current talents, and abilities, and what is unique about us. An example of this, is saying, "I am good at drawing or making jewerly. This is my strength." We see who we are, what we are not, and how we are unique from others. It pretty much how we view ourselve, our identify and self-worth. We could see our self worth by our talents, abilities, and strength, or see ourselve as useless or think we have no talent whatsoever. Or if we do have talent, we compare ourselve to other, and think we don't have talent because other are better than we are.

Learned helplessness theory relies on the components of contingency, cognition, and behavior: cognition

a good deal of ___ interpretation take place between the actual, objective enviornmental contingencies that exist in the world and a person subjective understanding of personal control in such enviornemnt. Mental event distort the relationship between objective contingencies and subjective control, and these events therefore create some margin of error between objective truth and subjective understanding. to illustate the importance of cognition, ask two people who expereince the same enviornmental contingency why they avoided a traffic ticket, avoided the flue, aget a job and so on. People otucome beleifs (and hence their replies to your question ) stem not only from the objectiveinformtaiotn about hte world (ie.c contingency)) but also from eahc person's unique biases, attributions, and expectancies. hence, to understand learned helplessness, we need to pay attention not only to object enviornmental contingencies (how controlablle outcomes really are) but also to subjective personal control beleif s (how controllable the person think those outcomes are)

more detail bout the pessimist explanatory style page 248

academic failures, poor pshcyial health, and subpar job performance are common. they happen to us all. some of us react to such failure by increasing effort and by trying even harder than before. Others react by giving up. a pessimistic explanatory style predispose people toward the latter response-giving up-in times of failure and setbacks.

four dissonance-arousing circumstances that bring on this hard to reconcile "i did one thing, yet believe the opposite" experience include

choice (deciding on two different and difficult decisions, making a decision, and than have post decision regret of the choice they choose_) insufficient justification (address how people explain action for which they have little or no exteernal prompting such as donated money for a charity. the person may decide that the reason they did it was because they were generous. effort justification ( person perform extreme behavior to join a group or a progrma such as military) they later have to justificate why they perform that extreme behavior) new information (they learn something new while hearing somethiing on the news or reading something. they done act, in accordance to this new beleif. a person may then a. continue to believe the new beleif or 2. drop it.

value has four components. they are:

interest value (task enjoyment) , utility value (usefulness to ones goals), attainmetn vlaue (importance to the self), and costs (psycholgical barriers or negaitve consequences of task engagment) Interest value is the feeling of interest0enjoyment the person expereince from performing the task. Utility value is how useful the task is in advancing the person current and future gaols, such as career or occupational goals. interest value is similar to intrinsic mtoivation, while utility value is similar to identifed regualtion. (I do it because it is important) attainment vallue is the personal importance of doing well on the task for the idnvidual idneitity and self worth (I value immarathons and choose to run them becuase doing so confirm my self view that I am an athlete. some task ahve more value than others because they are more central to how one defines the self cost represents the negative aspect of engaging in the task. engaging in the task, for instance, may take a lot of time and effort, and it may prodice feelings of anxiety. engaging in the task also represent a lost opporuntity to engage in alternative task *choosing to read this book is costing your the opporutnity to do something else)

Describe the self-concordant model. Discuss how self-concordant goals generate effort, need-satisfying experiences, and changes in psychological well-being.

Basically the self0concordant model explain that when a person set a goal, and it for a self00concordant reason 0r other on personal interests and self-endorsed values, it help generate high effort, enthusiasm, goal is more likely attainable, the attainment produce satisfaction, and well being is enhanced. When a person set a goal that isn't self concordant, but self discordant, it creat low effort and enthusian and it is less likely you will attain the goal. Self condcordant goals is a motivation by it self, that drive an individual to act or to not act. But if it due to social obligation, pressures, etc, the drive to act if force.

the two-phase experimental procedure for a typical learned helplessness experiment. Page 241

Before I explain the two phase expeiremntal procedure for a typical learned helplessness experiment, I am going to explain what the exerment was. " with three groups of dogs that were administer either 1. Inescapable shock. 2. Escapable shock or 3. No shock (control group) dogs in the two shock groups were placed into a sling and given mild give second electric shocks once a day for 64 consecutive days. In the inescapable shock gorup, the shocks occurred randomly, and no response could terminate the shock. Whether the dog barked, howled, or thrashed about frantically, the shock continued for its full five secone. In other words, the shock was inescapable and uncoltroolable. In the escapable shock group, the dogs could terminate the shock. If the dog pressed a button mouned on the wall (placed just in front of their noses0 , the shock stopped. The dogs therefore had a response available to escape the shock-push the button. They had to learn the response, but the outcome (shock) was escapable and controllable. In the no-shock contorlg roup, dogs were placed into a sling just like the dogs in the other two condidiotns were, but they received no shocks. Exposure to inescapable shock, escapable shock, or no shock constituted the first phase- the learning phase-of the two phase experiment. In the second phase, the dogs in each group were all treated the same. Each dog were placed into a shuttle box in which its two compartments were separated bby a wall partition of elbow height. The two compartment were the same size and similar in most respects, except the first compartment had a gifd floor through which a mild electrical shock could be delivered while the second compartment was safe from shock. On each trial during phase 2, the dogs were placed into the grid floor compartment and a mild shock was delivered. The onset of this shocks as alway preceded by a signal (a dimmin gof the light on the wall) . after the lights were dimmined, the electric shock followed 10 seconds thereafter. If the dog jumped over the partition, it escaped the shock. So for all the dogs, the shock was both predictable and preventable (i.e., controllable). If the dog failed to jump over the partition within 10 seconds, however, the electric shock started and continued for one minute. \ The dogs in both the escapble shock and no shock groups quickly learned to escape the shock in the shuttle box. When shocked, these dogs ran about frantically at first and rather accidentally climbed, fell, scrambled, or jumped over the barrier. That is, through trial and eroror, and through the sheer grit of detemrinaiton, the dogs learned that if they somehow everstepped the barrier, they could escape the shock. After only a few trails, these dogs jumped over the barrier to safety as soon as the warning light dimmed. They learned mastoery over very stressful conditions. These dogs learned how to control (prevent) the shock. The dogs in the inescapable shock group behaved very differently. When shocked, these dogs at first behaved as did the other dogs by running about frantically and howling. However, unlike the dogs in the other two groups, these dogs soons topped running around and, instead, whimpered until the trail (and shock0 terminated) After only a few trails, these dogs gave up trying to escape and passively accepted the shock. On subsequent trails ,the dogs failed to make any escape movement at all. What these dogs learned in the sling- that the onset, duration, intensity, and termination of the shock (in phase 1) were all beyond their control- had a carryover effect in the shuttle box: the dogs perceived the escape was beyond their control these dogs learned helplessness in the face of very stressful conditions. The starling genralizaiton that emerged from this study is that whenever animals are placed in a situation in which they perceived they hav elittle or no control, they develop the expectation that their future action will have little or no effect on what happens to them . this learn expectation that one's volutnaroy behaivor will not affect desired outcomes is the heart of learned helplessness.

Define an outcome expectation. Provide one example of an outcome expectation.

Outcome expectation is someone belief of how they will do with the task or challenge they want to try. In others, "will it work?" For example, a person who decide to participate in the talent show, and pick a talent to show in front of everyone to show their ability, will think, "can I actually do this? Is it worth it? It also deals with after they do the action or challenge, and evaulatign theri performance though feedback. An example of this is someone who perform in a talent show, and see if they get in first place, second, or third place. That will influence the person behavior to continue on the challenge, or to quit trying.

Discuss how and when choice gives rise to cognitive dissonance (or post-decision regret).

Well.. a person made make a decision between two choices, both with cons and pros. After a person decide on a action or a choice, they begin to wonder if they made the right choice or not, and begin to feel regret for not making the choice. This can be removed by viewing the choice they made in a more positive light and by viewing the one they didn't choose in a more negative light.

Explain in detail what is meant by the statement "the meaning of effort is a crucially important understanding when the individual faces a difficult task".

Well.. a person with a fixed mindset will view the more effort a person gives, means the less of their ability. If they show less effort, then it means they are smart. If they have to give more effort, it means they are not really smart. With a person with a growth mindset, they understand the utility of effort. Effort is what becomes learning. Effort is the tool to develop personal qualities.

The textbook argues that the self faces four core fundamental motivational struggles. Name and briefly discuss each of these struggles. chapter 11

Define the self: This is part of the two different views of self, when you view self as "object." This deals with finding our identity, who we are, and what talents are. Relate the self to society: this also is part of viewing self as "object." it is when we see how we fit in with those around us, and in our culture, homes, schools , and workplace. We try to find our role within each one of those areas. Develop personal potential: This deals with viewing self as a "agent." we see where we are at, what we want to become. It is building our potential and our abilities. Regulate the self: This also deals with us viewing ourselve as a agent. We see what we are good at, and create goals for ourselvle for improvement. We try to be patient, and not act without thinking things though, but being patient with one self, as you try to get to the goal you set. An example of this, is not spending money you earn, to save it for the future goal you set, such as owning your own home.

Explain the differences between the deliberative and implemental mindsets. (chapter 9)

Deliberative mindsets are an open mind about setting a goal, weighing the pro and cons, talking to friends about the different goals that she or he could choose from. For example, for a Halloween party, someone may debate on how to celebrate Halloween during Covid 19. They may look up articles, talk to other people in what they are doing, etc. Implemental Mindset is when you have decided on a goal, and your only focus is making the most of the goal. The focus is about that specific goal and not other options. An example of this would be once you decide what to do for Halloween, You focus all your resources in making the plan or goal work. All your focus goes into making it into the best Halloween party ever.

Define an efficacy expectation. Provide one example of an efficacy expectation.

Efficacy expectation is basically asking self, "Can I do it?" It one person's way of deciding rather or not they will act or not act. For example, a person who join a talent show, would ask can I do this? Can I win? What should I do for the talent show to show my abilities? This step happens before the action.

Identify the four ways a dissonance-suffering individual can reduce felt dissonance. Provide an illustrative example of each way of reducing dissonance.

Example: environmentalist who beleif in clearn water, clean air, clean land, energy conservation, and nature preservation. She believes tha tpolluted air, polluted land ,energy consumption, and overdevelopment are immoral and unreasonable. But suppose that she reads an article in the newspaper that say that exhaust fumes form airlines are rapidly and irreversibly depleting the ozone layer. Suppose further that this envionrmonetalist has a job and lifestyle that require her to fly and frequently so. She love the environment, but she needs to fly. She believes one thing about herself, but she behaies in a way that contradicts that self view. She can reduce the dissonance in four ways. Remove the dissonant belief : quit flying and start driving an electric vehicle, or she might come to believe that volcano ash, not airplane exhaust, is responsible for the hole in the ozone layer (thereby removing the dissonant belief Reduce the importance of the dissonant belief: trivialize her immoral or unreasonable act of flying by justifying that her flying to work will have no impact on the global condition,especially when considering how much worse pollution is at factories and refineries (thereby reducing the importance of the dissonant belief) Add a new consonant belief: how much pain and cost must be endured (how painful will it be to quit flying?). Increase the importance of the consonant belief. "Therefore, reality, importance and personal costs work to support one's current beliefs, while dissonance put pressure on hypocritical ways of thinking and behaving. It is a psychological completion-reality and self interest on the one hand versus dissonance on the other0with motivational implications.

What causes learned helplessness? Identify the three deficits that typically accompany the experience of helplessness?

It is learned though experiences of "one's own behavior, uncontrollable influence, and the other comes." It where there is a situation or event that happen, that you feel you have no control over, and so you feel you can't escape it. It just going to keep happening, and there is nothing you can do about it. There are three parts of learned helplessness, which are contingency, cognition, and behaivor. Contingency deals with one own behavior and how it influence the outcome within the e snvironment. For example, someone might see their own behaivor is the cause of the conflict or see themselve able to fix the conflict, while other might see that no matter what they do, the outcome will remain the same due to the environment that they are in. They have no control what happen at work, school, etc. Cognition deals with how the indvdiaul mental intakes of a event, of what they view as fair or not fair. Someone may view the outcome, no matter what they do, is going to favor another individual, and always against them. Lastly, behavior. If an indvdiaul believes that nothing they do make a differences, and that everything that happen to them is due to someone else or the environment, they wont try to fix it or change it, they will just miserably accept it and see themselve as the victim. But if they beleive in self, they will do what they can do to change the situation to be a more positive outcome. .

differences between self efficacy and competent

Knowing self-efficacy is different than the need to be competent. The need for competent doesnt change- you either have it or don't. Self efficacy change through time and constantly though different experiences. (competent you will look for opportunity) self efficacy deals with surprises, changes, etc.

Discuss the differences between depressed and non-depressed individuals in estimating how much control they have over a situation.

Learned helplessness and depression are similar in that the same expectations cause both: the individual expects that bad events will occur, and there is nothing he or she can do to prevent their occurrence. Learned helplessness and depression also shared common symptom (pssivity, low self-esteem, loww of appetite) and theraeputice intervention strategies (time, cognitve behavior modification) . One of the most exciting findings to emerge was that depressed indviduals do sometimes see the events in theri lives as less controllable than do individuals who are not depressed. Such a finding led researchers to wonder whether the depressive tendency of idnviduals to see their worlds as uncontrollable might be the core cause of unipolar depression. Perhaps the root of depression lies in a depressed indvdiauls's inability to recongize that he has more control over his life outcomes than he knows. If so, the therapy recoomendation would be clear-naemly, increase the person perceived control belief. To test this hypothesis, depressed and nondepressed college studetns (as assessed by a questionnaire) performed a task inw hihc they push a button on some trails and did not push it on other trails. With a button push, a green light sometimes came on. The point of the study was for the participant to estimate what proportion of time the green light came on. The experimenters controlled the outcomes- whether the light came on and when it came on. For one group, the green light came on 75% of the time and only when the button was pressed. This was the high control group. For a second group, the green light came on when the button was pressed 75% of the time, but the light also came on 50% vof the time andwhen no button was pushed. This was the low-control group. In a final group, the green light came on when the button was pressed 75% of the time, but it also came on 75% of the time when the participants did not push the button. This was the no-control group (because the light came on at the same rate regardless of the partccipants button pressing) Results was most surprising. Depressed indviduals accurately judged how much control they had over each situations, as did nondepressed individuals-except in one condition, manley in the no-control situation. Th depressed idnvidauls accurately jduged that they had no control in this condition. The light came on in a random way, and they knew it. The nondepressed idnvdiauls were the ones who mispervieved how much control they had- threy overestimated their perceived control (near 35%) the light came on in a random way, but they still believed they were exerting some ocntorl over the light. The most interestin conclusion to draw from this research is that people with depression are not more prone to learned helplessness deficits. rather , it is the idnvdiauls who are not depressed who sometimes beleive they have more personal control than they actually hav.e Although the conclusion might sound startling, depressed persons memories for the psotive and negative events in their lives are balanced and equal, whereas the memories of the nondepressed persons harbor biases for recalling more of the positive events. While people do misjduge the control they have over the event in they lives, most of the misjudging is doen by nondepressed idnviduals, not by those who are deprssed.

expectancy value model

NOt only do expectancies predict effort, persistence, choices, and performance, so do values. expectancy and vlaue both predict acheivement -related performance and choice ,althought expectancies more strongly predict performance while values more strongly predciet choides ( to appraoch or to avoid the acitivyt) the new concept isin this thoery is value. value is defined as the percieved attractiveness of a task and the value of relative in the value of one task is compared and contrasted to the value of other possible task (e.g, how attrativve is this particular motivation course, relative to how attractive are the other course you are taking- or could have potentially taken- this semester)? both expectancy and value are metnal states. they are cognirve sources of mtoivation and like all cognitive motivation theories, are learned from experiences. achievement0realted performance (success vs. failure) and achievment related choices (approach vs. avoidanace( feedback to provide the idnvidaul with information to revise and update his or her future expectances and future values.

Knowing self-efficacy is different than the need to be competent. The need for competent doesnt change- you either have it or don't. Self efficacy change through time and constantly though different experiences. (competent you will look for opportunity) self efficacy deals with surprises, changes, etc. Page 247.. To know the pessimistic and optimistic. Explanation style and know that there are two different ways to answer why did it happen>

study more on.

Explain how the processes of differentiation and integration work together to guide ongoing development and motivation.

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attribution style

No motivation theory pursue the "why?" questions more than does attribution theory. an attribution is a cusal explantion for why a particular success0 failure outcome occurre.d After a person successed of fial, he or she ask why. why did I make an A on the test? why did I lose the contest? why did I get the job, while she did not? why did I successed today on the same task that i failed yesterday? there may be an almost limiless number of possible causal attributions, but when explaing their successes and failure, popele tend to rely on a small number of attributions, including effort ,ability strategy, luck ,and task difficulty, although othe rocmmon attribution include intelligence, extent of experiences, task enjoyment, or help form others. although many differen tattirbution are possible, all attributions can be placed within a three dimensional causal struction. Dimension1 s locus, which distinguishes between internal averus external causes of outcomes. (is because of me or situational circumstances or people) dimension 2 is stability, which distinguishes between stable and unstable causes. (outcome is enduring and ficed in time and across different situation, or cause of outcomes is ephemeral and chanable in time and across different situations) dimension 3 is controllability, which distinguishes between controllable and uncontrollable causes. (cause of outcome cannot be changed or bought under my control, or cause of outcome can be changed and brought under my control)

Discuss the role self-concept certainty plays in changing (or not) a person's self-concept. (chapter 11)

Ok, so the best figure to understand this is figure 11.2. It main idea is if our self0concept is high, even if someone see us differently than we see us, how we see our self-shema, we ignore other people remarks, about who we are, that is different than how we view ourselve. When our self0concept is low, it create a "discrepant" we are not sure, if who we thought we are, is true anymore, and base on additional feedback, it may help us regain the sight of who we are, or we may change the view of who we are, or our self-shema. When our self-concept is moderate, the view we have on us, we begin to doubt, and we either, ignore it, or we ask for additional feedback from others to get ride of the doubt.

Attribution research shows that people do not always develop helplessness after learning that there is little they can do about an uncontrollable event.

Use attribution theory to explain when people do versus do not develop helplessness in the face of an uncontrollable event. Well... they might view it as either an internal attribution or external attribution. They may see it has staying the same throughout life, or the ability to change and grow, and they may see themselve able to control it or not control the the outcome. Someone who see it was because they were tired, it was loud, or too noisy, will know the next time they try it, they can prevent them from being in the state or situation. They realizes they can do better next time, and get a better outcome. Remember there is 3 part, locus (internal verus external causes of outcomes) stability (stable and unstable causes ) controllability ( controllable and uncontrollable causes) locus: person may see that it wasn't their fault that they didn't success, or they may view it that it was their fault, but they can still change the outcomes next time. (maybe they wasn't prepared, it was noisy, or a person didn't give them a chance) stability: a person could see that yes, it was a bad outcome, but that doesn't mean if they were too try again, that the outcome will stay the same thoughout time. things change, things are not stable but always changing. controlable: a person may know that it was a bad outcome, but they can take the steps needed to help it not happen again.

Articulate the meaning (or interpretation) of effort for (a) entity theorists and (b) incremental theorists

Well first of, entity theorists have the view of fixed mindset, the view that "your intelligence is something about you that you cannot change very much. Incremental theories are those who have the view of a growth mindset. The view that "you can always greatly change how intelligent you are. For entity theoriest indvdiual they view the more effect you have to give, means the less ability you have. If you are talented at something, or good at something, you don't need to give much effort, because you already have the skills needed. For incremental thoriests individuals, they view the effort is a good thing, and is the key for growth, learning, understanding, and willing to engage in effortful, persistent , and challenging work. For feedback, the fixed mindset or entity theorists view negative feedback as a thing to fear, and if you receive it, to give up, but for positive mindset or incremental theoriest, they see negative feedback as a way to work harder and improve the self.

Explain how possible selves energize and direct behavior.

Well first off possible selve represent the future self, of who an individual would like to become. They find themselve a role model to look up to, find the person attractive, and desire to become that type of person. The idnvdiual look at his or her own talents compare to the talents of the role model, seeing which ones match, and which ones are different. Base on that, the idnvdiual decide which skills he or she need to work on, what education she or he need, and how to become like that role model. The person then increase one effort, attention, and planning, to develop the missing skills, to become what he or she desire to become like.

If you wanted to promote mastery goals in another person, what would you do in terms of defining success, placing value, giving reasons for effort, and evaluating work?

Well if you trying to promote mastery goals in another person, first of success is defined as improvement, and process. Value is placed on effort, and learning. Reason for effort is learning something new, and evaluation criteria is absoulate progress. So in other words, to help promote mastery goals in another person, your feedback of the performance of the individual would be about their progress instead of high grade,. It will be about their effort and learning instead of their high ability. It would be about how the student are learning, instead how they performing. That mistakes and errors is the part of learning, instead of a bad thing. As a teacher, you will help them focus their attention in the process of learning instead of their performance base on other performance, as well as their effort of learning something new, than high grades, and focus on their progress instead of how they are doing base of everyone else.

Use cognitive dissonance theory to explain the motivational implications of this phrase: "Saying, or doing, is believing."

Well our beliefs change because of negative affect from cognitive inconsistency. We also develop and change our behavior based on simply on self observation. For example ,we eat sjquid for whatever reason, and after doing so we presume that since we ate squid, we must therefore like it. When we do something, we begin to believe we like it, and if we say we like, we believe it as well. It help get ride of the dissonance we may feel, if we have the view that we didn't like something or didn't believe in something.

Imagine trying to promote personal empowerment in an athlete. Use self-efficacy theory to provide two specific ways/strategies to promote personal empowerment in the athlete.

Well under empowerment it says that "people need self-efficacy beliefs so they can (1.) Translate their knowledge and skills into effective performance when threatened and (2) exert control over intrusive negative thoughts." In other words, when they belief in self, and can use their skills to better perform and also control negative thoughts or feelings, they are able to achieve things better. If I want to help empower athletes, I would help them focus on focusing on the skills they need to do well within the sport, as well as focus on the skills they feel they don't have or haven't master. By Mastering those skills, it can help them feel more empowered and ready to take on the challenge.

The textbook argues that high self-esteem should not be the focus of a motivational analysis of behavior. Explain why increasing self-esteem is not the royal road to high motivation. chapter 11

Well.. It like what I said up above. Self-esteem doesn't help one to act, or to perform, but "productivity and achievement is key" to help the motivation to continue. Someone could have high self-esteem, try a task, and fail at it, and their motivation could dismission as well as their self-esteem. But when an individual keep trying, even with the failure, and then successed, it help the individual motivation as well as their self esteem.

integrating classiclal and contempory appraoch to ahcievemnt motioanl

classical (atkinson theory chapter 7) and contemporary (acheivemnt goals) appraoches to achievment motivation can be combined and integrated into a signl comprehensive model. in the integrated model ,two different types of achievwemnt performance goals exist: perfromance-appraoch and performance avoidance. the classicla achievment motivation constrct (achievment mtoivation, ffear of failure, competence beleifs) serve as general , personality like antecedent conditions that influence the specific type of goal the person adopts in a given achievement settings. example: people high in the distortional need for achievment tend to adopt performance approach goals, people high in the dispositional fear of failure tend to adopt performance avoidance goals ,and people with task specific high competence expectancies tend to adopt mastery goals. Furthermore, once these types of achievement goals were adopted, mastery goal icnreased intrinsic mtoivation, performance-appraoch goals increased performance, and performance avoidance goals decreased performance. integrating the classical and contemporary approaches to achievement motivation overcomes the shortcoming of each individual approach. together, the two theories can predict achievement behavior s in specific situations (using achievement goals) and can explain from where these achievement goals arise *using personality dispositions)

What is explanatory style? Explain why a pessimistic explanatory style negatively affects physical health and academic performance.

defin: Is a relatively stable, cognitively based personality variable that reflects the way people routinely or habitually explain why bad events happen to them. (two type a pessimistic and a optimistic style) A pessimistic explanatory style view yourself as the problem, the reason why you failure, that it cant be change, or you have no control of the outcomes, and if you fail at this, you will failure again with other similar situations like it, no matter how much time pass or in different environments. It affect physical health and academic performance because you see that you deserve it, it your fault, you can't change, you have a fixed mindset that nothing can change, and you will continue to be bad at it, no matter what you do. It a learn helplessness approach.

outline the two -phase experimental procedure for a typical learned helplessness experiment. Page 241

experimental condition: 1. inescapable shock 2. escapable shock 3. contorl, no shock. ( dogs being shock) group 1: inescapable shock dogs. in phase 1 the group received shock, but there was no coping response they could to tog et ride of the shock. in phase two, they receive and escapable shock, but base on the experience they had in phase 1. they felt they had no control of the shocks, and so they failed to escape. group 2: escapble shock dogs group in phase 1, they were able to stop the shock by pressing a button. In phase 2, they recieved an escapable shock, but learned they could escpae the shck by jumping over the barrier. group 3: CONTROL, NO SHOCK GROUP DOGS. phase 1.: they didn't recieve any shocks. phase 2: recieved an escapable shock, but also learned they could escaped shock by jumping over barrier. shows, that base on situations they are place in, can apply to the next situation. if there was no escape in the first one, they beleive they have no contorl even in the second phase.

Identify the motivational orientation, behavioral strategy, and type of emotionality that are most associated with a prevention mindset.

motivational orientation: prevent losses Behavioral strategy: cautious, vigilant , assessment Type of emotionality: calm vs. agitation. sensitivity is to negative outcomes. other key factos: focus centers on responsbility and duty. with a prevention focus, the idnvidual is sensitve to negative otucomes, avoid possibilites of loss, and adopts a vililant behaivoral strategy of caustion that might be characterized as "do the right thing," the concern is wth safety, security, and responsbility as the person strives to prevent failing to do one's duty, meet one's obligations, and fulfill one's responsibility. It means being careful to make sure that bad things do not happen. example: the person seeks safety and security, to not fail, to not lose money, and to stay in touch. and in close contact with friend.s when oughts are maintained, the emoitnal experiences is one of being realxed and feeling calm, but when these ought obligations are lost, the emoitnal experience is one of being anxious, including feeling agitated, uneasy,afraid and threatened. People can adopt a prevention foucs eithe r chronically within the personality, or it can be induced situaitonally. an idnvidual who is chronically prevention-focused has been socialized to see that what matters in life is preventing bad things from happening. Parents tend to adopt a critical, punishing, and restricting mode in which the child is urged to attain safety and meet duties, obligations, and oughts. (parens scolded and critixized) doing what on eought to do means taking action to maintain the staus quo, not make mistakes, be responsbile, and keep danger at bay. Inadditoin to parenting, a person tendency to adopt prevention focus can be icnreased by growing up in a prevention focusused culture. an idnvdiual who is situaitonally prevention focused is in an enviornment that signals possible looses in term of ones oscial obligation and repsonabilites. for instance, to situationally induce a prevention focus, researchers ask participants to think about an ought: describe how your duties and obligations are different now from when you were growing up.

Identify the motivational orientation, behavioral strategy, and type of emotionality that are most associated with a Promotion mindset

motivational orientation: to attain gains. behavioral strategy: fast, eager, locomotion. emotionality: cheerfulness vs. dejection. sensitivity is to positve outcomes Other information focus centers on the possibility of advancement. the indivdual is sensitvethe concern is with growth, advancement, and accomplishment as the person strives to advance from a neutral state to one of accomplishing a desire, a wish, or an ideal. It mean making good thigns happens. example: the person seek to graduate, develop a new ksill, earn extra money, and be supprotive of firned.s when ideals are realized, the emotional experiences is one of being cheerful, including feeling happy and satisfied, but when these sought-after ideals are left unrealized, the emotional experience is one of being dejected, including feeling disappointed, dissatisfied, and sad. People can adopt this focus either chronically, as in a personality disputations, or it can be induced situationally. an individual who is chronically focused has been socilaized to beleive that what matters in life is making good things happens. parents tend to adopt a bolstering, self-improvement mod in which the child is asked to accomplish ideals and fulfill asperations ( my parents told me that htey wer proud of me when I was trying to be good at something). those ideals take the form of hopes and aspirations. In addition to parenting, a person's tendency to adopt a promotion focus can be increased by gorwing up in a promotin-focused cultural such as Italy. an individual who is situationally focused is in an environment that signals possible gains and opportunities for advancement. for instance, to situationally induce a focuses, researchers ask participants to think about an ideal: describes how your hopes and aspirations are different now from when you were growing up.

example of mastery goal

my aim is to competly master the material presented in this class.

example of performance avoidance goal

my goal is to avoid performing poorly compared to others.

example of performance approach goal

my goal is to perform better than the other students

Learned helplessness theory relies on the components of contingency, cognition, and behavior: contingency

ontingency: refers to objective relation between a person's behavior and the environment outcomes. (environment can be home, class, room, workplace, sport field, hospital, interpersonal relationship, psychological laboratory and so on. Contingency exist on a continuum that ranges from outcomes that occur on a random basic (uncontrollable outcomes) to outcomes that occur in perfect synchronization with a person's voluntary behavior (i.e controllable outcomes) take a moment to ask yhourself what your own experiences have taught you about contingency in the following situation: getting a job, getting a traffic ticket, winning a tennis match against a rival, winning the lottery, catching the flu, gand graduating from college. To characterized the contingency in herent in each of these situations ,ask yourself the following: to what extent does the average person voluntary, strategic beahvior influence the outcomes that occur in these settings? That is, how much influences does voluntary coping beahvior (from people in general, not from you in particular) exert on avoiding a traffic ticket, avoiding the flue, getting a job, winning a contest, winning the lottery, and obtain a college degree?

add intergrating classicla and contemproary approaches to ahciemvent motivation if you have time.

read it if you dont' have time page 319

fixed mindset

some people believe that their personal qualities are fixed attributes. they beleive that they (and others) are endowed with fixed, set qualiteis. the thinking is "you either have it, or you don't" in that some popel are smart, orcreative, or good at mathematics while other people are not. People who hold a fixed mindsets are sometimes referred to as "entity theorists," because they beleive that there is aphsycial entity that dwells inside the person (good brains, a creative gene) to determine how much of the personali8ty quality a person has. when people adopt a fixed mindset, they have the sense that if htey have a lot of the fixed quality, then they are in good shape. for instance, if a person beleives that she has a gift for languages, then she will expect to do well in a foreign langauge, class at school. she also believes, however, that if she has little of the fixed personality quality, then she is in bad shape. for instance, she may beleive that she lacks athletic genes and therefore expect to do poorly when invited to play a game of basketball.

growth mindset

some people believe that there personal qualities are changeable. they believe that they (and others) can grow, increase, strengthen, and otherwise develop their malleable qualities. the thinking is "the more you try and the more you learn ,the better you get" in that all people can become smarter and more creative, at least in proportion to their effort, training, and amount of practice. People who hold a growth mindset are sometimes referred to an "incremental theorists," because the thinking is that personal qualities can be developed incrementally over time. when people adopt a growh mindse,t htey have the sense that the more effort they put in, the more they will learn, grow, and develop and the better or higher will be their personals qualities. People with a growth mindset realize that people may start to developmental task with different amounts of the personal quality (intelligence, talent) ,but they believe that the extent to which they invest effort in the processes of learning, practicing, and training, then they will eventually end up with greater intelligence or greater talent and also that gains in these personal qualities will be explained by the hours and years of learning, practicing, and training invested in the developmental effort.

Describe what researchers do during the conduct of a "value intervention" to promote high value in a task.

the more positively one values an acitivyt, th emore one perform well and appraoch es the tasks. example: the mor esutdents value the course they take, the better grades they make and the more likley they are to continue taking future courses in the same area of study. correlational findings such as these lead to the questiona s to wehtehr or not an intervention designed to boost task vlaue migh tproduce causel gains in performance and approach (choice ) In any value-boosting intervention, oen first needs to consider the type of value one seeks to boost, Increasing intrinsiv value invovles changing th estructure of the acitivity to make it significantly more intersting, as by adding challenges or gamifcation. increasing attainment value depend mostly on what is important the indivdual self0definition (which is difficult and perhaps ethical to change) utility value is a bit different, though. Utility value does not involve changing either the task or the self, but, rather the individual perception of the importance or perceived usefulness of the activity. for this reason, several "utility value intervention" have been carried out ine ducaitonal settings to boost students course achievement, choices, and persistence. one common utility value itnervention strategy is to encourage the student to discover the personal relevance of the course material to their lives as through a writing prompt. a typcial prompt is as follow: write 1 to 2 paragraphs about how the material that you have been studying.. relates to your life." the key is having students acitively work to find vlaue for themselves and to make new relevances and usefulness-based conenctions between the self and the cours e mateirals- that is, to find, discover, affirm, or perhaps even create for the pfirst itme self generated utiltiy value. results shows that such utility value intervention are gnerlaly successful in boosting course vlaue ,achievment (grades) and persistence (intentions to take fufute courses in the same area) but only for a subset of students- namely those with poor (low expectances) for his reason,

What causes learned helplessness? Identify the three deficits that typically accompany the experience of helplessness?

typically accompany the experience of helplessness? It is learned though experiences of "one's own behavior, uncontrollable influence, and the other comes." It where there is a situation or event that happen, that you feel you have no control over, and so you feel you can't escape it. It just going to keep happening, and there is nothing you can do about it. there are three defits that accompany the expereince of helplessness, which is motivation deficits, learning deficits, and emoitnal deficts. motivational deficits, consist of a decreased willingness to try. learning deficits concsit of an acquired pessimistic mindset that interferes withones ability to learn new response-outcome contingencies. emotional deficits consist of affective disruption in whihc lethargic, depressive emotional reaction occur in situations that call for active, assertive emotions. page 244-245

chapter 10: pessimistic verus an optimistic explantory style

when bad outcome occur (failure, rejection, or loss) we do an attributional search: why did the bad outcome happen? we either take the pessimistic explanatory style or the optimistic explantiontory style in the pressimistic explantory style tthe losuc: is internal attribution. which think "cause of the bad outcome is in me. I failed because I didn't try hard enough. it also deals with stability: stable attribution: the cause of the bad outcome is enduring and fixed in time and across different situations. I failed because of my low ability. (In other words, you feel you can't change) It feels with a uncontrollable attribtuion for controllability; which state, the cause of the bad otucome cannot be changed or brought under my control. I fialed because the teacher hated me. In the optimistic explanatory style: the losuc : is external focus. the cause of the bad otucome is in other people or in situaitonal circumstances. I failed because the roomw as too noisy. for stability :unstable attribution: cause of the bad outcome is ephemeral and changes in time and accress different situations .I failed becuase I had a cold and couldn't focsu ( You realizes you can do better next time) for controllability: controlalble attirbution: the cause of the bad otucome can be changed and brought under my control. I failed because I didn't prepare property. in other words, you find you are in control, and able to make changes so next time the same results wont happen.

Value interventions increased perceived task value, but only for some people. Value interventions increase value for people with initially low or weak expectations for success on that task or activity. Explain why value interventions work only conditionally for some but not for al

woresults show that such utility value itnerventions are genrally successful in boosting course, balue, ahcievment (grades) a,d jpersistence (intentions to take fugure courses in the same area) - but only for a subset of students0namely , those with poor (low expectancies) this conditonal effect (it work for soem, but not flor all, students) occurs because students with strong positive expectancies already have high value and do not need intervention-enabled boost. It is only the students with weak or poor expectancies that need the value boost, because these are the students who tend to not see the course as important, useful, relevant in any way to their lives. given these findings, utility value interventions have been particular well suited to first generation colleges students and to students (particular girls and minorities) enrolled in science and STEM courses.