Quiz# 3 Ch: 13 Motivation, Teaching and Learning

Mastery Motivation

-Developmental psychologists Valanne Henderson and Carol Dweck (1990) have found that children often show two distinct responses to difficult or challenging circumstances.

Self-efficacy

-Albert Bandura -The belief that one can master a situation and produce positive outcomes. -A critical factor in whether or not students achieve. Self-efficacy has much in common with mastery motivation and intrinsic motivation.

The Social Perspective

-Are you the kind of person who is motivated to be around people a lot? Or would you rather stay home and read a book?

Mindset

-Carol Dweck -(1) fixed mindset, in which they believe that their qualities are carved in stone and cannot change. -(2) growth mindset, in which they believe their qualities can change and improve through their effort. A fixed mindset is similar to a helpless orientation; a growth mindset is much like having mastery motivation.

The Behavioral Perspective

-Emphasizes external rewards and punishments as keys in determining a student's motivation.

Performance Orientation

-Focus on winning rather than achievement, and they believe that success results from winning.

Students' Expectations

-If they expect to succeed, they are more likely to work hard to reach a goal than if they expect to fail. -How hard students work also depends on the value they place on the goal.

The Cognitive Perspective

-In recent years, there has been a surge of interest in the cognitive perspective on motivation (Schunk, 2016; Wentzel & Miele, 2016). -This interest focuses on ideas such as students' goal-setting, their attributions, their expectations for success, and their beliefs that they can effectively control their environment and the outcomes of their efforts (Graham & Taylor, 2016; Schunk & DiBenedetto, 2016).

Self-Determination and Personal Choice

-In this view, students want to believe that they are doing something because of their own will, not because of external success or rewards. -The architects of self-determination theory, Richard Ryan and Edward Deci (2009, 2016) refer to teachers who create circumstances for students to engage in self-determination as autonomy-supportive teachers. -Researchers have found that students' internal motivation and intrinsic interest in school tasks increase when students have some choice and some opportunities to take personal responsibility for their learning

Extrinsic Motivation

-Involves doing something to obtain something else (a means to an end). -Extrinsic motivation is often influenced by external incentives such as rewards and punishments. -For example, a student may study hard for a test in order to obtain a good grade in the course.

Delay of gratification

-Involves postponing immediate rewards in order to attain larger, more valuable rewards in the future. -While it may be more attractive to adolescents to hang out with friends today than to work on a project that is due for a class assignment later in the week, their decision not to delay gratification can have negative consequences for their academic achievement.

Intrinsic Motivation

-Involves the internal motivation to do something for its own sake (an end in itself). -For example, a student may study hard for a test because he or she enjoys the content of the course.

The need for affiliation or relatedness

-Is the motive to be securely connected with other people. This involves establishing, maintaining, and restoring warm, close personal relationships. -Need for affiliation or relatedness is reflected in their motivation to spend time with peers, their close friendships, their attachment to their parents, and their desire to have a positive relationship with their teachers

Child-Rearing Practices

-Knowing enough about the child to provide the right amount of challenge and the right amount of support -Providing a positive emotional climate that motivates children to internalize their parents' values and goals -Modeling motivated achievement behavior—working hard and persisting with effort at challenging tasks

Optimal Experiences and Flow

-Mihaly Csikszentmihalyi -Proposed ideas that are relevant to understanding intrinsic motivation. He has studied the optimal experiences of people for more than two decades. People report that these optimal experiences involve feelings of deep enjoyment and happiness. -For example, flow is occurring when a student is deeply absorbed in working on a science project that her teacher has structured at a challenging level but not beyond the student's capability.

Social motives

-Needs and desires that are learned through experiences with the social world. -Though each student has a need for affiliation or relatedness, some students have a stronger need than others. Some students like to be surrounded by lots of friends.

Demographic Characteristics

-Parents with more education are more likely than less-educated parents to believe that their involvement in their child's education is important, to be active participants in their child's education, and to have intellectually stimulating materials at home

Cognitive Engagement and Self-Responsibility

-Phyllis Blumenfeld and her colleagues (2006) proposed another variation on intrinsic motivation. -Emphasize the importance of creating learning environments that encourage students to become cognitively engaged and take responsibility for their learning. -Embed subject matter content and skills learning within meaningful contexts, especially real-world situations that mesh with students' interests (Gregory & Korth, 2016).

Incentives

-Positive or negative stimuli or events that can motivate a student's behavior. -Advocates of the use of incentives emphasize that they add interest or excitement to the class and direct attention toward appropriate behavior and away from inappropriate behavior (Emmer & Evertson, 2017)

Helpless Orientation

-Seem trapped by the experience of difficulty and they attribute their difficulty to lack of ability. -They frequently say such things as "I'm not very good at this," even though they might earlier have demonstrated their ability through many successes. -Once they view their behavior as failure, they often feel anxious, and their performance worsens even further.

The Humanistic Perspective

-Stresses students' capacity for personal growth, freedom to choose their destiny, and positive qualities (such as being sensitive to others). -This perspective is closely associated with Abraham Maslow's (1954, 1971) belief that certain basic needs must be met before higher needs can be satisfied.

Mastery Orientation

-Task-oriented; instead of focusing on their ability, they concentrate on learning strategies and the process of achievement rather than the outcome.

Teachers' Expectations

-Teachers' expectations influence students' motivation and performance. -"When teachers hold high generalized expectations for student achievement and students perceive these expectations, students achieve more, experience a greater sense of self-esteem and competence as learners, and resist involvement in problem behaviors both during childhood and adolescence" (Wigfield & others, 2006, p. 976).

Competence Motivation

-The cognitive perspective on motivation fits with the ideas of R.W. White (1959), who proposed the concept of competence motivation. -The idea that people are motivated to deal effectively with their environment, to master their world, and to process information efficiently. -They are internally motivated to interact effectively with the environment.

Self-actualization

-The highest and most elusive of Maslow's needs, is the motivation to develop one's full potential as a human being. -Self-actualization is possible only after the lower needs have been met. -Maslow cautions that most people stop maturing after they have developed a high level of esteem and therefore never become self-actualized. Some characteristics of self-actualized individuals include being spontaneous, problem-centered rather than self-centered, and creative.

Attribution theory

-The theory that individuals are motivated to discover the underlying causes of their own behavior and performance. Bernard Weiner (1986, 1992) identified three dimensions of causal attributions -(1) locus, whether the cause is internal or external to the actor -(2) stability, the extent to which the cause remains the same or changes -(3) controllability, the extent to which the individual can control the cause.

Long-Term and Short-Term Goals

-long-term (distal) and short-term (proximal) goals -long-term goals, such as "I want to graduate from high school" or "I want to go to college" -Short-term goals as steps along the way. "Getting an A on the next math test"

Failure syndrome

Having low expectations for success and giving up at the first sign of difficulty.

Maslow's Hierarchy of Needs,

Physiological: Hunger, thirst, sleep Safety: Ensuring survival, such as protection from war and crime Love and belongingness: Security, affection, and attention from others Esteem: Feeling good about oneself Self-actualization: Realization of one's potential