Motivation Exam 3

deliberative vs impleméntale

2 sequential ways of thinking to differentiate patterns of thought that occur during goal setting vs that which occurs during goal striving deliberative: open minded way of thinking to consider the desirability and feasibility of a range of possible goals that one might or might not pursue think before they choose impleméntale: a post decisional close minded way of thinking that considers only information related to goal attainment and ignores whats not related to goal phase 1 goal setting: deliberative mindset good deliberation and formation of what to do phase 2 goal striving: impleméntale mindset: planning and action to attain the goal deliberative is just thinking no plan of action yet. impleméntale is making the decision about the course of action and youre gonna behav or act in a way to reach that

emotion as motivation

Emotions are one type of motive which energizes and directs behavior

developing more competent self regulation

acquiring a greater capacity for more effective self regulation increases the self's capacity to carry out the goal setting process on one's own stage actor: goal is to increase voice volume while on stage implementation intention is during tonight's rehearsal increase voice volume at the beginning of each new turn to talk monitor by audio taping the rehearsal and playing it back that evening evaluate by playing audiotape while sitting in the back row of the theater to see if its easy to hear

the illusion of control is an attributional phenomenon that over time foster

an optimistic explanatory style

ways of coping

approach vs avoidance: taking action by moving toward and interacting with the problem vs walking away from the problem social vs solitary: taking actions with a team of others vs acting alone provocative vs reactive: taking action to prevent a problem before vs after it occurs direct vs indirect: taking action oneself vs enlisting the help of an intermediary who takes the direct action control vs escape: take charge approach vs staying clear of the situation alloplastic vs autoplastic: taking action to change the problem vs taking action to change oneself problem focused vs emotion focused: taking action to manage the problem causing the stress vs regulating one's emotional response to the problems

self efficacy view on anxiety and avoidance

argues that perceived in efficacy in coping with potentially aversive events that makes the events anxiety producing and threatening to us that is the fear of being overwhelmed, not being able to cope causes anxiety. using this logic self efficacy researchers argue that if teachers can find ways to build coping skills in their student's then student's perceived capacity to cope will eliminate anxiety and avoidance

preliminary self efficacy

as you see yourself performing a given task: what do you expect to happen? describe what you expect to happen with a play by play how do you expect to feel during each of these events? what skills will you need to cope effectively during the task? how effective or ineffective do you anticipate those skills will prove themselves to be? if things go unexpectedly wrong, can you make the neccesary corrective adjustments?

antecedents and consequences of the promotion mindset

attention to improvement needs, goals are seen as ideals, hopes and aspirations, situation signaling possible gain promotion focus leads to sensitivity to positive outcomes, motivational orientation is to attain gains, behavioral strategy is fast eager locomotion, cheerfulness vs dejection prevention mindset centers on responsibility and duty. the individual is sensitive to negative outcomes, avoids possibilities of loss and adopts a vigilant behavioral strategy of caution that might be characterized as doing the right thing the concern is with safety, security and responsibilitiy as the person strives to prevent failing one's duty, meet one's obligations and fulfill one's responsibilities, it means being careful to make sure that bad things dont happen. for instance the person seeks safety and security, to not fail, to not lose money and to stay in touch and close contact with friends

antecedents and consequences of the prevention mindset

attention to security needs, goals are seen as obligations and responsibility, situations signaling possible loss leads to sensitivity to negative outcomes, motivational orientation is to prevent losses, behavioral strategy is cautious, vigilant, assessment emotionality: calm vs agitation

how many emotions are there?

biological perspective: 2 to 8 a small number emphasizes primary emotions (anger, fear etc) cognitive perspective: unlimited (large number) acknowledges the importance of the primary emotions but it stresses the complex (secondary, acquired emotions) basic emotions: fear, anger, disgust, sadness (negative emotions) threat and harm joy and interest (positive emotions) motive involvement and satisfaction all feature: distinct facial expression distinct pattern of physiology automatic unlearned appraisal distinct antecedent cause inescapable activation presence in other primates rapid onset brief duration distinct subjective feeling state distinct cognition (thoughts, images)

biology and cognition in emotion

biology lies at the causal core of emotion cognitive activity is a neccesary prerequisite to emotion

self control

capacity to suppress, restrain and override an impulsive desire, urge, behavior or tendency so they can pursue a long term goal capacity to interrupt our tendency to automatic pilot and short term interactions and instead steer behavior intentionally in direction of long term goal willpower suppressing urges, impulses, desires managing and suppressing emotions controlling and suppressing thoughts controlling attention making decisions and lots of choices managing the impression one is making on others being kind when dealing with difficult, demanding people

feedback loop in emotion

chain of events that aggregate into a complex feedback system event influence cognition, arousal, prep for action, feelings, expressive displays, overt behavioral activity

reappraisal

changing the way one thinks about the situation to modify the emotional impact involves changing the meaning of the situation if someone bumps you in the hallway you may feel angry, those that emotions could be reappraised into empathy, pity, sympathy or even into prosocial action to help the distressed other even a tragic turn of events can be a spring board to bring me closer to my loved ones or a catalyst to discover the true meaning of life negative functional reappraisal: the event is bad but not tragic (its frustrating but i can stand it)

dissonance arousing situations

choice: a difficult choice may create dissonance insufficient justification: used to explain actions taken with little or no external prompting effort justification: extreme behaviors breed extreme beliefs. if i did that i must really love this place. want to make it seem worth it new information: as you collect new information you expose yourself to opportunities to contradict your beliefs

self efficacy isnt the same as ability, in what way does self efficacy predict coping and performance above and beyond how one's ability predicts coping and performance?

circumstances are always ambiguous and unpredictable and hence require coping

two system view of emotion

cognitive aspect: social cultural learning history of the individual, cortical structures and pathways evaluative, interpretive and conscious evaluation of the meaning and personal significance of the stimulus event biological: evolutionary, phylogenetic history of the species, subcortical structures and pathways instantaneous automatic and unconscious reaction to sensory characteristics of the stimulus event parallel, interactive and coordinated output to activate and regulate emotion

mindset

cognitive framework or belief to guide ones attention, information processing, decision making and thinking about the meaning of effort, success, failure and ones own personal qualities once adopted a mindset functions as a cognitive motivational system that produces many important downstream motivational consequences in one's thinking, feeling, acting, lifestyle and ways of coping

results

compared to children who showed low self control (immediate gratification) the children who showed high self control (delayed gratification) had higher GPA higher standardized test scores were socially more popular were objectively healthier were prosocial and generally free of abuses off drugs and alcohol follow up research linked trait like self control capacity to less relationship conflict less overspending less violence less obesity

for a person with little self efficacy and much self doubt, task difficulties and setbacks usually open the door to the experience of

confusion and anxiety that spiral performance toward disaster

motivational properties of self schema

consistent self: self schemas direct behavior to confirm the self view and to prevent episodes that generate feedback that might disconfirm that self view possible self: self schemas generate motivation to move the present self toward a desired future self

utility of emotions

coping functions: we adapt better to the life event, emotions help people deal with fundamental life tasks-universal human predicaments such as threat, obstacles, loss and achievement. when we encounter a fundamental life task we have an ingrained, automated way of coping that is generally effective. of course with learning we can cope more effectively but basic emotional reactions are a good start to solving fundamental life tasks social functions: social interaction is better, emotions communicate our feelings to others, can be seen clearly in infants and with caregivers emotions influence how others interact with us-emotional expressions let others predict how we will respond to them in relationships, during conflict etc emotions invite and facilitate social interaction. a social smile says i am friendly i would like us to be friends emotions create, maintain, and dissolve relationships for instance joy brings us together, anger breaks a relationship people who feel intense sadness, fear, embarrassment dont like feeling that way there's no such thing as a bad emotion, all emotions serve important purposes. They can give us a plan of action

4 problems of strivings of the self

define or create the self. version of what ourself is relate the self to society develop personal potential: give our maximum first effort regulate the self: our thoughts and behaviors

implications

different mindsets are required at different stages in the goal setting and striving process. if you have the wrong mindset you are likely to be frustrated and unproductive different people can have different mindsets in the same situation and those different mindsets can lead to serious conflict

cognitive dissonance process

dissonance arousing situational events produces inconsistency between cognitions dissonance motivation dissonance reduction strategy implemented dissonance reduced or eliminated

consistency and dissonance

dissonant reduction strategies remove the dissonant belief reduce the importance of the dissonant belief add a new consonant belief increase the importance of the consonant belief

view of self as an agent

does things our in the world. i am going to do this motivational force: aspect that takes actium un accordance to our goals self as process self as knower natural endowment intrinsic inner force that initiates behavior free will basic questions who can i become what are my goals am i being authentic

suppression

down regulating one or more aspect of emotion such as lessening bodily activation by deep breathing or inhibiting facial expressions a strategy to down regulate an already occurring emotional experience, including any of its components of feeling, bodily activation, sense of purpose or expression mostly involves do nots as in dont laugh at the politically incorrect joke, dont show anger at the boss, dont cry at the sad movie, dont show fear during the job interview problem #1: suppression backfires. trying to suppress an emotion or its components usually produces more, not less of that emotionality problem #2: suppression is a blunt strategy. what works best in emotion regulation is a flexible, situation specific and situationally sensitive intervention effort

an____expectation is a person's estimate of how likely it is that they can act in a particular way whereas an____expectation is a person's estimate of what will happen once they carry out that behavior

efficacy, outcome

what is the difference between emotion and mood?

emotions emerge from significant life situations and appraisals of their significance to our well being whereas moods emerge from ill defined process emotions influence behavior and direct specific courses of action whereas moods influence cognition and direct what the person thinks about emotions emanate from short lived events whereas moods enamante from long lived mental events

emotions as readout

emotions serve as an outgoing readout system to indicate how well or how poorly personal adaptation is going

differential effects of motivation and well being

exertion of effort and performance are best when the person strives with eagerness and approach rather than with vigilance and avoidance eager approach leads to feelings of interest and enjoyment and satisfaction prevention focus: exertion and performance are best when the person strives with vigilance and avoidance rather than with eagerness and approach cautious vigilance leads to feelings of interest, enjoyment and satisfaction

essence of achievement goals

facing a standard of excellence, students understand that their sense of competence is being put to the test the fundamental determinant of which type of achievement goal the student adopts is that student's understanding of what constitutes competence

components of sadness

feelings: aversive, negative, feelings of distress sense of purpose: desire to take whatever action is necessary to overcome or reverse the separation or failure social expressive: inner eyebrows raised, corners of lips lowered, lower lip pouting and trembling bodily arousal: decreased heart rate, low energy level, decreased skin conductance

components of emotions

feelings: subjective experience, phenomenological awareness, cognitive interpretation, subjectively felt experience that has meaning, personal significance and levels of intensity and quality bodily arousal: bodily preparation for action, physiological activiation, changes in hormonal activity sense of purpose:: impulse to action, goal directed motivational state, functional aspect to coping, function, goal directed motivation to do something specific, to cope successfully with the significant life event social expressive: social signals and communications, facial expressions, voice tone, public expressions of our private state as through facial expressions etc

antecedent and function of each basic emotion

fundamental life task: goal progress, attainment emotion: joy coping function: soothe, play guilt, because of behaving inadequately can inform us maybe we need to change our behavior

some students are better at self regulating their learning than others

goal setting: some students are more likely than others to set academic goals for themselves monitoring: some students are more likely than others to monitor their progress toward goal attainment implementing: some students are more likely than others to execute their strategies and resist temptations and distractions reflecting: some students are more likely than others to self evaluate their goal striving and revise their goals and strategies as needed

meaning of effort

growth: effort is a tool, today's effort is what later becomes learning and skill, effort is the means by which people turn on and vitaliza the development of their skills and abilities fixed: high effort means low ability high effort is simply evidence that the performer lacks ability

different mindsets lead to different achievement goals

growth: people adopt mastery/learning goals and are concerned with learning something new and improving as much as they can fixed: people adopt performance goals and are concerned with looking smart and not looking dumb. concerned about good performance when others are watching goals you can already make and do well

aspect of self esteem

having high esteem is ok and good the problem with trying to boost self esteem as a motivational intervention is that there are almost no findings that self esteem causes anything at all rather self esteem is caused by a whole panoply of successes and failures recommendation: instead of thinking of self esteem as a motivational cause (predictor or independent variable) its better to think of self esteem as an effect of positive vs negative functioning (as an outcome or dependent variable

relating the self to society shows how____energizes and directs behavior

identity

coping with failure adaptively (high personal control) or maladaptively) low personal control

if relationships support challenge appraisal: i can handle it, i have the resources i need, i need more effort, more training, a better strategy mastery coping: problem solving, guidance seeking, help seeking adaptive functioning and outcomes if relationships thwart: threat appraisal something is wrong with me, im bad at this, i dont have what it takes defensive coping: blame others, self denigration, rumination maladaptive functioning and outcomes

origin of growth-fixed mindset

if you praise children's ability they will attribute their ability alone, fixed mindset, entity oriented meaning system you are so smart, im very disappointed in you, born one of a kind when you praise their effort that tends to grow children's effort/strategy attributions, growth mindset, incremental oriented meaning system you worked so hard, perhaps you could think of another way to do it, tibet woods worked harder than everyone else attaching praise to behavior not ability

intrinsic goals vs extrinsic goals

intrinsic: aspirations and pursuits are inherently satisfying because their pursuit gives rise to frequent and recurring opportunities for the goal striver to experience autonomy, competence and relatedness need satisfaction along the way. typical goals are related to some kind of growth extrinsic: gaining something not related to personal growth money, fame, fortune, peer popularity, celebrity status not to satisfy psychological need

empowerment

involves possessing the knowledge, skills and beliefs that allow people to exert control over their lives

self efficacy

judgment of how well or poorly one expects to cope with a situation given the skills one possess and the circumstances one faces confidence that i can do x given the circumstances i face generative capacity in which the performer improvises ways to best translate personal abilities into effective performance

social learning process to acquire self regulation skill

lack of self regulation skills: unable to regulate one's goals, implementation intentions and coping strategies in a new domain social learning process: observation of the expert model imitation, social guidance, feedback internalization of standards self regulatory process including self monitoring and evaluating acquisition of competent self regulation skill: able to self regulate one's goals, behaviors and standards in the domain

effort and persistence

learning is always fraught with difficulties, obstacles and setbacks at least to a degree. difficulties and setbacks leave students vulnerable to doubt self doubt leads students to slacken their efforts, settle prematurely on mediocre solutions or give up altogether in contrast, self efficacy is a motivational resource that students can fall back on during difficult problems to offset doubt and preserve their effort and persistence self efficacy doesnt silence doubt (doubt is a normal, expected emotional reaction to failure_ instead self efficacy leads to a quick recovery of self assurance following such setbacks

mastery vs helplessness

mastery motivational orientation: a hardy, resistant portrayal of the self during encounters of failure, failure feedback can be helpful and constructive information behavior directly relates to their outcomes other uncontrollable influences might have a little of a role to play helpless motivational orientation: a fragile view of the self during encounters of failure failure feedback is a sign of personal inadequacy behavior doesnt have a direct influence on their outcomes, uncontrollable influences do

identity

means by which the self relates to society and captures the essence of who the self is within a cultural context. one's place in society once people assume social roles their identities direct their behaviors in ways that express the role identity's cultural value the identity directs the person to pursue some behaviors (identity confirming behaviors) and to avoid other behaviors (identity disconfirming behaviors)

mood and affect

mood is a mild, long lasting, everyday, low level general way of feeling affect is a synonym positive affect: reflects pleasant engagement, its reward driven, appetite motivational system a broad cognitive, motivational, biological and behavioral system that has its own neural substrate-dopaminergic pathways to support positive expectancies and approach behavior negative affect reflects unpleasant engagement: punishment driven, aversive motivational system a broad, cognitive, motivational, biological and behavioral system that has its own neural substrate-serotenergic and noradrenergic pathways to support negative expectancies and avoidance behavior

core affect

neurophysiological state consciously accessible as the simplest raw non reflective feelings evident in moods, emotion and feeling its always a blend of two dimensions valence or pleasure-displeasure horizontal dimension arousal: vertical dimension

cognitive dissonance vs self perception theory

people change their beliefs to reduce a negative motivational emotional state applies mostly when people's beliefs are initially clear, salient and strong self perception theory: people change their beliefs through self observation saying or doing is believing applies mostly when people's beliefs are initially vague, ambiguous and weak

self concordance

people deciding to pursue goals that are congruent or concordant with their core self how do people decide what to strive for in their lives how does this personal striving process sometimes nurture the self and promote well being yet other times go awry and diminish well being goal self concordance: sustained effort. if we attain the goal that leads to need satisfying experiences and changes in well being model: person sets a goal if self concordant reason they will have a high amount of effort and high enthusiasm for that goal, more likely to attain the goal, overall well being is enhanced if discordant they have low effort and enthusiasm and are less likely to attain it

the following statement expresses a ____goal orientation: my goal in this class is to get a better grade than most of the other students

performance approach

achievement settings

performance is measured against a standard of excellence any challenge to the student's sense of competence that ends with a success/failure, right/wrong, win/lose outcome such as a score on a test or the answer to a question

2 types of expectancy-efficacy and outcome

person: efficacy expectation, can i do it, expectation of being able to enact the behaviors one needs in order to cope effectively with the situation at hand, if i can run a mile every day this week behavior: outcome expectation, will it work, expectation that one's behavior will produce positive outcomes or prevent negative outcomes, then i will lose 2 pounds

sources and effects of self efficacy beliefs

personal behavior history, vicarious experience modeling, verbal persuasion, pep talk, physiological activity choice (approach vs avoid), effort and persistence, thinking and decision making thinking and decision making, emotional reactions (stress, anxiety)

everyday mood

positive affect and negative affect are two independent ways of feeling positive affect: pleasurable engagement reward driven, appetitive motivational system, approach behavior, dopaminergic pathways negative affect: unpleasant engagement, punishment driven, aversive motivational system, withdrawal behavior serotonergic and noradrenergic pathways

cognitive dissonance theory predicts that once a difficult choice between equally attractive alternatives is made. people experience

post decision regret

perceived control

pre performance, in performance and post performance expectancies regarding the extent to which one possess the capacity needed to attain desired outcomes and to prevent undesired outcomes beliefs and expectations the person holds that he or she can interact with the environment in ways that produce desired outcomes and prevent undesired outcomes for such control to happen a person needs 2 things: self must be capable of obtaining the sought after outcomes situation in which one attempts to exercise control over needs to be somewhat predictable and responsive to one's control attempts basic idea: if the world is predictable and responsive (possibly controllable) and if you possess skills, exert effort and utilize constructive strategies then you can justifiably expect to have control over what matters

situation modification

problem focused coping, efforts to establish intros and searching for social support emotion eliciting events unfold over time. a confrontation with a bully starts with fear but the situation can take several twists and turns as each actor works to modify the situation confronting the bully, express challenge or appeasement, tell a joke, hurl an insult, bring along a big friend etc in the same way, conversations that begin as heated arguments dont have to stay breeding grounds for anger, resentment and contempt. people can apologize, show concern, offer support, solicit advice, behave in a prosocial rather than an antisocial way

emotion regulation

process in which the person seeks to determine which emotion is experienced, when its experienced, how its experienced and how its expressed publically and observably you put yourself in a certain situation, something in environment changes, leads to significant life event like the loss of a loved one which activates emotion and ongoing flow, change attention and attention is focused on that event, then we re appraise it and try to make sense of it in our minds. we might suppress our emotions and that effects bodily response. someone not allowing themselves to grieve for example or having a breakdown

different goal striving strategies

promotion focus: what feels right is to complete schoolwork promptly, attend all classes, spend more time in the library, be prepared for tests and increase motivation to earn high GPA prevention focus: stop procrastinating, avoid missing any classes, spend less time at social events, avoid being unprepared for tests, dont lose motivation to earn high GPA

benefits of positive affect

prosocial behavior creativity decision making efficiency sociability persistence in the face of failure

processes underlying self verification and self concept change

receive feedback from others that confirms existing self view display behaviors that show the world this is who you are as a person once the world is aware of that you will keep behaving in that way (consistency) but some negative feedback might occur that makes us want to change ourselves but if certainly is high that feedback will be ignored if there's doubt that doubt might lead to low self certainty and you might seek our additional feedback and if its still negative youll work to change your self concept

attentional focus

redirecting attention within the situation within any emotional situation there are always multiple aspects of that experience one might attend to. sitting in class, attend to content of lecture, the professor's funny tie, the person sitting next to you, the room temperature, what is happening outside the window, your smartphone, surf the web, drawing distraction seems to be both a common (popular strategy and an effective one. drawing for instance lessens negative emotionality)rumination simply increases the intensity and duration of the negative emotionality

what ends an emotion?

removal of the significant life event that activated the emotion in the first place the person engaged in coping behavior that successfully manages and alters including removes the significant life event

possible selves

representations of attributes, characteristics and abilities that the self doesnt yet possess mostly social in origin as the individual observes the selves modeled by others the possible self's motivational role is to link the present self with ways to become the possible ideal self an important piece of the puzzle in understanding how the self develops portraying the self as a dynamic entity with a past, present, and future our sense of self is always going to change we see an ideal we want to strive for and that can influence our goal directed behaviors: who you aim to be a role model that you find attractive want to become

self action control model of perceived control

self (agent) efficacy expectations-action (means) leads to outcome expectations which leads to control

indicators of positive self functioning

self acceptance: accepts good and bad qualities positive relations with others: warm, satisfying relationships autonomy: regulates behavior from within environmental mastery: sense of environmental mastery purpose of life: has aims and objectives for living personal growth: sees improvement in the self

agency

self as action and development from within human beings possess a core self, one energized by innate motivation and directed by the inherent developmental processes of differentiation and integration a force not al self structures are equally authentic as some self structures truly reflect the core self while other self structures only reflect and reproduce the needs and priorities of society concordant goals vs disconcordant: concordant aligns with your self while disconcordant are things you have to do because of society, things you have to do

self concept

set of beliefs an individual uses to conceptualized his or her self cluster of domain specific self schemas: a reflection of the invariance people have discovered in their own social behavior the way the self has been differentiated and articulated in memory to develop a self concept we have to see ourselves as different from others benefits of well developed self schema: process information about the self with relative ease confidently predict his own future behavior in the domain quickly retrieve self related behavioral evidence from the domain resist counter schematic information about him/herself

what are emotions?

short lived feeling arousal purposive expressive phenomena that help us adapt to the opportunities and challenges we face during important events its a psychological construct that unites and coordinates the above four aspects of experience into a synchronized pattern

what causes an emotion?

significant life event: distinct pattern of neural brain activity, cognitive processes, biological processes, feelings, bodily response, sense of purpose, expressive behavior

marshmallow study

step 1: a young child is brought into a room, shown a marshmallow or cookie or attractive sweet of his or her choice and offered the following deal: you may eat the marshmallow whenever you want to but if you hold off and instead wait till i return to the room in 15 minutes then youll get a second marshmallow to eat along with this one step 2: when tested on their capacity to delay such immediate gratification some children ate the marshmallow right away while others were able to wait the full 15 minutes step 3: wait till the children are young adults. assess how they are doing in terms of academic achievement, peer popularity, physical health, proneness to aggression, susceptibility to various addictions and other indicators of a successful life

selection of activities

students continually make choices about what activities to pursue and which environments to spend time in they seek out, approach and spend time in activities they feel they can cope with or handle (and avoid those the fear might overwhelm their coping capacities) unfortunately when students shun an activity out of self doubt they unwittingly participate in an anti educative process that arrests or retards their development such avoidance can exert profound, detrimental and long term effects on development as avoidance decisions progressively restrict one's range of activities and settings

quality of thinking and feeling

students who believe strongly in their efficacy remain remarkably clear headed (clear thinking) during stressful episodes whereas students with doubts think erratically self efficacy allows the student to stay task focus. self doubt distracts student away from the task and toward thinking about deficiencies (im doing poorly the audience is going to laugh at me) self efficacy helps keep doubt, anxiety and distress at bay self efficacy researchers go so far as to say that the root cause of anxiety is low self efficacy. to the extent that this is true any sign of anxiety means that self efficacy is slipping they dont have the ability to cope with the stressor

motivation to exercise personal control: expectancy

subjective view of how likely it is that an event will occur efficacy expectations: how effective you are in meeting your goals and then what do you expect the outcome to be, leads to how motivated you are to exercise personal control

different definitions of successes and failure

success means the presence of gain person strives to attain a positive outcome positive outcome takes the form of advancement or improved state of affairs. failure has no special meaning prevention focus: success means the absence of loss person strives to maintain a satisfactory state success means no change has occurred failure means loss and a painful change has occurred

situation selection

taking action to make one emotional experience more or less likely deciding what to do, where to go, who to spend time with, which activities to engage, which appointments to keep what to do after work, what to do during free time etc. by selecting one situation rather than another we predetermine significant life events we will encounter can also be a strategic effort prevent an emotion from launching (if i go there ill feel sad so i just wont go)

self regulation

the deliberate planning, monitoring, and evaluating of one's academic work the deliberate planning, monitoring and evaluating of one's cognitive and emotional processes prior to and during the undertaking of academic tasks the opposite of proactive, playful self regulated learning is a reactive lets see what happens and hope for the best approach to learning planning and strategic thinking implementing action and self control monitoring and checking reflecting and adjusting self regulation involves the person's meta cognitive monitoring how his or her goal setting process is going action and performance: goal striving and self control forethought: goal setting, implementation intentions reflection: self monitoring and self evaluating then goes back to forethought again effective self regulation is an ongoing cyclical process involving forethought, performance and reflection effective self regulation begins and ends with effective forethought through reflection students learn and strategically improve how they manage their own learning and goal setting

is the capacity to exert self control beneficial to a successful life?

the enduring capacity to resist the immediate gratification of a short term attraction in the service of a delayed gratification of a larger long term goal is a personality variable with one of the best track records of predicting who does and doesnt live a successful life

mastery beliefs

the extent of perceived control one has over attaining a desirable outcome and preventing aversive ones

performance goal

the intention to demonstrate competence by doing better than others display high ability want to succeed with little apparent effort

mastery goal

the intention to develop competence by improving, learning and making progress improve the self overcome difficulties with effort and persistence

view of self as the object

the me social cognitive representation self as subject self as known acquired representation: social construction based on social feedback how others view you basic questions: who am i do i have positive qualities how am i different

many people dont really know the keys to success

they dont really know what causes good outcomes and what prevents bad outcomes it would be very helpful if someone would take the time to explain to them what it takes to do well (true keys to success)

growth vs fixed

two contrasting ways of thinking about the nature of one's personal qualities fixed: the belief that one's personal qualities are fixed, set and not open to change growth: the belief that one's personal qualities are malleable, changeable and can be developed through effort fixed: the thinking you either have it or you dont some people are smart, creative or good at math while some arent he has a good brain, creativity gene, gifted athlete if you believe you have high level of an important trait then you are ok motivationally growth: the more you try and the more you learn the better you get how much of a personal quality you have isnt important. what is motivationally important is how willing you are to work hard to develop that talent

promotion vs prevention

two different orientations people adopt during goal striving to distinguish between an eager improvement based regulatory style from a vigilant security based regulatory style promotion: a focus on advancing the self toward ideals before adopting an eager locomotive behavioral strategy. just do it, lets go, take action, get it done, make it happen, time for action not talking prevention: a focus on prevention the self from not maintaining one's duties and responsibilities by adopting a vigilant behavioral strategy the promotion mindset centers on the possibility of advancement. the individual is sensitive to positive outcomes, approaches possibilities of gain and adopts an eager behavioral strategy that might be characterized as just do it and hope for the best the concern is with growth, advancement, and accomplishment

six perennial questions in contemporary emotion study

what is an emotion? what causes an emotion how many emotions are there what good are the emotions can we control our emotions what is the difference between emotion and mood

goals and achievement goals

whatever the person is trying to accomplish in an achievement setting a future focused cognitive representation that guides behavior to a compete fence related end state that the individual is committed to either approach or avoid

competence is at the heart of achievement goal theory

with a mastery goal orientation competence is viewed incrementally in reference to self set standards of excellence with a performance goal orientation competence is a characteristic with a performance goal orientation competence is a characteristic of the privileged few. thus being able to demonstrate that one has competence indicates that one is more able than others