5 Conditioning

Question 1

Willingness of the learner to actively,
persistently, and effectively engage
with specific subject areas in order
to acquire new knowledge or
improve their own skill level.

Answer 1

Motivation to Learn

Question 2

Striving to increase or maintain
one’s own proficiency in all
activities in which one holds a
standard of quality to be binding,
and whose execution can therefore
succeed or fail. (Heckhausen, 1989)
→ Learning is oriented towards the
resulting performance.

Answer 2

Achievement Motivation

Question 3

It is a relatively stable, internal
factor that explains why someone
is striving for a certain goal state.

Answer 3

Motive

Question 4

compare motive and motivation

Answer 4

motive is the underlying reason or drive whereas motivation is the dynamic state that translates that motive into action

Question 5

Power Motive

Answer 5

Control
Influence and impact on others
Prestige, reputation, fame

Question 6

According to David McClelland, the three basic motives

Answer 6

Power Motive
Achievement Motive
Affiliation Motive

Question 7

Achievement Motive

Answer 7

Potential development,
Challenge,
Perfection, efficiency, effectiveness

Question 8

Affiliation Motive

Answer 8

Warm, reliable relationships,
Friendship, positive atmosphere,
Intimacy

Question 9

Expectancy-Value Theory (EVT)

Answer 9

(expectation that i can make it) x (value of the goal) = motivation

Question 10

EVT

Answer 10

main idea of EVT is that an individual’s motivation to engage in a task is
determined by two main factors: their expectancy of success (i.e., belief in their
ability to succeed in the task) and the value they place on the task (i.e., how
important, interesting, or useful the task is perceived to be).

Question 11

expectancy

Answer 11

Subjective probability of success

Question 12

value

Answer 12

Utility of action outcomes

Question 13

EVT Expectancy and Value

Answer 13

Motivation depends on
perceived value of the task and
belief in success, driving activity
choices and engagement.

activity specific ability, self concept, expectations for success

achievement related choices, engagement, persistence

subjective task value
- interest enjoyment value
- attainment value
- utility value
- relative cost

Question 14

EVT Internal processes

Answer 14

Person’s
personal attributes, past
experiences, and emotions
influence their goals and values.

child’s goal and general self schemata:
- personal n social identities
- possible and future selves
- self concept of one’s general/other abilities
- short term n long term goals

child’s affective reactions and memories

child’s interpretations of experiences

stable child characteristics:

• aptitudes of child and sibs
• child gender
• birth order

previous achievement-related experiences

Question 15

EVT external influences

Answer 15

Cultural
context and socializers (e.g.,
parents, teachers) shape a
person’s beliefs and motivation.

cultural milieu
- gender role stereotypes
- cultural stereotypes of subject matter and occupational characteristics
- family demographics

socialiser’s beliefs and behaviours

child’s perception of socialiser’s beliefs, expectations, attitudes and behaviours,
gender roles, activity stereotypes and task demands

Question 16

Action-Theoretical Model of Motivation by Heckhausen

Answer 16

explains how
individuals set, initiate, and sustain goal-directed actions based on their motivation,
which is influenced by goals, perceived ability to achieve them, and expected
outcomes.

Question 17

Attribution Theory

Answer 17

explains how individuals interpret the
causes of their successes or failures, influencing their emotions and motivation.
People attribute outcomes to factors like internal or external causes, stability,
and controllability. These attributions affect their emotional responses and
motivation to engage in future tasks, with internal, controllable attributions generally
boosting motivation.

Question 18

in attribution theory whats the most effective way to foster motivation

Answer 18

encourage
positive internal, controllable (unstable), and specific attributions.
Encouraging students to focus on controllable factors like effort and strategies
(e.g., “I need to try a different study method”) boosts motivation and persistence.

Question 19

Extrinsic Motivation

Answer 19

Positive/negative consequences as
incentives for behavior
Incentive outside the task/activity

Question 20

examples of extrinsic motivation

Answer 20

• Self-evaluation
• External evaluation / performance
  feedback
• Social
• Material
• Job-related

Question 21

Intrinsic Motivation

Answer 21

The execution of the behavior is
rewarding, interesting, exciting in
itself
Incentive within the task/activity

Question 22

examples of Intrinsic Motivation

Answer 22

• Object-centered
• Activity-specific

Question 23

self determination of intrinsic motivation

Answer 23

high

Question 24

self determination of extrinsic motivation

Answer 24

low when introjected (You act to avoid guilt or anxiety) + external regulation (You act to get a reward or avoid punishment) = externally determined (feel forced to act. The motivation comes from outside pressure or internal guilt.)

high when integrated (The activity aligns completely with your identity) + identified reg (You value the goal personally) = internally determined (choose to act because you value the outcome, even if the activity itself isn’t “fun” (intrinsic))

Question 25

Basic psychological needs (basic needs) prerequisite for self-determination-based motivation

Answer 25

Inherent (psychological) needs for * competence * autonomy (self-determination) * social connectedness

Question 26

Basic psychological needs (basic needs) Differentiation from Maslow

Answer 26

It contrasts this theory with Maslow’s Hierarchy. Maslow organizes needs into Deficit Needs (things you act on because you lack them, like safety) versus Growth Needs. The slide implies that Autonomy, Competence, and Relatedness are not just about fixing a deficit; they are essential conditions for intrinsic motivation and flourishing

Question 26

Basic psychological needs (basic needs) Differentiation from Biological Drives

Answer 26

distinguishes these complex psychological needs from simple physiological drives (like hunger or thirst). Biological drives are reactive (you eat to stop hunger), whereas the basic needs in this model are proactive "nutrients" required for ongoing psychological growth and well-being

Question 27

mental state in which a person is fully immersed in an activity, experiencing deep focus, enjoyment, and a sense of timelessness.

Answer 27

concept of "flow"

Question 28

Key characteristics of flow

Answer 28

1) Intense concentration and focus 2) 4) A merging of action and awareness 3) A loss of self-consciousness A distorted sense of time (time feels like it passes quickly) 5) 6) A sense of control over the activity Intrinsic enjoyment of the process

Question 29

interest

Answer 29

refers to both the psychological state of engagement and a relatively enduring predisposition to reengage particular content (e.g., mathematics) over time.

Question 30

what is conditional factors to interest

Answer 30

person n learning situation

Question 31

what is actualised state in interest

Answer 31

situational interest

Question 32

how can situational interest become individual interest

Answer 32

through internalisation and becomes individual interest through enduring development effect

Question 33

phases in The Four-Phase Model of Interest Development

Answer 33

initial: no interest phase 1: triggered situational interest phase 2: maintained situational interest phase 3: emerging individual interest phase 4: well developed individual interest

Question 34

The Four-Phase Model of Interest Development

Answer 34

explains how interest progresses from being externally triggered (situational) to becoming internally driven (individual), developing through four stages (see below)

Question 35

Albert Bandura's Theory of Self-Efficacy

Answer 35

posits that a person's belief in their ability to successfully perform a specific task influences their motivation, behavior, and performance.

Question 36

who are more likely to take on challenging tasks, persis in face of difficulties and performance

Answer 36

indi with high self efficacy

Question 37

what is result of low self efficacy

Answer 37

avoidance of tasks, reduced effort, and lower likelihood of success.

Question 38

a broader, more general understanding of oneself, encompassing one's beliefs about their own identity, traits, and abilities across various domains (academic, social, physical, etc.).

Answer 38

Self-Concept

Question 39

Three key components of self-concept

Answer 39

cognitive, affective, behavioural

Question 40

Cognitive

Answer 40

How a person thinks about themselves (e.g., "I am smart" or "I struggle with social skills").

Question 41

affective

Answer 41

How a person feels about themselves (e.g., self-esteem, self-worth).

Question 42

Behavioral

Answer 42

How self-perception influences actions (e.g., choosing activities that align with perceived strengths).