motivation

Question 1

supports self determination

Answer 1

environments where there is
- a rich informational context, what they are doing, why they are doing it, have resources required
- guidance, support
- some level of choice, autonomy

increases intrinsic motivation, self-efficacy, engagement, accept challenges

Question 2

hinder self determination

Answer 2

environments that are
- highly controlling, little/no choice, rule focused

decreases intrinsic motivation and self efficacy beliefs (only doing exactly what you’ve told me, how do I know I can do it on my own?)
increased fear of failure

Question 3

goals

Answer 3

• motivational force
• frequently describes and explains our behaviour
• allows us to direct attention to a task
• energizes our effort, the more challenging the goal the more effort (if goal is valued)
• persistence, helps maintain behaviour until task is completed
• enhance flexibility, if plan a doesn’t work try plan b, promotes new learning, new strategies

Question 3

goal to be a motivational force needs to be

Answer 3

• specific
• challenging but still attainable/realistic
• receiving feedback from others, especially important others
• proximal in time more powerful than distant

Question 4

goal framing
cooperative

Answer 4

• how learning tasks are organized to define how students can achieve success
• team effort helpful/needed in reaching goal, improves belonging, motivation and peer support, social responsibility

Question 5

goal orientation
what are you trying to acomplish?

Answer 5

mastery
- to learn and improve, challenge seeking, persistent, achievement

performance
- to appear competent, ego centric, goal linked to feelings of self worth, compete unnecessarily, easy goals,
if just performance lots of difficulties negative outcomes, if they can combine performance with mastery goals can have good outcomes

work avoidance
- prefer easy work, little effort, don’t care about learning

social
- motivated my social concerns, interpersonal relationships, increasingly importance during adolescence

Question 6

mastery and performance goal orientations can have an

Answer 6

approach or avoidance focus

mastery
approach: master task, learn, understand
avoidance: avoid failure, don’t be wrong, perfectionism

performance
approach: win, be the best
avoidance: don’t lose, don’t look bad

Question 7

expectancy theory

Answer 7

• behaviour motivated by the expectation of reward
• what do we expect to happen when we achieve our goal

motivation = expectation of reward x value of reward

only if
- effort will lead to good performance
- good performance will be recognized and rewarded
- acceptable balance of reward value and perceived costs

Question 8

attribution theory

Answer 8

• how we attribute the cause/control of outcomes, intrinsic/extrinsic
• attempt to understand our own behaviour and its consequences
• influences our motivation

attribution along 3 dimensions
1. locus of control/causality (LoC)
- internal = pride, increased motivation, opposite if fail
- external = nothing can be done, loss of motivation
- motivation, self-esteem/worth

2. stability
   - stable, whatever happened we expect to happen again in the future, expect future success/failure
   - unstable, past events have no impact on the future, stressful, unpredictable
   - the future
3. controllability/responsibility
   - controllable, pride, shame/guilt
   - uncontrollable, grateful, anger, shame, loss of self esteem
   - emotional reaction

Question 9

poor attempt to support struggling students

Answer 9

• offer unwanted/unnecessary help
• sympathy/pity
• unearned praise

message it sends
- locus is internal
- stability is stable
- controllability is uncontrollable

leads to apathy and giving up, don’t seek help in the future

Question 10

mindsets about ability

Answer 10

fixed (entity) mindset
- like a piece of string
- ability is fixed

growth (incremental) mindset
- like a rubber band, can stretch and grow
- ability is a learnable skill

Question 11

attribution, goals, self efficacy

Answer 11

mastery oriented
- value achievement, true effort, internal, controllable, stable, pursue mastery goals, learn/develop skills

Question 12

attribution, goals, self efficacy, failure?

Answer 12

failure avoiding, internal LoC
- failing is due to me, not the situation, fear of failure, wants to control the situation, no interference with other people, avoids risks, sets safe goals

failure avoiding, external LoC
- protect self esteem
- self defeating strategies (low effort, sham effort, self handicap)
- inappropriate goals (extreme low or high)

failure accepting, internal LoC
- no/minimal fear of failure
- appropriate mastery goals
- take risks
- cope with failure constructively

Question 13

interest and motivation

Answer 13

situational interests
- current temporary circumstances
- environmental cues important
- current appropriate/inappropriate behaviours, constantly changing

individual interests
- enduring, long lasting
- life long learners generally more motivated by individual interests

Question 14

motivation

Answer 14

• the forces that activate, maintain and direct behaviour

motivation is a process influenced by
- external factors, environmental and social conditions
- motivational components, goals, needs, values
- outcomes, choice, persistence, performance, self regulation, procrastination

Question 15

locus of causality (LoC

Answer 15

is behaviour motivated by internal or external factors

internal/intrinsic
- motivation from internal personal factors due to the activity itself
- for it’s own sake, supports development of lifelong learning

external/extrinsic
- environment controls motivation due to consequences
- external reward or punishment

motivation can shift along extrinsic/intrinsic spectrum

amotivation
- motivation is lacking

Question 16

what if you reward an intrinsically motivated behaviour and then stop the reward?

Answer 16

• frequency of previously intrinsically motivate behaviour drops below the original
• only see the behaviour as something that is worth doing if they get rewarded
• over justification effect, reduces future interest once reward stops
• turns play into work

Question 17

maslow deficiency needs

Answer 17

Physiological Needs
- basic survival needs like food, water, shelter, sleep, air.

Safety Needs
- Physical and emotional security: health, job stability, protection from danger, financial safety.

Love and Belongingness Needs
- Relationships, affection, friendship, intimacy, being part of a community.

Esteem Needs
- Feeling respected, valued, and confident; includes both self-esteem and recognition from others.

Question 18

Maslow’s Hierarchy of needs

Answer 18

• human needs are organized in a hierarchy, lower basic needs must be satisfied before higher levels
• bottom layers = deficiency needs, things we need to survive/feel secure
• when unmet creates tension/discomfort motivating us to act
• top layers = being/growth needs, things we need for personal fulfillment and growth
• once deficiency needs are met, growth needs become stronger motivators — people want meaning, creativity, and purpose.
• model helps explain why motivation changes over time or differs between people.

Question 18

maslow being/growth needs

Answer 18

• emerge after basic needs are mostly met.
• not about fixing a lack, but about realizing potential and seeking fulfillment
• cognitive
  desire for knowledge, understanding, curiosity, and exploration.
• aesthetic
  appreciation of beauty, balance, art, and harmony in life
• self-actualization
  need to realize your full potential, to become the best version of yourself.

Question 19

self determination theory (rogers and deci)

Answer 19

• explains what humans need to feel motivated, fulfilled and in control of their lives
• argues people are naturally driven to grow, learn and challenge themselves when their basic needs are satisfied
• competence, autonomy, relatedness (belonging)
• give students choices, informational, guidance without controlling, support, encourage independence

Question 20

when self determination needs are met

Answer 20

• higher intrinsic motivation
• more interest in learning
• increased creativity
• better grades, attendance, class engagement
• self regulated learning

Question 21

situational interests

Answer 21

• current temporary circumstances
• elicit situational interest, maintain situational interest, individual interest emerges, individual interest

Question 22

individual interests

Answer 22

• enduring, long-lasting
• intrinsic
• requirement to be a life long learner

Question 23

mihaly csikszentmihalyi

Answer 23

- people are happy/feel like life matters when they can do what they want and express themselves, in control - enjoying life vs just surviving - fllow: what we feel when we are fully alive, involved with what we do and in harmony with the environment around us, easily happens when we do anything subjective to the person, fully immersed, focused attention, self-consciousness disappears, distortion of sense of time, positive affect/gratitude, freedom from worry about failure, - positive psychology

Question 24

stress

Answer 24

impats cognition: worry, negative thoughts, disruptive prefrontal cortex emotion: anxiety, fear, guilt anxiety = decreased performance = more anxiety about being bad, positive feedback loop

Question 25

epworth sleepiness scale

Answer 25

- 0-6 enough sleep - 7-8 average - 9+ sleep deprived

Question 26

stress, anxiety and performance

Answer 26

- anxiety interferes with achievement - disrupts attention, attention diverted to internal state/symptoms of being stressed - disrupts learning, decreased concentration and maintenance, decreased capacity and efficiency of working memory - disrupts performance, working memory, harder to retrieve information from LTM, decreased planning and behavioural coordination

Question 27

coping with anxiety

Answer 27

- problem solving, how can I change the situation - emotion focused coping, change emotional reaction to event, mindfulness, meditation, exercise, cognitive reframing etc - avoidance (BAD) - professional support, considered an adult problem for a long time unfortunately - canadians aged 12-17 increase in those rating mental health fair or poor

Question 28

reduce anxiety in the classroom

Answer 28

- help set realistic goals - feedback - decrease performance pressure - decrease unnecessary pressures eg time - decrease unknowns (rubric, clear instructions)

Question 29

supporting motivation in the classroom

Answer 29

- small steps, begin at student's starting level, gradual progress - balance of success and challenge - clear, specific, attainable goals - range of goals that differ in challenge - choice - self comparison to past self, not competition - feedback on what they are doing good/bad and why - incremental view, ability is task-specific and can improve - model good problem solving, learning is not easy/error free, hard work

Question 30

goal framing competitive

Answer 30

- only some can reach the goal, some winners some losers, negative impact on peer relations

Question 31

goal framing individualistic

Answer 31

- independent of others