Week 7 Flashcards

Question

Answer 1

A

The study aimed to track school motivation (intrinsic, extrinsic, amotivation) in 9–17-year-olds and examine how teacher and parental autonomy support influenced it. Motivation was expected to decline with age, then rise again at 16–17. Teacher support was predicted to impact motivation more than parental support, especially the father’s.

Answer 2

A

1,606 students aged 9–17 completed questionnaires on school motivation and autonomy support (from teachers, mother, father). Motivation included intrinsic, extrinsic (self- and non-self-determined), and amotivation. Factor analyses confirmed reliable scales. Data were analyzed with structural equation modeling using CFI, NNFI, and RMSEA to assess model fit.

Answer 3

A

Intrinsic motivation decreases from ages 9–15 but stabilizes or increases at ages 16–17, possibly due to increased course choice and autonomy.
1. Self-determined extrinsic motivation shows a similar pattern: decline until mid-teens, then reversal.
2. Non self-determined extrinsic motivation decreases from ages 9–12 and stabilizes but remains higher than intrinsic motivation throughout school years.
3. Amotivation stays low across all ages.
  These findings suggest motivation shifts are age-related but not fixed, and autonomy may help reverse declines.

Answer 4

A

Teacher autonomy support significantly mediates age-related changes in school motivation, explaining declines in intrinsic and self-determined extrinsic motivation as students age. As students get older, they perceive less autonomy support from teachers and parents, possibly due to rising expectations for independence or a mismatch between student needs and provided support. Teacher support is the strongest mediator,

Answer 5

A

Cross-sectional design limits causal conclusions—longitudinal studies are needed.
1. Self-report measures may introduce bias; more objective assessments (e.g., teacher/observer reports) are recommended.
2. Unmeasured demographic variables (e.g., school type, student diversity) could influence results.
3. Other social factors like parental conditional regard or teacher-provided structure might also mediate age-related motivation changes.
4. Findings were based solely on White French-Canadian students from Quebec City, limiting generalizability to other cultures or populations.

Answer 6

A

Definition of competence:
- Absolute/intrapersonal (mastery): success measured by mastering tasks or self-improvement.
- Normative (performance): success measured by outperforming others.
Valence of competence:
- Positive (approach): striving for success.
- Negative (avoidance): avoiding failure.

Answer 7

A

What are mastery-avoidance goals, and how do they differ from other achievement goals?
A:
Mastery-avoidance goals involve striving to avoid incompetence based on absolute or intrapersonal standards (e.g., avoiding forgetting what one learned or making a mistake).

They differ from:
* Mastery-approach goals: same definition (task/self-focused) but focus on achieving success rather than avoiding failure.
* Performance-avoidance goals: same negative valence (avoidance) but use normative standards (avoiding doing worse than others).
* Performance-approach goals: differ in both definition and valence.

Examples include:
* Perfectionists avoiding mistakes.
* Elderly individuals trying not to lose cognitive abilities.

Their effects are unclear because they combine:
* Positive elements (from mastery)
* Negative elements (from avoidance)

Overall, their outcomes may be worse than mastery-approach but better than performance-avoidance goals.

Answer 8

A

The studies validated the 2x2 framework and mastery-avoidance goals, showing they are distinct, measurable, and moderately endorsed. Mastery-avoidance goals stem from mixed antecedents (e.g., fear of failure, class engagement) and have mixed consequences—less harmful than performance-avoidance, occasionally fostering approach goals.

Answer 9

A

SDT posits that students thrive when three innate psychological needs are met: autonomy, competence, and relatedness. Supportive teaching fosters these through autonomy support, structure, and involvement, which promote autonomous motivation and high-quality learning.

Answer 10

A

Traditional instruction emphasizes teacher-led knowledge transfer and summative assessment, while social constructivist instruction promotes student responsibility, authentic tasks, dialogue, and formative assessment to support self-regulation and social learning

Answer 11

A

Traditional teaching showed less individual guidance and more autonomy thwarting, with limited cognitive autonomy support in groups.

Social constructivist teaching fostered student choice, relevance, and individual guidance, with less autonomy thwart. Both approaches provided structure, encouragement, feedback, and teacher involvement.

Answer 12

A

The study’s classroom observations may miss subtle need thwart due to complex contexts and lack of interviews. Future research should combine observations with interviews to capture experiences and focus on what triggers teachers’ need supportive or thwarting styles, enhancing SDT’s practical application in education.

Answer 13

Study These Flashcards

A

M approach= A student sets a goal to improve their math skills by mastering new types of problems, regardless of how others do.
M avoidance= A student worries about not fully understanding a topic they’ve already studied, and fears slipping in their personal progress.
P approach= An employee aims to give the best presentation in a team meeting to impress their manager and outperform colleagues.
P avoidance= An athlete participates in a competition but is mostly focused on not performing worse than teammates or being embarrassed.