Motivationspsychologie und Pädagogik

Comprehensive vocabulary flashcards covering the psychology of motivation, action phases, attribution theory, self-efficacy, self-determination theory, and instructional strategies based on educational psychology lecture notes.

Motiv (Motive)

An operating driving force of behavior or attitude that manifests as a need, functioning as an internally driven factor not immediately observable from the outside.

Motivation

The complex of motives representing the entirety of driving forces that determine behavior and attitudes, directing energy arising from needs toward a specific desired goal.

Motivierung (Instructional Motivation)

Targeted pedagogical measures in teaching aimed at awakening, creating, and taking into account the learning and achievement needs of students.

Primäre Motive (Primary Motives)

Biological motives aimed at fulfilling fundamental physical needs: hunger, thirst, sleep, and reproduction (Fortpflanzung).

Sekundäre Motive (Secondary Motives)

Acquired psychological motives that include achievement motives (Leistungsmotive), power motives (Machtmotive), and affiliation/social motives (Zugehörigkeitsmotive/soziale Motive).

Machtmotive (Power Motives)

Secondary motives centered on the desire to exert control, influence the thinking, feeling, and actions of others, demonstrate ambition, and take on group leadership.

Zugehörigkeitsmotive (Affiliation Motives)

Social motives driven by the need for acceptance, affection, love, and recognition, marked by sensitivity to rejection and a preference for cooperative interaction.

Leistungsmotivation (Achievement Motivation)

The endeavor to increase or maintain one's own capability as high as possible in all activities where a standard of excellence (Gütemaßstab) is considered binding, and where execution can either succeed or fail.

Bezugsnormen nach Falko Rheinberg (Reference Norms)

Standards of comparison chosen by a teacher that have profound effects on students' achievement motivation, self-competence, and test anxiety (Prüfungsangst).

Kausalattribution (Causal Attribution)

The subjective assignment of causes and effects to actions and events, along with the resulting psychological consequences for human experience and behavioral self-assessment.

Vier-Felder-Schema nach Weiner (Weiner's Four-Field Matrix of Attribution)

A 2x2 framework classifying cause along two axes: Locus (internal vs. external) and Stability (stable vs. variable), producing ability (internal/stable), effort/illness (internal/variable), task difficulty (external/stable), and luck/chance (external/variable).

Erfolgsorientierter Schüler (Success-Oriented Student)

A learner driven by hope of success ($HE$), setting realistic medium-difficulty goals, who attributes success to internal stable ability and failure to insufficient effort.

Misserfolgsorientierter Schüler (Failure-Oriented Student)

A learner driven by fear of failure ($FM$) and low self-esteem, setting unrealistic goals (too easy or too hard), who attributes success to external luck and failure to internal lack of ability.

Gesamtmotivation Formula (GM = HE - FM)

The net achievement motivation formula defined as $GM = HE - FM$, where positive motivation occurs when hope of success ($HE$) exceeds fear of failure ($FM$).

Taxonomie der Lernmotivation nach Deci u. Ryan (2000)

A continuum of motivation consisting of six stages: Amotivation (Motivationslosigkeit), External Control, Introjection, Identification, Integration, and Intrinsic Motivation.

Humanistische Psychologie (Humanistic View of Learning)

A psychological perspective asserting that learning is most successful when the trigger is self-chosen, tailored to individual activity rhythms, and driven by active student participation (asking questions, seeking data, experimenting).

Rubikon-Modell (Rubicon Model of Action Phases)

A model structuring goal pursuit into four distinct psychological tasks: 1. Predecisional (deliberating), 2. Preactional (planning), 3. Actional (acting), and 4. Postactional (evaluating).

Der Rubikon (Crossing the Rubicon)

The clear psychological boundary between the predecisional phase and the preactional phase, marked by the firm decision 'I choose to do this' (Entschluss).

Korrumpierungseffekt (Overjustification Effect)

The motivational phenomenon in which introducing secondary (extrinsic) rewards crowds out and displaces an existing primary (intrinsic) motivation.

Lernmotivation (Learning Motivation)

The persistent willingness of a learner to engage actively, enduringly, and effectively with specific subject areas to acquire new knowledge or enhance competence, arising from enduring learner motives and situational incentives (Wisniewski 2013).

Intrinsische Lernmotivation (Intrinsic Learning Motivation)

Motivation where a person engages in an activity purely out of interest and enjoyment under full self-control, experiencing learning as exciting, challenging, and internally driven.

Extrinsische Motivation (Extrinsic Motivation)

Motivation to perform an activity primarily to obtain a reward or avoid unpleasant consequences, where behavioral regulation and control stem from external sources.

Neugiermotiv (Curiosity Motive)

An innate human trait aimed at resolving uncertainty and perceived disorder, stimulated by doubt, surprise, and contradiction, which releases dopamine upon satisfaction.

Selbstbestimmungstheorie (Self-Determination Theory - Deci & Ryan)

A theory establishing that optimal learning motivation requires satisfying three core psychological needs: experiencing autonomy, experiencing competence, and experiencing social relatedness/support.

Volition

The psychological faculty of will and conscious effort involved in executing actions and shielding intentions against competing distractions.

Homöostase (Homeostasis)

The physiological and psychological state of equilibrium and balance within an organism.

3 Merkmale der Motivation (Three Core Characteristics of Motivation)

1. Activation and energization (setting behavior into motion), 2. Direction and orientation (focusing toward a goal), and 3. Maintenance and persistence (sustaining effort to overcome difficulties).

Grundmodell kognitiver Motivationstheorien (Rheinberg)

A cognitive framework conceptualizing behavior as the interaction of personal motives and situational incentives: $\text{Person} \times \text{Situation} \rightarrow \text{Motivation} \rightarrow \text{Verhalten}$.

Maslowsche Bedürfnispyramide (Maslow's Hierarchy of Needs)

A hierarchical ordering of human needs moving from physiological needs, safety, social belonging, and esteem (deficit needs) up to self-actualization (growth need).

Kontrollüberzeugung (Locus of Control)

An individual's generalized expectancy regarding whether life outcomes are controlled internally through their own agency ('I make things happen') or externally by environmental forces ('Things happen to me').

Selbstwirksamkeitserwartung (Self-Efficacy Expectation - Albert Bandura)

A person's subjective confidence in their capacity to successfully master difficult challenges or novel situations using their own personal skills and resources.

Sources of Self-Efficacy (Bandura / Dale Schunk)

Four major inputs influencing self-efficacy: past performance mastery, vicarious experiences (peer modeling), verbal encouragement, and physiological/emotional state.

Selbstkonzept (Self-Concept - Krapp / Rogers / Heller)

A structural, enduring cognitive mental model containing all self-referential knowledge about personal skills, weaknesses, stable preferences, and identity.

Selbstregulation (Self-Regulation)

The psychological ability to consciously or unconsciously steer one's attention, emotions, impulses, thoughts, and behaviors to achieve personal goals or adapt to changing situational demands.

Erlernte Hilflosigkeit (Learned Helplessness - Martin Seligman)

A psychological state resulting from repeated uncontrollable negative events, leading individuals to believe that action produces no outcome, producing passivity, challenge avoidance, and low self-worth.

Erwartungswerttheorie nach Atkinson (Expectancy-Value Theory)

A cognitive motivation theory defining motivation as the multiplicative product of the subjective probability of success (Erwartung) and the incentive value of success (Wert).

Pädagogische Stellschrauben (Instructional Levers for Competence)

The three pedagogical mechanisms used by educators to foster self-efficacy and prevent learned helplessness: reference norms (Bezugsnormen), scaffolding, and differentiation (Differenzierung).

Einflussfaktoren auf die Motivation (Contextual Determinants of Motivation)

The six core systemic factors that shape learner motivation: home environment (Elternhaus), classroom climate, teacher influence, peer collaboration, subject content, and cultural background.

Flow-Erlebnis (Flow Experience)

A state of complete cognitive absorption and optimal challenge, which can be promoted in classroom settings through well-designed collaborative group assignments (Gemeinschaftsarbeiten).

Fehlertoleranz (Constructive Error Climate)

A pedagogical standard emphasizing that errors are natural opportunities for cognitive growth, requiring educators to provide constructive, non-labeling feedback and never expose or shame students.