learning and motivation unit three (week 11)

Independent variable

Independent variable

________: whether teachers were told the student had a high iq and were going to bloom.

Prevention

________: early identification of at- risk students.

ego involvement

Includes ________- people are motivated to demonstrate ability /avoid failure in order to maintain feelings of worth.

Amotivation

________: non- regulation, impersonal locus of control.

Math anxiety

________ decreases motivation and self- efficacy.

Self determination theory

________: need for autonomy, belonging, and competence is essential for growth, integration, constructive social development and personal well- being.

intrinsic motivation

Feedback that increase perceived competence increases ________.

Extrinsic motivation

________: performance of an activity in order to achieve some separable outcome.

Intrinsic motivation

________: inherent tendency to seek out novelty and challenges.

Intrinsic motivation

________: result of three innate psych needs.

Intrinsic motivation

________: intrinsic regulation- internal locus of control.

Self-Determination Theory

Ryan and Deci

self-determination theory

need for autonomy, belonging, and competence is essential for growth, integration, constructive social development and personal well-being

intrinsic motivation

inherent tendency to seek out novelty and challenges

extrinsic motivation

performance of an activity in order to achieve some separable outcome

amotivation

non-regulation, impersonal locus of control

external regulation

performed to satisfy an external demand or reward contingency

introjected regulation

taking in a regulation but not fully accepting it as ones own

includes ego involvement

people are motivated to demonstrate ability / avoid failure in order to maintain feelings of worth

identified regulation

conscious valuing of regulation action is owned as personally important

integrated regulation

identified regulations are fully assimilated to the self

Math Anxiety

Maloney

math anxiety

adverse emotional reaction to math / the prospect of doing math. tied to poor math performance

falls among gender lines

demale teachers attritudes are more contagious to female students

prevention

early identification of at-risk students

reappraisal / reframing techniques

reconstrue anxious symptoms as arousal, not as something negative

Expectancy Effect

Rosenthal

independent variable

whether teachers were told the student had a high iq and were going to bloom

teachers of young students have different teaching styles

more student centered, more reinforcement

self-fulfilling prophecy

because they were expected to grow, they did

intrinsic motivation

result of three innate psych needs: autonomy, belonging, and competence

need for competence

feedback that increases perceived competence increases intrinsic motivation

need for relatedness

enhances student engagement and well-being

autonomy supportive environments

emphasize individuals' needs, interests, and goals. encourage choice and initiative

self-fulfilling prophecy

people live up to their expectations, good or bad

experimenter bias

bias introduced by an experimenter whose expectations about the outcome of the experiment can be subtly communicated to the participants in the experiment

what causes the onset of math anxiety?

social influences and cognitive predisposition