Edu Psyc Final

What is motivation

process that energizes, directs, and sustains a behavior

Energize

get the person to start doing the task

Direct

help the person focus their efforts on the task

Sustain

help the person persists at the task until they reach the goals

Amotivation

lack of intent to energize, direct, or sustain actions toward a goal; must understand what that goal is

Tangible rewards

work best when studens are not already intrinsically motivated; can decrease intrinsic motivation and makes students less creative

Intrinsic motivation

when engaging in behavior you find rewarding; the activity is the reward

Extrinsic motivation

when we are motivated to perform a behavior or engage in an activity because we want to earn a reward or avoid punishment; engage in behavior not out of enjoyment, but of reward

External regulation (extrinsic motivation)

purely for external reward

Introjected regulation (extrinsic motivation)

avoid guilt or negative self-perception, doing the task/activity for the sake of the gropu

Identification (extrinsic motivation)

tasks serves a bgger goal that is personally motivating

integrated regulation (extrinsic motivation)

equal combo of intrinisc and extrinsic

Maslow's Hierarchy of Needs

innate forces and innate hierarchy of needs that give human behavior distinctive energy and direction

Deficiency needs (basic needs)

physiological, safety, belongingness and love, esteem needs

Physiological needs

needs include our need for food, water, shelter, breathing, and sleep; required to live

Safety needs

concerned about avoiding harm and keeping safe; avoid physical or psychological harm

Belongingness and love needs

relate to our need to feel like we are accepted member of our society and social group; family, friends, work

Esteem needs

needs of feeling personally valued and worthy

Being (growth) needs

cognitive, aesthetic, and self-actualization needs

Cognitive needs

include our needs for knowledge and understanding of the world, curiousity, and exploration

Aesthetic needs

include our need to find and appreciate beauty in the world

Self-actualization

brief time in which all needs have been fulfilled and we are able to reach our full potential; pinnacle of Maslow's hierarchy

First nations perspective

Maslow allegedly stole the model for his theory;

Self-determination theory

Emphasizes relationship between three basic needs, extrinsic and intrinisc needs

Basic needs

include autonomy, relatedness, and competence

Need for autonomy

in order for students to experiance intrinsic motivation, they must feel some degree of control and ownership; choice creates intrinsic motivation

Need for autonomy examples

give multiple ways to complete assignment, poll students to determine topical preferences

Need for relatedness

coincides with feeling connected to others and or a sense of belonging

Need for relatedness examples

learn students name, send messages when there is improvement, make material meaningful, create low risk failure assignments and collaborative work

Need for competence

feeling effective in the context of ones social environment; more willing to take one challenges

Need for competence examples

allow students to build skills; give regular feedback; highlight accomplishments

expectancy x value theory

two general sources of motivation; student expectation of sucess and value of goal

Application of Expectancy x Value theory

high expectations with no sucess will not create motivation; Value with no expectaion of success will not create motivation; make tasks not to easy or hard

Attribution theory

perception about the causes of succes and failure

Locus of attribution

the location of the source of success of failure

Internal locust of control

refers to yourself being the cause of success or failure

External locus of control

refers to external factors that cause success or failure

Stability of attribution

relative permanence of attribution

Stable attribution

unlikely to change in the future; our ability

Unstable attribution

likely to change in the future; our studying methods

Goal orientation

the reason or purposes for engaging in learning activities and explain individuals different ways of approaching and responsing to achievement situations

Mastery goal orientation

defined as a focus on mastering new skills, trying to gain increased understanding, and improving competence

Performance goal orientation

focuses on doing better than others and demonstrating competence

Performance approch goal

individual is motivated to outperform others and demonstrate their superiority

Performance avoidance goal orientation

refers to those who are motivated to avoid negative judgements and appearing inferiors to others

Mastery avoidance goal

focus on avoiding misunderstanding or the failure to master a task

Mastery approach goals

related to attempts to improve knowledge, skills, and learning