learning and motivation unit three (week 10)

active participants

Learners are viewed as ________ in the learning process.

positive affect

Feelings of self- satisfaction and ________ regarding ones performance.

Forethought

________: processes and beliefs that occur before efforts to learn.

attention

Ex: imagery, self- instruction, ________ focusing, and task strategies.

Outcome expectations

personal consequences of learning.

Hypothesis

children praised for intelligence make more ability attributions for failures than children praised for effort.

Metacognition

awareness of and knowledge about ones own thinking.

forethought phase

Self- control: deployment of specific methods /strategies that were selected during the ________.

behavioral implementation

Performance: processes that occur during ________.

Self regulatory processes

________ are teachable and can lead to increases in students motivation and achievement.

Intrinsic interest

students valuing of the task skill for its own means.

Defensive reactions

efforts to protect ones self- image by withdrawing /avoiding opportunities to learn and perform.

Self efficacy

having the personal capability to learn.

Performance approach goals

demonstrating high competence to others.

Growth mindset

belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others.

Adaptive reactions

adjustments designed to increase the effectiveness of ones method of learning.

Mindset

the view you adopt for yourself.

Motivation

________ explains why people vary in the effort they invest in tasks.

Self regulation

involves the selective use of specific processes that must be personally adapted to each learning task.

Performance avoidance goals

avoiding demonstrating low competence to self and others.

Pintrich

self-regulated learning

epistemic beliefs

beliefs about knowledge

Zimmerman

self-regulated learning

metacognition

awareness of and knowledge about ones own thinking

self-regulation

self-generated thoughts, feelings, and behaviors that are oriented to attaining goals

forethought

processes and beliefs that occur before efforts to learn

task analysis

goal setting and strategic planning

self-motivation

students beliefs about learning

self-efficacy

having the personal capability to learn

outcome expectations

personal consequences of learning

intrinsic interest

students valuing of the task skill for its own means

learning goal orientation

valuing the process of learning for its own merits

performance

processes that occur during behavioral implementation

self-control

deployment of specific methods / strategies that were selected during the forethought phase

ex

imagery, self-instruction, attention focusing, and task strategies

self-observation

self-recording personal events / self-experimentation to find out the course of these events

self-monitoring

covert form of self-experimentation

self-reflection

processes that occur after each learning effort

self-evaluation

comparisons of self-observed performances against some standard

causal attribution

beliefs about the cause of ones errors / successes

adaptive reactions

adjustments designed to increase the effectiveness of ones method of learning

defensive reactions

efforts to protect ones self-image by withdrawing / avoiding opportunities to learn and perform

Dweck

mindsets

mindset

the view you adopt for yourself

fixed mindset

believing that your qualities are carved in stone

growth mindset

belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others

with a fixed mindset

individuals fear challenge and devalue effort

hypothesis

children praised for intelligence make more ability attributions for failures than children praised for effort

causal attributions

how people explain the causes of their successes and failures

most common

ability and effort

achievement goals

focus on competence

performance-approach goals

demonstrating high competence to others

performance-avoidance goals

avoiding demonstrating low competence to self and others

learning / mastery goals

improving / increasing competence

epistemic beliefs

beliefs about knowledge

self-regulation

self-generated thoughts, feelings, and behaviors that are oriented to attaining goals