Fifth article

Card 1
Q: How is "interest" defined in the context of academic motivation?
A: Interest is an interactive relation between an individual and aspects of their environment (objects, events, or ideas) that is content-specific and includes both cognitive and affective components.

Card 2
Q: What are the two types of interest, and how do they differ?
A:

• Individual Interest: A stable, personal disposition towards a topic that develops over time, associated with increased knowledge and positive feelings.

• Situational Interest: A temporary, immediate reaction triggered by environmental factors, which may or may not last.

Impact of Interest on Learning

Card 3
Q: How does individual interest influence learning and motivation?
A: It increases attention, persistence, enjoyment, and learning outcomes, and serves as a strong determinant of academic motivation.

Card 4
Q: What role does situational interest play for students without pre-existing individual interest?
A: It motivates academically unmotivated students by eliciting engagement and fostering interest in specific content areas.

Development and Maintenance of Interest

Card 5
Q: What factors trigger situational interest?
A: Novelty, vividness, intensity, ease of comprehension, and character identification in tasks or text materials.

Card 6
Q: What helps maintain situational interest over time?
A: Factors like meaningfulness, personal relevance, and empowerment sustain situational interest and contribute to its long-term development.

Strategies to Foster Interest

Card 7
Q: How can educators enhance situational interest in the classroom?
A: By presenting materials in meaningful contexts, offering choices to students, promoting autonomy, and structuring tasks to engage attention.

Card 8
Q: What role does the social context of classrooms play in fostering interest?
A: Cooperative learning, group work, and peer teaching (e.g., Jigsaw techniques) can enhance students' situational interest and motivation.

Interaction Between Individual and Situational Interest

Card 9
Q: How do individual and situational interests interact?
A: Individual interest can moderate situational interest, and situational interest can evolve into individual interest when sustained over time.

Card 10
Q: How can situational interest contribute to the development of individual interest?
A: Exposure to engaging materials or experiences can trigger situational interest, which, if maintained, may develop into a lasting individual interest.

Self-Regulation and Interest

Card 11
Q: How can individuals regulate their interest in uninteresting tasks?
A: By using strategies like creating games out of tasks or connecting tasks to personal value, individuals can maintain motivation and enhance interest.

Card 12
Q: What educational value lies in teaching students self-regulation strategies?
A: It enables students to sustain interest and motivation in tasks they find uninteresting, fostering persistence and improved learning outcomes.

Applications of Interest in Specific Contexts

Card 13
Q: How does interest manifest in text-based learning?
A: Interesting text features (e.g., novelty, vividness) enhance comprehension, recall, and learning outcomes.

Card 14
Q: What was the outcome of using Jigsaw procedures in a science museum setting?
A: Children showed increased interest, spent more time on exhibits, and felt empowered by becoming "experts" and teaching others.

Cognitive and Motivational Implications

Card 15
Q: What is the significance of affective-cognitive synthesis in interest?
A: It combines positive emotions with focused attention and meaningful thoughts, sustaining situational interest and fostering intrinsic motivation.

Card 16
Q: How can situational interest serve as a motivator in education?
A: By triggering engagement and gradually becoming self-initiated, situational interest transitions into intrinsic motivation, driving sustained learning.

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Here's a revised set of flashcards with the important terms that were missing from the initial set:

Flashcard 1
Q: What is intrinsic motivation?
A: Intrinsic motivation refers to motivation driven by internal factors, where individuals engage in activities because they find them inherently enjoyable or satisfying.

Flashcard 2
Q: What are the components of intrinsic motivation?
A: Intrinsic motivation consists of experiential and dispositional components. Experiential components include enjoyment and interest in activities, while dispositional components involve a general tendency to seek out stimulating activities.

Flashcard 3
Q: What is the difference between individual interest and intrinsic motivation?
A: Individual interest is the initial personal attraction to an activity, which can eventually lead to intrinsic motivation if it results in sustained engagement and enjoyment over time.

Flashcard 4
Q: What is situational interest?
A: Situational interest is the temporary and external stimulation that grabs attention and sparks curiosity, which can lead to increased intrinsic motivation if maintained over time.

Flashcard 5
Q: How does situational interest relate to intrinsic motivation?
A: Situational interest can precede intrinsic motivation, but it may not always result in positive emotions unless sustained or nurtured by the individual over time.

Flashcard 6
Q: What is the effect of external rewards on intrinsic motivation?
A: External rewards, such as praise or monetary incentives, can undermine intrinsic motivation, especially for simple tasks, but may support motivation for long-term, complex activities.

Flashcard 7
Q: What are the two types of achievement goals?
A: The two types of achievement goals are:

• Mastery (learning) goals: Focus on skill development and knowledge acquisition.

• Performance (ego) goals: Focus on demonstrating ability by outperforming others.

Flashcard 8
Q: How do mastery goals impact academic behavior?
A: Mastery goals encourage persistence, deep engagement with content, and risk-taking in learning. They are linked to positive academic behaviors like effort and challenge-seeking.

Flashcard 9
Q: How do performance goals influence behavior?
A: Performance goals can lead to avoidance of challenging tasks, a focus on proving one's ability, and superficial learning strategies when competence is perceived as low.

Flashcard 10
Q: What is the relationship between mastery and performance goals?
A: While they can be endorsed separately, mastery and performance goals are often integrated in students, and when both are endorsed, they can positively influence academic outcomes like self-regulation and performance.

Flashcard 11
Q: What is the concept of self-regulation?
A: Self-regulation refers to the ability to control one's behavior, emotions, and thoughts in pursuit of long-term goals. It includes skills like goal setting, time management, and monitoring progress.

Flashcard 12
Q: What is the role of feedback in goal-setting?
A: Feedback provides valuable information for self-assessment and adjustment of learning strategies. Positive feedback can enhance motivation, while constructive feedback helps individuals identify areas for improvement.

Flashcard 13
Q: What are "goal orientations"?
A: Goal orientations refer to the underlying reasons and beliefs that guide individuals in setting goals. They influence the choice of goals, persistence, and response to challenges.

Flashcard 14
Q: How can teachers influence students' motivation?
A: Teachers can shape motivation by fostering a supportive learning environment, encouraging mastery goals, providing constructive feedback, and promoting the value of learning over performance.

These flashcards now include additional key terms like self-regulation, goal orientations, and feedback that are crucial for understanding the material. Let me know if you need further explanations or adjustments!

Here’s the continuation of the flashcards with the additional terms and concepts you mentioned:

Flashcard 15
Q: What are the two types of performance goals distinguished by Midgley et al. (1998)?
A: The two types of performance goals are:

1. Extrinsic goals: Focus on obtaining external rewards (e.g., grades or parental approval) and avoiding external sanctions.

2. Relative ability goals: Focus on competence defined through social comparisons, aiming to outperform others and appear more competent.

Flashcard 16
Q: What is the difference between performance-approach and performance-avoidance goals according to Elliot and colleagues (1996)?
A:

• Performance-approach goals: Motivated to outperform others and demonstrate competence.

• Performance-avoidance goals: Motivated by the desire to avoid failure and maintain an image of competence.

Flashcard 17
Q: What is the relationship between performance goals and motivation according to Harackiewicz et al. (1998)?
A: Performance goals, particularly performance-approach goals, can enhance motivation and performance, especially in secondary and college contexts. However, performance-avoidance goals and extrinsic goals are typically associated with negative outcomes.

Flashcard 18
Q: What is the critique of performance goals in educational settings?
A: Anderman and Maehr (1994) argued that an overemphasis on performance goals in education stifles students' intrinsic interest and challenges, leading to motivational problems.

Flashcard 19
Q: How do performance goals interact with mastery goals according to Harackiewicz et al. (1998)?
A: Performance goals and mastery goals can work independently or together to promote motivation. The effects of performance goals vary based on individual differences (e.g., achievement orientation) and contextual factors.

Flashcard 20
Q: How do mastery goals impact interest and intrinsic motivation?
A: Mastery goals are associated with positive outcomes, such as increased task involvement, self-efficacy, and interest. They promote deeper engagement and intrinsic motivation, as they focus on skill development and mastery rather than external rewards.

Flashcard 21
Q: What is the relationship between interest and goals in academic motivation?
A: Interest and goals are closely interconnected. Students who are interested in a subject are likely to adopt mastery goals, and those with mastery goals are more likely to develop interest in that subject. The relationship is reciprocal, with goals fostering interest and interest encouraging goal adoption.

Flashcard 22
Q: How can performance goals influence interest?
A: Performance goals can both enhance and undermine interest. While performance-approach goals may increase interest by focusing on demonstrating competence, performance-avoidance goals can decrease interest due to anxiety and evaluative pressure.

Flashcard 23
Q: What are the findings of Rawsthorne & Elliot (1999) on mastery and performance goals?
A: The meta-analysis showed that mastery goals enhance intrinsic motivation compared to performance-avoidance goals, but performance-approach goals can have similar effects on intrinsic motivation as mastery goals.

Flashcard 24
Q: How does personality affect the outcomes of performance goals?
A: The impact of performance goals on intrinsic motivation depends on personality factors. Individuals with a high achievement orientation benefit more from performance-approach goals, while those with a low achievement orientation tend to benefit from mastery goals.

Flashcard 25
Q: What did Zimmerman and Kitsantas (1997, 1999) find regarding mastery and performance goals?
A: They found that a combination of mastery (process) and performance (outcome) goals promotes interest and skill development in both motoric and academic tasks. This combination enhances interest more than either goal alone.

Flashcard 26
Q: How do mastery and performance goals interact to influence intrinsic motivation?
A: Research by Barron and Harackiewicz (1999) and others shows that combining mastery and performance goals can optimize interest and intrinsic motivation, particularly when mastery goals are followed by performance goals after skill development.

These flashcards now include important distinctions between different types of performance goals, as well as the complex interactions between mastery and performance goals in motivating interest and intrinsic motivation. Let me know if you need further adjustments!

Here's the continuation of the flashcards based on the provided text:

Flashcard 1:

• Q: What is the ideological basis for advocating mastery goals and denouncing performance goals?

• A: These recommendations are rooted in philosophy and ethics, as well as early data from theorizing about achievement goals, interest, and intrinsic motivation (e.g., Nicholls, 1989; Urdan, 1997).

Flashcard 2:

• Q: What concern do the authors express about promoting only mastery goals in education?

• A: The authors are concerned that focusing solely on mastery goals may overlook the potential benefits of external interventions, situational interest, and performance goals, which could be useful for some students.

Flashcard 3:

• Q: What is the authors' view on research aimed at promoting situational interest in education?

• A: The authors call for more research to develop effective interventions for promoting situational interest and to understand the motivational processes that drive these interventions.

Flashcard 4:

• Q: Why are external interventions important in the learning process, according to the authors?

• A: External interventions are crucial for students who lack intrinsic motivation, interest, and mastery goals, as they can help trigger and sustain motivation and engagement.

Flashcard 5:

• Q: What example do the authors use to illustrate how external feedback shapes goals and learning?

• A: The authors describe a social interaction between a mother and her one-year-old child, where the mother's feedback and adjustments to her expectations help shape the child's mastery and performance goals.

Flashcard 6:

• Q: How do external feedback and feedback-based goal changes continue throughout development?

• A: Feedback influences goal-setting throughout life, as exemplified by a research scientist who adjusts their mastery and performance goals based on feedback from colleagues and critics.

Flashcard 7:

• Q: What is the challenge educators face with children who have low academic motivation?

• A: Educators face the challenge of motivating children who have academic interests that do not align with their personal interests, such as preferring physical activities or passive entertainment over academic tasks.

Flashcard 8:

• Q: How can educators help children develop academic motivation and interests, according to the authors?

• A: Educators should expose children to a variety of activities and subjects to trigger situational interests, which can eventually lead to enduring personal interests and mastery goals.

Flashcard 9:

• Q: What is the role of significant others in the development of mastery and performance goals?

• A: Parents, teachers, and coaches play a key role in eliciting and shaping mastery and performance goals, and such influences may continue over a lifetime of learning.

Flashcard 10:

• Q: What is the authors' perspective on reconciling equality, individual freedom, and achievement in the context of education?

• A: While equality, individual freedom, and achievement are important ideals, they are difficult to reconcile in education because children enter the system with unequal abilities, motivations, and backgrounds, which may require external interventions for fairness.

Flashcard 11:

• Q: How has the focus on reducing external influences in education impacted views on performance goals?

• A: The focus on reducing external influences has led to negative evaluations of extrinsic motivators (such as rewards and performance goals), but the authors argue that these can still play a valuable role in motivating students.

Flashcard 12:

• Q: What is the authors' stance on the role of performance goals in motivating students?

• A: The authors argue that performance goals, though often criticized, are not inherently maladaptive and can be important for students who want to excel, especially in competitive contexts.