learning and motivation unit three (week 11)
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
- self-determination continuum from least to most internal * amotivation: non-regulation, impersonal locus of control * the state of lacking the intention to act * results from * not valuing an activity * not feeling competent * not expecting an activity to yield a desired outcome * extrinsic motivation * external regulation: performed to satisfy an external demand or reward contingency * introjected regulation: taking in a regulation but not fully accepting it as one’s 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 * intrinsic motivation: intrinsic regulation - internal locus of control
\n Math Anxiety: Maloney
- math anxiety: adverse emotional reaction to math / the prospect of doing math. tied to poor math performance * as young as elementary school * hyperactivity in amygdala regions (processing neg emotions)
- onset of math anxiety caused by * social influences * teachers who’re math anxious impart that anxiety on their students * falls among gender lines: demale teachers’ attritudes are more contagious to female students * cognitive predisposition
- prevention: early identification of at-risk students * children who don’t have strong foundations in ath are more math anxious
- reducing math anxiety * regulation of negativity associated with math situations * expressive writing * reappraisal / reframing techniques: reconstrue anxious symptoms as arousal, not as something negative * thinking positively
- math anxiety decreases motivation and self-efficacy
\n Expectancy Effect: Rosenthal
- teachers’ expectancies of their students increased their IQs
- only for younger students * younger children have less well-established reputations * more susceptible to unintentional social influence created by their teacher * teachers of lower grades may differ (teaching style, etc)
- experimenter bias
- independent variable: whether teachers were told the student had a high iq and were going to bloom
- factors that mediated the effect of teachers’ expectations on students’ growth * teachers instilled more confidence in the students, increasing their self-efficacy * younger subjects were more malleable and more likely to be influenced by the teacher * expecting the students to be right and making them a model, giving more positive attention and creating more opportunities * more challenging tasks * labeled the students * teachers of young students have different teaching styles - more student centered, more reinforcement * self-fulfilling prophecy - because they were expected to grow, they did
\n Self-determination theory
- explains growth-oriented aspects of motivation and personality integration
- intrinsic motivation: result of three innate psych needs * self-determination / autonomy * relatedness / belonging * competence
- autonomy supportive environments * emphasize individuals needs / interest / goals * encourage choice and initiative
- need for competence * feedback that increase perceived competence increases intrinsic motivation
- need for relatedness * enhances student engagement and well-being
- identified / integrated and intrinsic regulation * goal is to improve one’s identity-related competence * reflects a learning / mastery goal
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