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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


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


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


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

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


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


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


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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