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CI 152
Motiavtion and Self-esteem
| Question | Answer |
|---|---|
| Arise directly from the behavior—the behavior provides its own motivation: | intrinsic motivators |
| Rewards artificially associated with the behavior: | extrinsic motivators |
| One may initially act because of an extrinsic motivator (a reward), but in time act because the behavior itself is rewarding. Allport called this: | the transition to "functional autonomy" |
| While one of the best single predictors of achievement, leaves much unexplained: | intelligence |
| Arousal maintains that for every activity there is... | an optimal level of behavior |
| If the arousal is too low, | the learner becomes distracted |
| If the arousal is too high, | the learner becomes anxious |
| The difficulty is that what is too much or too little arousal is... | very individual |
| People often manage their own arousal by... | increasing arousal when it’s too low, and avoiding arousal when it’s too high |
| Every motive consists of: | a need and a drive |
| The need exists because of a: | deficit—physiological, or psychological |
| The prompting to act to address the need: | the drive |
| If one acts on the deficit, the drive is... | reduced |
| This theory maintains that motivation can only be understood by recognizing what needs have not yet been satisfied. | Maslow's Hierarchy (basic needs first, then higher needs) |
| The need for food, shelter, safety, love, belonging, esteem: | deficiency needs (can be satisfied) |
| The need to know, understand, for the aesthetic: | growth needs (Maslow says they can never be satisfied, they become more compelling) |
| The child is attempting to preserve a sense of self-worth: | Self-worth Theory |
| Most children would rather be thought lazy than low ability, so if they are insecure about their ability... | they don't try |
| People experience dissonance (conflict) when a deeply held personal belief is contradicted. | Cognitive Dissonance (Festinger) |
| When people develop beliefs that will explain away the evidence, reject the contradictory information, or change their beliefs—(this is least likely.) | How people cope with dissonance |
| Learners tend to attribute outcomes to factors they control, or those they do not. | Attribution Theory |
| Attribution Theory attempts to understand motivation from the standpoint of learner attribution, or... | locus on control |
| The learner’s attribution is understood by analyzing... | how learners explain outcomes (Attribution Theory) |
| Attributions: I'm unlucky, the teacher doesn't like me, too many distractions, dumb test: | external locus |
| Attributions: I didn't study enough, I studied wrong material, I should have taken better notes: | internal locus |
| Has little motive to change what he does since he is convinced that the result reflects factors he can’t control. | one with an external locus |
| The business of altering locus of control: | attribution training |
| In attribution training one must recognize the connection between: | his effort and the outcome |
| The general striving for success: | Achievement Motivation |
| What is most relevant in the classroom: | achievement motivation is most relevant in the classroom |
| Competitors of achievement motivation: | affiliation motivation, etc... |
| These persist in the face of difficulty and blame lack of success on effort: | those with high achievement motives |
| The two are correlated, but any causal relationship is difficult to analyze: | achievement motivation and self-esteem |
| It appears that boosting self-esteem... | does not necessarily increase achievement. |
| Increasing achievement may prompt... | an increase in self-esteem |
| When possible, allow students to... | set their own goals |
| Use criterion-referenced, rather than... | norm-referenced assessments |
| Acknowledge... | effort |
| Design tasks that call upon abilities which are... | important to the students |
| In spite of the conventional wisdom, the impact of teacher expectations on achievement motivation is: | relatively modest |
| These encourage students to do better: | positive expectations |
| These appear to depress students’ performance: | negative expectations |
| Teacher's expectations on student's achievement motivation is great enough that teachers should be concerned about what they communicate by: | attention, patience, body language, kinds of assigned tasks |
Created by:
Neukay
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