Educational Psychology
Help!
|
|
||||
|---|---|---|---|---|---|
| motivation | Inner state that energizes, directs, and sustains behavior.
🗑
|
||||
| affect | Feelings, emotions, and moods that a learner brings to bear on a task.
🗑
|
||||
| need for arousal | Ongoing need for either physical or cognitive stimulation.
🗑
|
||||
| need for competence | Basic need to believe that one can deal effectively with one's overall environment.
🗑
|
||||
| self-worth | Belief about the extent to which one is generally a good, capable individual.
🗑
|
||||
| need for self-determination | Basic need to believe that one has some autonomy and control regarding the course of one's life.
🗑
|
||||
| need for relatedness | Basic need to feel socially connected to others and to secure others' love and respect.
🗑
|
||||
| time on task | Amount of time that students are actively engaged in a learning activity.
🗑
|
||||
| extrinsic motivation | Motivation resulting from factors eternal to the individual and unrelated to the task being performed.
🗑
|
||||
| intrinsic motivation | Motivation resulting from personal characteristics or inherent in the task being performed.
🗑
|
||||
| flow | Intense form of intrinsic motivation, involving complete absorption in and concentration on a challenging activity.
🗑
|
||||
| situated motivation | Motivation that emerges at least partly from conditions in a learner;s immediate environment.
🗑
|
||||
| interest | Perception that an activity is intriguing and enticing; typically accompanied by both cognitive engagement and positive affect.
🗑
|
||||
| situational interest | Interest evoked temporarily by something in the environment.
🗑
|
||||
| personal interest | Long-term, relatively stable interest in a particular topic or activity.
🗑
|
||||
| self-efficacy | Belief that one is capable of executing certain behaviors or reaching certain goals.
🗑
|
||||
| collective self-efficacy | Shared belief of members of a group that they can be successful when they work together in a task.
🗑
|
||||
| resilient self-efficacy | Belief that one can perform a task successfully even after experiencing setbacks.
🗑
|
||||
| self-handicapping | Behavior that undermines one's own success as a way of protecting self-worth during potentially difficult tasks.
🗑
|
||||
| value | Belief that an activity has direct or indirect benefits.
🗑
|
||||
| internalized motivation | Adoption of other people's priorities and values as one's own.
🗑
|
||||
| mastery goal | Desire to acquire new knowledge or master new skill.
🗑
|
||||
| performance goal | Desire to demonstrate high ability and make a good impression.
🗑
|
||||
| performance-approach goal | Desire to look good and receive favorable judgements from others.
🗑
|
||||
| performance-avoidance goal | Desire not to look bad or receive unfavorable judgments from others.
🗑
|
||||
| social goal | Desire related to establishing or maintaining relationships with other people.
🗑
|
||||
| core goal | Long-term goal that drives much of what a learner does.
🗑
|
||||
| attribution | Personally constructed casual explanation for a particular event, such as a success or failure.
🗑
|
||||
| incremental view of intelligence | Belief that intelligence can improve with effort and practice.
🗑
|
||||
| entity view of intelligence | Belief that intelligence is a distinct ability that is relatively permanent and unchangeable.
🗑
|
||||
| mastery of orientation | General, fairly pervasive belief that one is capable of accomplishing challenging tasks.
🗑
|
||||
| learned helplessness | General, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment.
🗑
|
||||
| self-conscious emotion | Affective state based on self-evaluations regarding the extent to which one's actions meet society's standards for appropriate and desirable behavior; examples are pride, guilt, and shame.
🗑
|
||||
| hot cognition | Learning or cognitive processing that is emotionally charged.
🗑
|
||||
| cognitive dissonance | Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs.
🗑
|
||||
| anxiety | Feeling of uneasiness and apprehension concerning a situation with an uncertain outcome.
🗑
|
||||
| facilitating anxiety | Level of anxiety (usually relatively low) that enhances performance.
🗑
|
||||
| debilitating anxiety | Anxiety of sufficient intensity that it interferes with performance.
🗑
|
||||
| threat | Situation in which a learner believes there is little or no chance of success.
🗑
|
||||
| challenge | Situation in which a learner believes that success is possible with reasonable effort.
🗑
|
||||
| stereotype threat | Awareness of a negative stereotype about one's own group and accompanying uneasiness that low performance will confirm the stereotype; leads (often unintentionally) to a reduction in performance.
🗑
|
||||
| proximal goal | Concrete goal that can be accomplished within a short time period; may be a stepping stone toward a longer-term goal.
🗑
|
||||
| self-fulfilling prophecy | Expectation for an outcome that either directly or indirectly leads to the expected result.
🗑
|
||||
| emotion self-regulation | Process of keeping one's affective states and affect-related behaviors within productive, culturally desirable limits.
🗑
|
Review the information in the table. When you are ready to quiz yourself you can hide individual columns or the entire table. Then you can click on the empty cells to reveal the answer. Try to recall what will be displayed before clicking the empty cell.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
To hide a column, click on the column name.
To hide the entire table, click on the "Hide All" button.
You may also shuffle the rows of the table by clicking on the "Shuffle" button.
Or sort by any of the columns using the down arrow next to any column heading.
If you know all the data on any row, you can temporarily remove it by tapping the trash can to the right of the row.
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Created by:
dkern
Popular Psychology sets