learning and motivation unit three (week 11)

________: whether teachers were told the student had a high iq and were going to bloom.

________: early identification of at- risk students.

Includes ________- people are motivated to demonstrate ability /avoid failure in order to maintain feelings of worth.

________: non- regulation, impersonal locus of control.

________ decreases motivation and self- efficacy.

________: need for autonomy, belonging, and competence is essential for growth, integration, constructive social development and personal well- being.

Feedback that increase perceived competence increases ________.

________: performance of an activity in order to achieve some separable outcome.

________: inherent tendency to seek out novelty and challenges.

________: result of three innate psych needs.

________: intrinsic regulation- internal locus of control.

Ryan and Deci

need for autonomy, belonging, and competence is essential for growth, integration, constructive social development and personal well-being

inherent tendency to seek out novelty and challenges

performance of an activity in order to achieve some separable outcome

non-regulation, impersonal locus of control

performed to satisfy an external demand or reward contingency

taking in a regulation but not fully accepting it as ones own

people are motivated to demonstrate ability / avoid failure in order to maintain feelings of worth

conscious valuing of regulation action is owned as personally important

identified regulations are fully assimilated to the self

Maloney

adverse emotional reaction to math / the prospect of doing math. tied to poor math performance

demale teachers attritudes are more contagious to female students

early identification of at-risk students

reconstrue anxious symptoms as arousal, not as something negative

Rosenthal

whether teachers were told the student had a high iq and were going to bloom

more student centered, more reinforcement

because they were expected to grow, they did

result of three innate psych needs: autonomy, belonging, and competence

feedback that increases perceived competence increases intrinsic motivation

enhances student engagement and well-being

emphasize individuals' needs, interests, and goals. encourage choice and initiative

people live up to their expectations, good or bad

bias introduced by an experimenter whose expectations about the outcome of the experiment can be subtly communicated to the participants in the experiment

social influences and cognitive predisposition