learning and motivation unit three (week 10)

Learners are viewed as ________ in the learning process.

Feelings of self- satisfaction and ________ regarding ones performance.

________: processes and beliefs that occur before efforts to learn.

Ex: imagery, self- instruction, ________ focusing, and task strategies.

personal consequences of learning.

children praised for intelligence make more ability attributions for failures than children praised for effort.

awareness of and knowledge about ones own thinking.

Self- control: deployment of specific methods /strategies that were selected during the ________.

Performance: processes that occur during ________.

________ are teachable and can lead to increases in students motivation and achievement.

students valuing of the task skill for its own means.

efforts to protect ones self- image by withdrawing /avoiding opportunities to learn and perform.

having the personal capability to learn.

demonstrating high competence to others.

belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others.

adjustments designed to increase the effectiveness of ones method of learning.

the view you adopt for yourself.

________ explains why people vary in the effort they invest in tasks.

involves the selective use of specific processes that must be personally adapted to each learning task.

avoiding demonstrating low competence to self and others.

self-regulated learning

beliefs about knowledge

self-regulated learning

awareness of and knowledge about ones own thinking

self-generated thoughts, feelings, and behaviors that are oriented to attaining goals

processes and beliefs that occur before efforts to learn

goal setting and strategic planning

students beliefs about learning

having the personal capability to learn

personal consequences of learning

students valuing of the task skill for its own means

valuing the process of learning for its own merits

processes that occur during behavioral implementation

deployment of specific methods / strategies that were selected during the forethought phase

imagery, self-instruction, attention focusing, and task strategies

self-recording personal events / self-experimentation to find out the course of these events

covert form of self-experimentation

processes that occur after each learning effort

comparisons of self-observed performances against some standard

beliefs about the cause of ones errors / successes

adjustments designed to increase the effectiveness of ones method of learning

efforts to protect ones self-image by withdrawing / avoiding opportunities to learn and perform

mindsets

the view you adopt for yourself

believing that your qualities are carved in stone

belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others

individuals fear challenge and devalue effort

children praised for intelligence make more ability attributions for failures than children praised for effort

how people explain the causes of their successes and failures

ability and effort

focus on competence

demonstrating high competence to others

avoiding demonstrating low competence to self and others

improving / increasing competence

beliefs about knowledge

self-generated thoughts, feelings, and behaviors that are oriented to attaining goals