What is motivation?
The processes that initiate, direct, and sustain behavior
Motivation
This person created the Hierarchy of Needs in 1970
Maslow
Personal intention to learn, master skills; associated with ability goals
Location of cause; closely related to feelings of self-esteem
Locus
General uneasiness, tension, or self-doubt
Anxiety
1. Choices
2. Getting started
3. Intensity
4. Persistence
5. Thoughts and feelings
5 areas of motivation
These are considered deficiency needs
survival, safety, belonging, and self-esteem
Variety of needs and motives to be connected to others or to be part of a group
Social goals
How individual's explanations, justifications, and excuses for performance influence motivation
Attribution theories of motivation
Physical and psychological reactions causing one to be alert and wide awake
Arousal
The natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise our capabilities.
Intrinsic motivation
Needs not always met in order
Criticism of hierarchy
Personal intention to look smart in the eyes of others; get good grades; associated with ego goals
Performance
Beliefs about structure, stability, the certainty of knowledge, and how knowledge is best learned
Epistemological beliefs
Focus on outcome, lack of controllability, negative outcome value; increase anxiety, shame
Performance avoidance goals
Complete lack of intent to act; no engagement
Amotivaton
The three higher-level needs
Cognitive, aesthetic, and self-actualization
Don't want to learn or look smart; want to escape work
Work-avoidant learners
The 3 types of motivational sets associated with self-worth
Mastery oriented, failure avoiding, and failure accepting
Anxiety has these two aspects
Cognitive and affective
1. External regulation
2. Introjected regulation
3. Identification
4. Integrated regulation
4 types of extrinsic motivation
The theory that suggests we all need to feel competent and capable, to have sense of autonomy and control over our lives, and to be connected to others in relationships.
Sel-determination theory
1. Feedback emphasizing progress
2. Goal framing when explaining assignments and actvities
3. Goal acceptance by students, getting them on board
The 3 factors that make goal setting in the classroom effective
The 3 dimensions attributed causes for success or failure are categorized
Locus, stability, and controllability
These are the three kinds of coping strategies
Problem-focused self-regulation, emotion-focused strategies, and avoidance strategies