Education Psychology

inner state that energizes, directs, and sustains behavior

feelings, emotions, and moods that a learner brings to bear on a task

3 basic needs-effective w/ environment (competence), control lives (autonomy), relationships (relatedness) 3 needs must be met to learn

protecting own sense of competence (self-worth) high priority.  if afraid to fail they may self-handicap to decrease possibility of success in order to justify failure to themselves and others and maintain self-worth

motivation is 2 variables - must believe they can succeed, (expectancy) must believe in direct or indirect benefits to success (value)

new cognitive version of social learning theory. self-efficacy-belief in own abilities or goal reaching (comes from past academic success) social can help over short run

goals-orientated. include academic, financial, social, career, physical, psychological etc. (mastery goals-reflect desire to gain new knowledge) (performance goals-competent in eyes of others)

learner belief about why something happens to them. good/bad academics. beliefs known as attributions influence optimism - more eager to work if they feel they are in control of their own success - they contribute

amount of time that students are actively engaged in a learning activity

motivation resulting from factors external to the individual and unrelated to the task being performed

motivation resulting from personal characteristics or inherent in the task being performed

intense form of intrinsic motivation, involving complete absorption in and concentration on a challenging activity

motivation that emerges at least partly from conditions in a learner's immediate environment

beliefs about one's own general ability to deal effectively with the enviornment

undermining one's own success as a way of protecting self-worth during difficult tasks

sense that one has some autonomy and control regarding the future course of one's life

feeling that one is socially connected to others and has others' love and respect

learning or cognitive processing that is emotionally charged (best learned recall memory)

feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs

feeling of uneasiness and apprehension concerning a situation with an uncertain outcome

level of anxiety (usually relatively low) that enhances performance

anxiety of sufficient intensity that it interferes with performance

situation in which a learner believes there is little or no chance of success

situation in which a learner believes that success is possible with sufficient effort

feeling that a topic is intriguing or enticing

interest evoked temporarily by something in the environment

long-term, relatively stable interest in a particular topic or activity

belief that an activity has direct or indirect benefits

adoption of others' priorities and values as one's own

belief that one is capable of executing certain behaviors or reaching certain goals

shared belief of members of a group that they can be successful when they work together on a task

desire to acquire additional knowledge or master new skills

desire to demonstrate high ability and make a good impression

desire to look good and receive favorable judgements from others

desire not to look bad or receive unfavorable judgements from others

desire related to establishing or maintaining relationships with other people

long-term goal that drives much of what a learner does

personally constructed causal explanation for a success or failure

belief that intelligence is a "thing" that is relatively permanent and unchangeable

belief that intelligence can improve with effort and practice

general fairly pervasive belief that one is capable of accomplishing challenging tasks

general, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control of the environment

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

belief that one can perform a task successfully even after experiencing setbacks

concrete goal that can be accomplished within a short time period; may be a stepping stone toward a longer term goal

perceptions, beliefs, judgements, and feelings about oneself as a person

characteristic ways in which an individual behaves, thinks, and feels

parenting style characterized by emotional warmth, high standards for behavior, explanation, and consistent enforcement of rules, and inclusion of children in decision making

loving, supportive home; high expectations and standards for behavior; enforce household rules consistently; explain why some behaviors are acceptable and others are not; include children in family decision

less emotional warmth, high expectations and standards for behavior, establish rules without regard for children needs, expect rules obeyed without question, allow little give and take in discussions

provide loving supportive home environment, few expectations or standards for behavior, rare to punish, allow children many of own decisions (eating, bedtime, etc)

little emotional support; hold few expectations or standards for children; little interest in children's lives; parents seem overwhelmed by own problems

self-constructed definition of who one thinks one is and what things are important in life

belief that one is completely unlike anyone else and so cannot be understood by others

belief that one is the center of attention in any social situation

self-constructed, organized body of beliefs about the traits and behaviors of males or females

tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards

phenomenon whereby age-mates strongly encourage some behaviors and discourage others

moderately stable friendship group of perhaps three to ten members

large, loose-knit social group that shares common interests and attitudes

group that resists the ways of the dominant culture and adopts its own norms for behavior

cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups

student whom many peers like and perceive to be kind and trustworthy

student whom many peers identify as being an undesirable social partner

student whom some peers strongly like and other peers strongly dislike

student about whom most peers have no strong feelings, either positive or negative

process of thinking about how other people are likely to think, act, and react

ability to look at a situation from someone's else viewpoint

understanding of one's own and other people's mental and psychological states (thoughts, feelings, etc)

thinking about what other people may be thinking about oneself, possibly through multiple iterations

mental processes involved in understanding and responding to social events

action intentionally taken to harm another person either physically or psychologically

action that can potentially cause bodily injury

action that can adversely affect interpersonal relationships

deliberate aggression against another as a means of obtaining a desired goal

aggressive response to frustration or provocation

tendency to interpret others' behavior as reflecting hostile or aggressive intentions

one's general standards about right and wrong behavior

action that causes harm or infringes on the needs or rights of others

action that violates a cultures general expectations regarding socially appropriate behavior

awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic to that group

feeling of discomfort when one knows one has caused someone else pain or distress

feeling of embarrassment or humiliation after failing to meet standards for moral behavior that adults have set

experience of sharing the same feelings as someone in unfortunate circumstances

beliefs about what constitutes people's fair share of a commodity

situation in which there is no clear-cut answer regarding the morally correct action

lack of internalized standards about right and wrong, making decisions based solely on what is best for oneself

uncritical acceptance of society's conventions regarding right and wrong

thinking in accordance with self-constructed, abstract principles regarding right and wrong

feeling of sorrow or concern for another person's problems or distress

explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another

approach to conflict resolution in which a student (mediator) asks peers in conflict to express their differing viewpoints and then work together to identify an appropriate response

student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world

student who succeeds in school and in life despite exceptional hardships at home

academic discipline that studies and applies concepts and theories to psychology relevant to instructional practice