ch 12

• Motivation is due to reinforcement and rewards.
• Motivation effects your behavior
• if motivated more engaged to accomplish goals

• Do something to get reward
• Positive reinforcement

• Do homework to get video game time
• work to get $

motivated because you love it

• read books because you love to read
• volunteer because love working with kids

• behavior change is only temporary
• stops when reward stops
• materialistic attitude toward learning
• lessen intrinsic motivation if they had it

• initial interst is low because task is perceived as boring
• initial interest is high and reward by positive feedback
• most desireable reward is available to everyone ie A+

• reward sparingly
• only if completed entire task
• no competitions
• everyone can get highest grade

• People learn by observation
• If they see someone being reward they will complete that task.

• 1. Vicarious reinforcement
• -expectation to receive same reward that we see someoen else getting
• 2. individuals sense of self efficacy
• - belief about ones ability to perform task

• 1. goal setting
• 2. outcome expectations
• 3. attributions

If students believe can accomplish then they wll be more motivated to try

• SE low, fails=motivation low
• SE low, succeeds= thinks lucky

• developmental
• need for achievement
• attribution theory
• beliefs about ability
• effect of interes on intrinsic motivation

• motivation is influenced by need to master the work
• assimilation
• -fitting into existing scheme
• accomodation
• -changing existing scheme to incorporate experience

• motivation is influenced by one's expectation for success.
• achievement is dependant on probability of success and incentive

• Select moderately difficult tasks
• Those with high need for success expect succcess more than fear failure
• if test too easy wont be proud

• avoid difficult tasks because they fear failure
• May choose very easy or very hard tasks

• Why we did good or bad
• asking why when trying to understand our successes and failures

how explanation, justifaction or excuses influence motivation

• 1. Locus of control
• 2. Stability
• 3. Controlability

• associated with self-esteem
• location of the cause to the person
• internal-I'm smart
• external-test was easy

• whether cause stays same or changes
• Associated with expectations about the future
• internal-intelligence
• external- didn't study enough

• if person can control cause or not
• related to emotions
• controllable-didn't study
• uncontrollable- teacher doesn't like me so I failed

failure-lack of ability-uncontrollable-not responsible-shame-withdrawl-performance declined

failure-lack of effort-controllable-guilt-performance improves

• high need
• success due to internal factors-effort and ability
• failure is external- task too hard
• Failure doesn't affect self-esteem

• low need
• success is external-luck
• failure is internal-ability
• doesn't feel responsible even if successful

motivation for learning is affected by belief that intelligence is fixed or changeable

• 1. Entity theorists
• 2. incremental theorists
• 3. mixed throrists

• ability is stable and uncontrollable.
• look smart by getting good grades
• Not intrinsicly motivated
• Performance goals- to gain positive judgement

• Ability is unstable and controllable
• changing behavior can change ability
• study more get better grades

• enjoy learning and want to perfect skills
• mastery goals

• performance goals- avoid challenge
• mastery- seek callenge

• 1. personal- desire to understand topic. Pay more attention
• 2. Situational interest- temporary. engaging in hands-on-activities. use of games and puzzles. work with others.

people are motivated by unsatified needs

people try to satisfy certain needs

• Physiological
• Safety
• Love and belonging
• Esteem
• Self-Actualization

• Physiological
• -survival needs. water, shelter, food
• Safety
• -need to feel save in environment
• Love and belonging
• -need for affection and to feel part of group
• Esteem
• -need to feel good about self and want others to like you
• Self-Actualization= Self fulfilment
• -need to become all they are capable of. Seek out new activities

• hard to stimulate them
• difficult to measure
• time consuming

• self concept- how one feels about what they have accomplished- I am good at sports
• self esteem- how one feels about themself-I'm cool
• self efficacy-ability to accomplish task-I'll past the test

• 4 specific areas
• -social, physical, emotional, academic
• 2 levels
• general-how good in school
• specific- how good in science

• ASC- how well one does in school
• positively correlated
• high ASC = high grades
• vice versus
• dont know what causes what

• design programs aimed at improving academic self concept and achievement
• achievement can be improved by telling students how well they learned certain skill
• self concept - teaching them skills