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Essentials Chapter 6
Educational Psychology
| Question | Answer |
|---|---|
| motivation | Inner state that energizes, directs, and sustains behavior. |
| affect | Feelings, emotions, and moods that a learner brings to bear on a task. |
| need for arousal | Ongoing need for either physical or cognitive stimulation. |
| need for competence | Basic need to believe that one can deal effectively with one's overall environment. |
| self-worth | Belief about the extent to which one is generally a good, capable individual. |
| need for self-determination | Basic need to believe that one has some autonomy and control regarding the course of one's life. |
| need for relatedness | Basic need to feel socially connected to others and to secure others' love and respect. |
| time on task | Amount of time that students are actively engaged in a learning activity. |
| extrinsic motivation | Motivation resulting from factors eternal to the individual and unrelated to the task being performed. |
| intrinsic motivation | Motivation resulting from personal characteristics or inherent in the task being performed. |
| flow | Intense form of intrinsic motivation, involving complete absorption in and concentration on a challenging activity. |
| situated motivation | Motivation that emerges at least partly from conditions in a learner;s immediate environment. |
| interest | Perception that an activity is intriguing and enticing; typically accompanied by both cognitive engagement and positive affect. |
| situational interest | Interest evoked temporarily by something in the environment. |
| personal interest | Long-term, relatively stable interest in a particular topic or activity. |
| self-efficacy | Belief that one is capable of executing certain behaviors or reaching certain goals. |
| collective self-efficacy | Shared belief of members of a group that they can be successful when they work together in a task. |
| resilient self-efficacy | Belief that one can perform a task successfully even after experiencing setbacks. |
| self-handicapping | Behavior that undermines one's own success as a way of protecting self-worth during potentially difficult tasks. |
| value | Belief that an activity has direct or indirect benefits. |
| internalized motivation | Adoption of other people's priorities and values as one's own. |
| mastery goal | Desire to acquire new knowledge or master new skill. |
| performance goal | Desire to demonstrate high ability and make a good impression. |
| performance-approach goal | Desire to look good and receive favorable judgements from others. |
| performance-avoidance goal | Desire not to look bad or receive unfavorable judgments from others. |
| social goal | Desire related to establishing or maintaining relationships with other people. |
| core goal | Long-term goal that drives much of what a learner does. |
| attribution | Personally constructed casual explanation for a particular event, such as a success or failure. |
| incremental view of intelligence | Belief that intelligence can improve with effort and practice. |
| entity view of intelligence | Belief that intelligence is a distinct ability that is relatively permanent and unchangeable. |
| mastery of orientation | General, fairly pervasive belief that one is capable of accomplishing challenging tasks. |
| learned helplessness | General, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control over the environment. |
| self-conscious emotion | Affective state based on self-evaluations regarding the extent to which one's actions meet society's standards for appropriate and desirable behavior; examples are pride, guilt, and shame. |
| hot cognition | Learning or cognitive processing that is emotionally charged. |
| cognitive dissonance | Feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs. |
| anxiety | Feeling of uneasiness and apprehension concerning a situation with an uncertain outcome. |
| facilitating anxiety | Level of anxiety (usually relatively low) that enhances performance. |
| debilitating anxiety | Anxiety of sufficient intensity that it interferes with performance. |
| threat | Situation in which a learner believes there is little or no chance of success. |
| challenge | Situation in which a learner believes that success is possible with reasonable effort. |
| stereotype threat | 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. |
| proximal goal | Concrete goal that can be accomplished within a short time period; may be a stepping stone toward a longer-term goal. |
| self-fulfilling prophecy | Expectation for an outcome that either directly or indirectly leads to the expected result. |
| emotion self-regulation | Process of keeping one's affective states and affect-related behaviors within productive, culturally desirable limits. |
Created by:
dkern
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