| Question | Answer |
| Abraham Maslow | -humanistic approach to learning and motivation |
| Maslow's hierarchy of needs | 1.physiological
2.safety
3.love/belonging
4.esteem
5.self-actualization...(THIS IS THE ONLY GROWTH/INTRINSIC NEED) |
| -deficiency needs are | extrinsic |
| -growth needs are | intrinsic |
| student is RESPONSBILE for his/her learning | existentialism |
| when a student is emotionally paralyzed by worrying too much cuz you make your test seem impossible | debilitating anxiety |
| *TO UNDERSTAND WHAT MOTIVATES A STUDENT, YOU NEED TO UNDERSTAND THEIR NEEDS | YOU NEED TO UNDERSTAND THEIR NEEDS |
| testing a student shortly after they learn soemthing (improves performance on bigger tests) | testing effect |
| student gives up | failure syndrome |
| how much control you feel you have over things that happen to you | locus of control |
| you believe it happened by something outside of you | external locus of control |
| you believe it happened cuz of your own ability or intelligence | internal locus of control |
| -planning fallacy-underestimating how much time something will take, cramming
-The rush. Some students like to put off their work because they work best under
pressure
- Distaste for the task
- Overwhelming task
- Lack of self-efficacy. | procrastination techniques: |
| **If a student is doing
something that requires a lot of concentration, such as solving a logic problem or applying
information, | you want to use low arousal with low pressure |
| if student is doing easy task | use high arousal |
| * You want to find an _______ level of arousal to
get your students' attention. You want to challenge them a bit | optimal |
| means it is something that will happen again | stable events |
| means it rarely happens. | unstable events |
| arousal theory-a certain amount of arousal is needed to motivate people to learn
-optimal level of arousal
-hot cognition: bring up topic that brings out emotions
-low arousal with low pressure-give them the space and time to think | Rob Yerkes and John Dodson |
| a certain amount of arousal is needed to motivate people to learn | arousal theory |
| bringin up a topic that brings out emotions | hot cognition |
| challenge them a bit. Get their attention | optimal level of arousal |
| the idea that students do best with a MODERATE level of arousal | -inverted U function/Yerkes-Dodson Law of Arousal: |
| enough worry to motivate students to study | facilitative anxiety |
| tested lil kids
picked out "good students" RANDOMLY
they did good on next tests | Robert Rosenthal and Lenore Jackson: Bloomers Oak School Study |
| confirmation of self-image: even teachers like to have their self-image polished
Proximity
:
Similarity
halo effect | teacher bias |
| • Present rules and instructions in an informational rather than controlling manner.
*Provide opportunities for students to make choices.
*Minimize reliance on extrinsic reinforcers
*Show them how the information will give them a personal advantage. | fostering self actualization in students: |
| -Nonperformance.
-Fear of Failure.
-Fear of Success
-Faking participation.
-Setting unrealistic goals. These students set goals too high | Self-handicapping behaviors: |
| self-fulfilling prophecy is also called | the Pygmalion Effect |
