Educational Psychology Essay assignment Ch10-- Motivation
*Please answer the questions on a separate piece of paper. You do not need to copy the questions. I encourage you to do this on a word processor and print multiple copies or photocopy your answers so that you have them to review for the test (especially for the last chapter before the exam).
*You may NOT work in groups on homework assignments (you must have your own answer)
READING ASSIGNMENTS:
From Chapter 11: Nature of Motivation, How motivation effects learning and behavior, Extrinsic/Intrinsic Motivation, Theoretical Perspectives (365-370)
From Chapter 10: Self Efficacy (pages 340-346)
From Chapter 12 Goals (403-410) Attributions & Expectations (412-423)
From Chapter 11 & 12: Diversity (383-385 $ 424-428)
Short Essay Questions (answer all essay questions in complete sentences. Define all psychological terms that you use. Use at least 6 sentences per question)
1. Chapter 11: Imagine a situation where a teacher is trying to institute a reading incentive program. He places a large chart on the wall to track student progress. Each time a student completes a book, he or she receives a star on the chart. Each student who reads 5 books per month gets a small prize from the class prize box, and the student who reads the most books gets a larger prize. Sami is a very good reader and usually reads long books above her grade level. During the first month many students are excited about reading and get many stars, but Sami only receives one star due to the novel she was reading. In the second month, not wanting to be left out, Sami chooses shorter easier books, and outreads all her classmates by earning 30 stars. After the teacher ends the incentive program he notices that fewer students (including Sami) are choosing reading for their free time activity than before he started his program, and he wonders what went wrong.
a) Why do you think Sami went from receiving one star the first month to receiving 30 stars the next? Why does she no longer read in her free time at school? Be sure to use and define the terms extrinsic and intrinsic motivation in your answer.
b) What are the problems with this type of incentive program and how would you change it do that it does not undermine students' motivation to read?
2. Chapter 12: In it’s discussion of motivation, the textbook describes three kinds of achievement goals: mastery goals, performance-approach goals, and performance-avoidance goals. In a short paragraph, explain how these three types of goals are different, and list three strategies you might use to promote mastery goals. Illustrate each one with a concrete example of something you might do.
Objectives for Chapter 10
1. Define self-efficacy, explain its effects on children’s learning and behavior, and describe several ways to enhance it.
2. Explain why it is important that teachers as well as students have high self-efficacy.
Objectives for Chapter 11
1. Define motivation and describe its effects on behavior. Distinguish theories of motivation.
2. Distinguish between intrinsic motivation and extrinsic motivation, and explain why intrinsic motivation is usually more desirable.
3. Describe several cultural, gender, and socioeconomic differences that teachers might see in children’s motivation and affect.
4. Explain how a teacher might accommodate the unique motivational and affective characteristics of children with special educational needs.
Objectives for Chapter 12
1. Contrast mastery goals and performance goals in terms of their effects on learning and behavior, and describe several ways in which a teacher can promote mastery goals.
2. Describe several other kinds of goals that are apt to influence children’s classroom behavior.
3. Explain how children’s explanations for success and failure (i.e., their attributions) are likely to influence their thoughts and behaviors, and identify ways in which teachers can help children make accurate and productive attributions.
4. Explain how teachers’ beliefs and expectations can influence children’s classroom achievement, and describe several strategies that teachers can use to ensure that their beliefs boost, rather than hinder, students’ progress.
5. Describe cultural, gender, and socioeconomic differences in the cognitive factors that underlie children’s motivation.
Vocabulary: Motivation, Extrinsic & Intrinsic Motivation, flow, traitt theory, achievement motivation, Maslow’s Hierarchy of Needs, self-efficacy, core goal, various types of goals, attributions, mastery orientation/ learned helplessness, self-fulfilling prophecy, stereotype threat
Teacher Efficacy Scale: Short form
From Hoy, W. K, & Woofolk, A.E. (1993). Teacher's sense of efficacy and the organizational health of schools. The Elementary School Journal 93, 356-372
KEY: 1=strongly agree 2=moderately agree 3=slightly agree 4=slightly disagree 5=moderately disagree 6=strongly disagree
1. The amount that a student can learn is primarily related to family background
1 2 3 4 5 6
2. If students aren't disciplined at home, they aren't likely to accept any discipline
1 2 3 4 5 6
3. When I really try, I can get through to the most difficult students.
1 2 3 4 5 6
4. A teacher is very limited in what he/she can achieve because a student's home environment is a large influence on his/her achievement
1 2 3 4 5 6
5. If parents would do more for their children, I could do more
1 2 3 4 5 6
6. If a student did not remember information I gave in a previous lesson, I would know how to increase her/his retention in the next lesson.
1 2 3 4 5 6
7. If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect him/her quickly.
1 2 3 4 5 6
8. If one of my students couldn't do a class assignment, I would be able to accurately assess whether the assignment was at the correct level of difficulty
1 2 3 4 5 6
9. If I try really hard, I can get through to even the most difficult or unmotivated of students.
1 2 3 4 5 6
10. When it comes right down to it, a teacher really can't do much because most of a student's motivation and performance depends on his or her home environment.
1 2 3 4 5 6
Directions for Scoring the Teacher Efficacy Scale: Short Form
The reverse scored items on the 10-item version are: 3, 6, 7, 8, 9. For these items 1=6 2=3 and 4=5. Add up your scores from all 10. 60 is the highest score and indicates the highest efficacy.