05 Motivation and Engagement Free Online FlashCards

What aspects of learning behavior does motivation influence?

Motivation influences what students choose to do, how much effort they invest, and how long they persist.

How do intrinsic and extrinsic motivation differ?

Intrinsic motivation means doing an activity because it is interesting or satisfying. Extrinsic motivation means doing it for a separate outcome, such as a grade or requirement.

What shapes effort in the expectancy-and-value view?

Students are more likely to invest effort when they believe they can succeed and see a reason to do the task. Perceived costs, such as anxiety or competing demands, can reduce effort.

Which three needs support motivation in self-determination theory?

Self-determination theory highlights competence (feeling capable), autonomy (having meaningful choice), and relatedness (feeling respected and connected).

How does a mastery goal differ from a performance goal?

A mastery goal focuses on learning, improvement, or understanding. A performance goal focuses on demonstrating ability or avoiding looking incapable.

What makes a learning goal easier to act on and monitor?

Short-term, specific, moderately challenging goals are generally easier to act on and monitor than broad, distant goals.

What are the core actions in self-regulated learning?

Self-regulated learning involves planning, monitoring work, and reflecting on what to do next.

What is self-efficacy, and what makes it task-specific?

Self-efficacy is a student's belief that they can succeed at a particular task. It is task-specific, so confidence can differ across activities.

What experiences can influence a student's self-efficacy?

Self-efficacy can be influenced by past successes or difficulties, observing others, credible encouragement, and emotional or physical reactions such as anxiety.

What are the three dimensions of classroom engagement?

Behavioral engagement involves participation and follow-through; emotional engagement involves feelings such as interest or belonging; cognitive engagement involves concentration and thoughtful use of strategies.

Why is task completion alone an incomplete measure of engagement?

A student can be behaviorally present yet cognitively disengaged. Teachers should consider multiple dimensions of engagement rather than relying on one sign, such as task completion.

How can teachers make a learning task's purpose clear?

Connecting new learning to prior knowledge, real questions, or future uses helps students see its value. Explaining the rationale can also help with tasks they do not initially find appealing.