Chapter 11 Learning Guide completed PDF

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Learning Guide: Chapter Eleven-Motivation and Perception of Self Below you will find study questions and graphic organizers to help you organize the information for Chapter 11. Watch the podcast and read the indicated sections of your text, especially the “Suggestions for Teaching” sections. In “Suggestions for Teaching” (and in the videos), you will see how these concepts can be applied to an actual classroom (and to the classroom scenario questions you will encounter on the exam). To jump to specific sections or pages, you may type the page number into the “search this course” function or click on “chapter contents,” which is in the top left once you click into the textbook.

1. Read Section 11-1b (p. 386-387), focusing on types of motivation. Compare and contrast intrinsic and extrinsic motivation. Include any common elements or factors in the middle section shared by both circles. Intrinsic motivation

Extrinsic Motivation

Motivated by outside source Motivated from within Doing something for internal reward, experience, interest, value, or action Self determination Can result in high creativity

Creates desired outcom es. Forms of motivati on

Does not result in long term change Not sustainable Overlooks happiness and interest

2. Read Section 11-2a (p. 388), focusing on vicarious and direct reinforcement. Explain the concepts here: Vicarious reinforcement

Direct reinforcement

Means that we expect to receive the same reinforce that we see someone else get.

Direct reinforcement is the reinforcement a student receives a reward for something they have done

3. Review your learning guide from chapter 8 regarding self-efficacy. Read Section 11-2b (p. 388-389). Explain the effects of self-efficacy on choice of goal, outcome expectations, and attributions. Choice

Effect Students with high self-efficacy often choose task mastery goals.

goal choice

outcome expectations

attributions

Those with high levels of self-efficacy more often expect a positive outcome. Those with lower levels of self-efficacy are more likely to expect a disappointing outcome, tend to use simpler learning skills, and are likely to give up more quickly when tasks demand greater cognitive efforts Those with a high level of self-efficacy for a subject are likely to attribute failure to insufficient effort but credit their success to a combination of ability and effort. Their peers who are lower in selfefficacy are likely to explain their failures by saying that they just don’t have the ability to do well, but they will chalk their successes up to an easy task or luck

4. Read Section 11-3c (p. 391-392), focusing on attribution theory. Explain the concept and include the four main attributions. The theory that regardless of our self-efficacy levels we will inherently attribute our success or f failure to one of the following reasons  Ability  Effort  Difficulty  Luck

5. Read “Suggestions for Teaching” (p. 398-406). You may add additional notes here:

6. Read Section 11-4a (p. 406-408), focusing on Maslow’s hierarchy of needs. Complete the diagram below with what needs may be found on which level.

Self actualization

Esteem Belongingness and love

safety physiological

7. Read “Suggestions for Teaching” (p. 414-415). You may add additional notes here:

8. Read Section 11-6b (p. 416-417), focusing on technology. Explain how technology may be used to increase motivation to learn (intrinsic and extrinsic): Technology increases intrinsic motivation by making learning more interesting and meaningful

9. Read the Chapter 11 summary (p. 418-420) thoroughly. There is additional information from the chapter in the summary that you haven’t yet encountered. Please be sure to read ALL chapter summary information to support your learning! You may add additional notes here:

**NOTE: You are not responsible for the material in Chapter 12. You may skip the next chapter and move on to Chapter 13....