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chpt 5 (attribution theory (on achievement？ (influenced by (luck, ability,…

- - - - luck
      - ability
      - difficulties
      - effort
    - - locus of control
        
        internal? external?
        
        do you do it on your own or with help?
      - locus of stability
        
        does it stay the same or changes?
        
        stable if it stays like that over time
      - locus of control
        
        can control
        
        skill
        
        cannot control
        
        luck
    - - eg. get an A+ from a teacher who always give high grade
        
        ATTRIBUTE:
        
        external
        
        uncontrolable
      - attribute
        
        high performance student's attribute
        
        success
        
        being attribute to controllable, internal, stable factor
        
        e.g, ability
        
        failure
        
        uncontrollable
        
        resources
        
        external
        
        effort
        
        low performance student
        
        failure
        
        internal reason
        
        ability
    - - consider student's personality & recognize their way of attributing scores
        
        low achievers
        
        change mindset
        
        account for effort rather than skill
        
        adjust teaching style
        
        internal
        
        make them feel like they can achieve on their own
        
        stable
        
        test later so that they now the knowledge is still there
        
        do not put in too much effort to achieve
        
        high achievers
        
        adjust difficulties, try to avoid external factors to show their real level
        
        allow them to maintain the mindset
  - - - low achievers
        
        failure link to self-esteem
        
        ie. count to internal reason
        
        success link to external
        
        credit for luck
        
        and this mind set is affected by environment
- - - - more than just learning motives
      - can be extended to film writing
        
        characters' motivation
        
        also in ascending form!!
    - - engagement
        
        flow
        
        cognitive
        
        behaviour
        
        emotional
    - - .
        
        amotivation
        
        extrinsic
        
        intrinsic
      - but
        
        can be something in between
        
        depend on stages
        
        differ from time to time
  - - - a theory of motivation
      - 5 stages
        
        physical need
        
        social needs: love and belongliness
        
        self esteem
        
        sense of pride
        
        safety and security
        
        UP eg. Carl has his helmet and goggles on - sense of security to face the world
        
        improvement need: self-actualization
        
        doing sth to reach your highest potential without actually expecting rewards
        
        eg. creativity
      - one must fill the lower one before reaching for the next one
      - implication
        
        if you have not satisfied the previous ones, you cannot focus on just improving
        
        eg. family problem affect your learning
      - example
        
        teachers running around the classroom so kids don't feel safe
  - - - award
    - - self-atcualization :
        
        sense of competence
      - emphasize choice freedom and self-determination
      - self-determination theory
        
        we need to feel competent
        
        to have some choices and control
        
        need to connect with other
        
        driven by the need for autonomy
        
        cognitive evalution theory
        
        all events, 2 aspects
        
        controlling
        
        pressure students to perform well
        
        results in decreasing the sence of competence
        
        informational
        
        provides info that increases intrinsic motivation
        
        results in increasing sense of competence
        
        but if it does not then it may differ
        
        therefore:
        
        can control the way we communicate info to motivate
        
        see pg. 154 guideline for strategies
        
        if: being pressured to perform, may seek for the quickest, easiest solution
    - - focus on intrinsic
      - personal problems
      - emphasize on goals and motivations
      - impacting individuals' thinking
    - - combination of behaviourism and cognitive
      - product of expectancy and value
        
        if either is zero, no motivation
        
        if I succeed is that valuable?
        
        can I succeed if I try?
    - - participation
        
        maintaining identity through participation
      - self-image
        
        sense of belonging, in a way
        
        'everything I do contribute to becoming an expert'
        
        your identity
  - - - hierarchy of need
        
        autonomy
        
        relateness
      - seeking for sense of competence
        
        need appropriately chanllenging tasks
        
        need to be able to observe their own improvements
    - - epistemological beliefs
        
        what is knowledge and learning?
      - ability
        
        entity view
        
        stable&uncontrollable
        
        cannot be changed
        
        incremental view
        
        unstable and controllable
        
        changing and managable
      - cause and control
        
        attribution theory
        
        teacher's action
        
        if controllable, get mad
        
        if external. usually pity
      - self-efficacy
        
        belief on personal competence in a specific field
        
        source
        
        level of arousal
        
        emotional and physical response
        
        vicarious experience
        
        can feel connected with past knowledge
        
        social persuasion
        
        peer support
        
        mastery experience
        
        direct feedback
        
        teacher's efficacy
        
        believe that you can handle difficult students
      - self-worth
        
        learned helplessness
        
        uncontrollable outcome
        
        cause low motivation
        
        3 motivation sets
        
        mastery-orienated
        
        1 more item...
        
        failure-avoided
        
        1 more item...
        
        failure accepting
        
        1 more item...
      - HOW to encourage?
        
        emphasize progress
        
        let them noticing improvements
        
        make specific suggestions on improements
        
        set goal and model a mastery orientation
        
        mindset of succeed coming from effort
        
        stress connections between past effort and the result obtained
    - - closely linked with self-perception
        
        agency
        
        the ability to coordinate skills, emotions etc to reach your goal
        
        exercise agency through 4 stages
        
        setting goals and making plans
        
        engage in learning/enacting stratergies
        
        regulating approach to learning/improvements
        
        analysing the task
        
        alternation: 3 phrase
        
        forethought
        
        identify available resources
        
        identify goals
        
        performance
        
        self-observe/change plan if needed
        
        refleciton
    - - why is interest improtant?
        
        4 stages
        
        maintain
        
        emerging individual interests
        
        well-developed individual interests
        
        trigger situational interests
        
        2 types
        
        situational interests
        
        personal interests
        
        cycle of positive feelings, curiosity and knowledge
        
        CATCH & HOLD interests
        
        curiosity
        
        related with interests
        
        tendency to be interested
        
        the more you learn the stronger the urge to learn more
        
        need some base of knowledge, then a gap you yet to know
        
        aroused
        
        causing people to alert and wide wake
        
        not good if either too low or too high
        
        optimum level of arousal
        
        anxiety
        
        a feeling of tendency, unease
        
        a cause & an effect
        
        a trait and a stat
        
        affect performance & memory
        
        focusing
        
        preoccupies by the worries
        
        miss important info
        
        learning
        
        if bad teaching, esp. rely on memory
        
        if bad learning method
        
        testing
        
        lack of skill, lack of calmness
        
        how to cope?
        
        esp, anxiety itself affect their ability to cope
        
        problem-solving
        
        work on learning method
        
        eg. let them see how others take note
        
        emtional management
        
        avoidance
        
        jump out from the work for some time
        
        application
        
        break down tasks, teach self-regulating strategies
    - - propellers & roadblockers
        
        accumulation
        
        enviornment
        
        eg. family expectation
        
        intensity
    - - why is goal important?(according to Locke and Latham)
        
        direct attention
        
        energize effort
        
        omcrease persistence
        
        promote the development of new knowledge and strategies
- - - - physical need
    - - self esteem
    - - self esteem
    - - self-actualization
- - - - significant
    - - clear!
    - - something you want
    - - measaurable
        
        can see progress
    - - need to break down into small goals
  - - - knowing where you are at and how far you need to go
    - - design the activities in the way that fit the goal
    - - goal must be sth they really want