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Human Motivation 1 - Coggle Diagram

- - - - School transitions
      - Math anxiety
      - Test anxiety
- - - - Deficiency needs
      - Growth/being needs
      - Limitations for Maslow's theory
        
        Theory does not explain some phenomena, e.g., ‘starving artist’
        
        Lack of research evidence to support the theory
        
        Some needs not accounted for, e.g., power and control
        
        Maslow’s basic assumptions have been criticized
        
        Little evidence for the rigid stage hierarchy
        
        Lack of rigorous scientific methods
    - - Need for unconditional positive regard
      - Basic human need necessary for self-actualization
  - - - Feedback
      - Social recognition
      - Praise/Criticism
      - Obligation removal
      - Rewards
    - - Does not promote intrinsic motivation
      - Develops materialistic attitudes
      - Does not consider expectations and beliefs
  - - - Events that happen to students might affect motivation through students’ perception of the events itself as either controlling behavior or providing information
    - - Dispositional interest (individual)
      - Situational interest (activated by environment)
      - Beware of Seductive details – ‘false advertising’!
    - - essentially linked to task performance
      - Types of goals:
        
        Mastery goal
        
        Performance-avoidance goal
        
        Social goal
        
        Performance goal
    - - People are active organisms, with evolved tendencies toward growing, mastering ambient challenges, and integrating new experiences into a coherent sense of self
      - Three psychological needs:
        
        Competence
        
        Control (similar to locus of control)
        
        Control (similar to locus of control)
      - Classrooms
        
        Autonomy-supporting classrooms
        
        Controlling classrooms
  - - - Attitudes are developed and modified based on assessments about beliefs and values.
      - Students' achievement and achievement related choices are most proximally determined by two factors
        
        expectancies for success
        
        subjective task values
      - Values
        
        Importance
        
        Utility (engagement in a task based on task value)
        
        Intrinsic interest
        
        Cost
    - - It examines what information is gathered and how it is combined to form a causal judgment
      - How and why people explain events as they do
      - How the social perceiver uses information to arrive at causal explanations for events.
      - Three aspects of attribution
        
        Locus of control [internal or external]
        
        Stability [consistency/regularity of occurrence]
        
        Controllability [within or beyond control]
    - - Judgment about ability to perform
      - Factors
        
        History of success
        
        Positive modeling
        
        Verbal persuasion
      - Struggling learners often have low self-efficacy
- - - - Challenging activity
      - Promote learner’s feelings of autonomy
      - Evoke curiosity
      - Involve creativity and fantasy