Ch. 13 Self-Regulation & Motivation
Self-regulation
Self-regulation involves the ability to resist an impulse
requires executive functions
(management of mental processes)
socializing and motivating oneself
managing emotions
controlling impulse
using mental processes and tracking progress
setting goals
Development of Self-Refulation
Infants control their own attention and engage in self-soothing behaviors
Children become motivated to make their own choices
In early childhood, children begin to delay gratification
Developmental Trends
children gradually internalize rules
Children's judgments about how well they are doing on a particular task become more frequent
Self-regulation advances simultaneously along three primary fronts.
children increasingly talk their way and eventually think their way, through situations
Self-regulation advances cognitively, behaviorally, and socially
Willpower gradually builds during early and middle childhood and then takes a temporary dip during adolescence.
Bioecology of Self-Regulation
Genetic factors
Environmental factors
brain differences and brain maturation
temperament
cultural norms, socialization practices
parental expectations
Promoting Self-Regulation
Describe and demonstrate desired behaviors and arrange for routines that encourage them
Provide children of all ages with choices
provide guidance only when children really need it
Use suggestions and rationales when possible
Invite children to plan ahead and evaluate own progress
Be a good role model
Teach specific self-regulation skills
create checklists as guides
Tailor levels of support to the characteristics of children with disabilities
protect adolescents from their distinct vulnerabilities
Extrinsic and intrinsic motivation
Motivation
Extrinsic: attain or avoid consequences
Intrinsic: inherent within self or task
important for learning
Reinforcement and Extrinsic Motivation
over time, children associate primary reinforcers with other consequences (secondary reinforcers)
Children are motivated to aviod punishment
Infants are motivated by primary reinforcers
food, drink, affection
praise, grades, money
Children may be motivated by vicarious reinforcement and punishment
Factors Affecting Intrinsic Motivation
desire for consistency in understanding the world
innate need to feel competent sense of self-determination
natural predisposition to explore
sense of self-determination
Developmental Trends
Children increasingly pursue activities they find valuable
Motivation becomes internalized over time
Children's interest stabilize as they get older
Intrinsic motivation for learning school subjects declines
situational interests replaced by personal interests
Goals and attributions
Motivating children at school
Development of goals
Children must coordinate multiple goals
Humans are purposeful by nature
even infacts show goal-directed behavior
achievement goals
social goals (need for relatedness)
future aspirations
performance
mastery
performance-avoidance (avoiding undesirable outcome)
Preformance-approach (gaining positive outcome)
Encouraging Mastery
students strive for mastery goals when:
students are unlikely to strive for mastery goals when:
when they have occasional group projects
when evaluation criteria allow for mistakes
assignments entice them to learn new skills
assignments ask little of them
when teachers insist that they compete with one another for resources of high test scores
when any single failure has significant impact on final grades
Attributions
Explanations for success and failure
Differ from one another in three general ways:
stable of unstable
controllable or uncontrollable
internal or external
Development of Attributions
children increasingly distinguish among attributions
children increasingly attribute successes, failures to stable uncontrollable characteristics
children & adolescents become more aware of reactions that attributions elicit
children develop predictable patterns of attributions and expectations
Attributions are based on past success,
failure and other's attributions
do not distinguish effort, ability, luck etc., in early childhood
age 6: more ability= more effort. more effort= more success
ang 9: less ability, more effort needed
age 13: sometimes,effort can't compensate for low ability
incremental vs. entity view of ability
sometimes they distort the truth for sympathy or status
mastery orientation vs. learned helplessness
Bioecology of Motivation
Reflects both nature and nurture
temperament, past experiences, disabilities
Gender
boys and girls tend to have different interests
place different value in academic domains
boys like specific topics, girls like reading, drawing and painting
girls more concerned about academic performance, future goals
boys less discouraged by failure, more ambitious
attribute success to effort, faioure to ability
attribute success to ability, failure to effort
Each culture fosters motivational qualities in ways that fit whit prevailing practices in that society
Differences:
future aspirations and preferred activates
attributions for success and failure
goals of learning, definition of academic success
value placed on autonomy and self-determination
Maintain children's sense of self-determination
Encourage children to shoot for objectives they can reasonably obtain
Enhance self-efficacy for mastering knowledge and skills
Encurage mastery goals amore than performance goals
Focus on promoting intrinsic motivation
Downplay the seriousness of failure
Help children meet social goals
Give encouraging messages about the causes of successes and failures
Theach children to give themselves encouraging attribution messages
Use extrinsic reinforcers when necessary
Use praise that validates students' hard work and successful strategies
attend to needs of students who are behind in academic skills
Take-Home Messages
Making wise choices and directing oneself along productive paths require self-regulation
Motivation helps energize us and sustains our behavior
Goal-directed behavior begins in infancy
Attributions-explanations people have for their successes and failures- influence motivation
intrinsic vs. extrinsic
mastery, performance, social, future aspirations
Key Concepts
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motivation (p. 485)
delay of gratification (p. 487)
conscience (p. 488)
self-monitoring (p. 492)
self-instructions (p. 492)
self-motivation (p. 492)
self-evaluation (p. 492)
extrinsic motivation (p. 495)
intrinsic motivation (p. 495)
reinforcer (p. 495)
primary reinforcer (p. 496)
secondary reinforcer (p. 496)
vicarious reinforcement (p. 496)
punishment (p. 497)
vicarious punishment (p. 497)
self-efficacy (p. 498)
sense of self-determination (p. 499)
situational interest (p. 499)
personal interest (p. 499)
value (p. 500)
internalized motivation (p. 500)
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achievement goal theory (p. 504)
mastery goal (p. 504)
performance goal (p. 504)
performance-approach goal (p. 504)
performance-avoidance goal (p. 504)
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social goal (p. 505)
attribution (p. 507)
mastery orientation (p. 508)
learned helplessness (p. 508)
growth mind-set (of ability) (p. 508)
fixed mind-set (of ability) (p. 508)
situated motivation (p. 514)
Belief that one is capable or executing certain behaviors or reaching certain goals
Phenomenon in which a child decrease a certain response after seeing someone else reinforced for that response
consequence of a response that leads to a decrease in the frequency of that response
Phenomenon in which a child increases a certain response after seeing someone else reinforced for that response
Stimulus or event that becomes reinforcing over time through its association with one or more other reinforcers.
Stimulus or event that satisfices a built-in biological need
Consequences of a response that leads to an increase in the frequency of that response
Motivation resulting from personal characteristics or from factors inherent in the task being performed
Motivation provoked by the external consequences that certain behaviors bring
Judging one's own performance in accordance with predetermined criteria
specific directions that one gives oneself while preforming a complex behavior; a form of self-talk
Process of observing and recording one's own behavior
An internalized sense of right and wrong for guiding and evaluating one's behavior.
Forgoing small immediate rewards for larger ones at a future time
State that energizes, directs, and sustains behavior.
Phenomenon in which aspects of the immediate environment enhance motivation to learn particular things or behave in particular ways
Belief that ability is a "thing" that is relatively permanent and unchangeable
General belife that one is incapable of accomplishing tasks and has little or no control of the environment
General belief that one is incapable of accomplishing tasks and has little or no control of the environment.
General belief that one is capable of accompanied by an intent to master such task
Belief about the cause of one's own or anther person's success or failure
Goal related to establishing or maintaining relationships with other people
Desire to look good and receive favorable judgments from others.
Desire to demonstrate high ability and make a good impression
Desire not to look bad or receive unfavorable judgments from others
Desire to acquire additional knowledge or master new skills (also known as a learning goal).
A conceptual framework for distinguishing adaptive and maladaptive motivations for accomplishing academic standards and battling obstacles to success.
Adoption of behaviors that others value, whether or not one's immediate environment reinforces those behaviors
Belief that a particular activity has direct or indirect benefits
Long-term, relatively stable interest in a particular topic or activity
Interest evoked temporarily by something in the environment
Belief that one has some choice and control regarding the future course of one's life
Intentionally using certain strategies to keep oneself on task during a dull but important activity