Base Group #1

Check-in Answers

Date / Question


April 29, 2015

Spring 2015 – Memorable moment(s)?


April 22, 2015

Spring fever?


April 15, 2015

Who has had more influence on your motivation, your family or peers?


April 8, 2015

Who/what has had more influence on your motivation: Your teachers (instructors, professors, etc.) or school(s)?


March 25, 2015

When do you experience flow?


March 18, 2015

What is something you do for purely intrinsic reasons? What is something you do for purely extrinsic reasons?


March 4, 2015

What are you looking forward to in the next few weeks?


February 25, 2015

Who (or what) helps you to regulate your goal attainment?


February 18, 2015

When do you feel smart? When you’re doing something perfectly and with little effort, or when you’re struggling and learning something new?


February 11, 2015

When you have failed to achieve a goal, have you ever resisted others' efforts to convince you that you can still succeed? Why did you react that way?


February 4, 2015

What are you good at that you truly value? What are you good at that you don't value very much?


January 28, 2015

Who has had a positive effect on your self-efficacy? How so?


January 21, 2015

Highlight during winter break?

Danielle B.


DEFENDED MY APPRENTICESHIP!


watching thunderstorms!


Neither. I've never really gotten much from either group. I've gotten most of my motivation from teachers.
But if I have to answer it, I would say peers...they have similar academic beliefs--and probably similar ability.


My professor in undergrad! she really made me feel comfortable to make mistakes and learn from them, without fear of failing.


when i'm writing something that allows me some creativity.


I used to write creatively ...and that was intrinsically motivating.
extrinsic ...for the most part it's been school.


Defending my apprenticeship and being finally done with that.


Reinforcement or support from others...this is especially true if I am running a 5K for example.
when I have set my goals and have been proactive about my training...when I am running, often times I feel like I want to stop...and often times I am very close too--but the people on the side cheering me on can energize me and help me continue


When I'm doing something perfectly with little effort-hands down (although I can't remember the last time I did something perfectly--alas grad school! 😮 ) When I struggle, I often make attributions to my ability and not being skilled at it. For instance, reading research articles can be challenging and often I find myself not feeling smart when reading them.


I have failed at writing a paper in grad school once...and i resisted by thinking it was internal..it was something about me. I was "special"


I'm good at teaching--and I value that greatly.

I actually don't know if I can answer the second one. Usually if I'm good at something, I add value to it..even if I didn't value it before. Even making coffee...that's a skill! I'm good at that...and to some tiny extent, there is some value to that. Otherwise, why would I engage in that behavior. (shout-out to expectancy-value theory!)


Yup, my undergraduate professor in psychology.
She provided me with this feeling like I COULD do it, and it was in my own control to do whatever I wanted. She also engaged in a lot of modeling and reinforcement--but what I think went a long way is the mutual respect we had towards one another.


I cooked christmas eve dinner for my entire family--and didn't burn anything!

Jeffrey


Too much traveling! Orlando (x2), Ohio, Texas, Massachussetts!


Developing this QL course in a serious way. So much work, but worth it!


-


-


-


I experience flow when I am working collaboratively with people I know and we have a breakthrough on what we are working on. Particularly if the discussion is philosophical.


-


Going to Orlando!


-


-


-


-


-


Skiing in Boyne

Amy


being outdoors


-


teachers


when I have time to get immersed in something and I'm free of distrations.


intrinsic: read
extrinsic: dental cleaning


getting through this week


-


It's somewhere in between: when doing something new that surprisingly doesn't take a lot of effort.


-


-


An instructor in undgrad. By pointing out my potential.


hanging out with my kids

Danielle W.


My boyfriend getting a job in Michigan


The semester being over


I'd say my family has had more influence on my motivation, especially when I was younger.


I think my teachers had more of an influence on my motivation; however, especially in high school, I think my motivation also depended on my own interest and self-efficacy in the subject.


When I am writing a paper on a topic I am interested in


Something I do for intrinsic reasons is non-academic reading, especially during the summer. It's hard for me to think of something I do for purely extrinsic reasons, so if I had to say something I would say my assistantship. However, it's not purely extrinsic, because I am also doing it so I can support myself and my education.


Going back to Philadelphia next week


Since being in grad school, I think the other members of my cohort help regulate my goal attainment.


I would say that I feel "most smart" when I am struggling to learn something new; however, in order to feel smart, I have to be successful with the tasks, even if it takes a me a long time and a lot of effort.


Field hockey tryouts in 10th grade.


Reading is something I am good at and value. I have always enjoyed reading, and now as a graduate student, I feel I have definitely become a skilled readers.
Being organized and planning is something I am good at, but I don't value it as much. It sometimes becomes a nuisance, as I wish I could be more flexible.


I think my mom has had a positive effect on my self-efficacy. She is someone who always emphasizes that "you can do it" and that trying your best is what's most important, so when there is something specific I think I can't do or am struggling to do, she definitely boosts my self-efficacy by pushing to try hard and use the skills I have already developed.


Going to Mexico with my family

Weekly Preparation

Class

Class Avg: 3.4

Danielle B.

Personal Avg: 4.3

Jeffrey

Personal Avg: 3.4

Amy

Personal Avg: 3.5

Danielle W.

Personal Avg: 3.6

3 Things I Learned

Date


April 22, 2015

Sociocultural Influences


April 15, 2015

The Role of Family and Peers


April 8, 2015

The Role of Schools and Teachers


March 25, 2015

Interest and Flow


March 18, 2015

Intrinsic vs. Extrinsic Motivation


March 4, 2015

Achievement Goal Theory


February 25, 2015

Self-Regulation


February 18, 2015

Theories of Intelligence & Ability Beliefs


February 11, 2015

Attribution Theory


February 4, 2015

Self-Concept and Self-Worth


January 28, 2015

Social Cognitive Theory


January 21, 2015

Expectancy-Value Models


January 14, 2015

Course Overview & History of Motivation

Danielle B.


1) Everything is relative! Maybe! It depends.
2) We should strive for absolutism..or as close as we can
3) Gender is influenced highly by the orientations and the meaning we give to it.


1)deeper understanding of with, through, of
2) motivation is complicated.
3) how everything can change in terms of time, culture, etc


1) Gender orientations can influence students competence and value beliefs
2) Self-concept can propel students to self-select their peers that have similar self-concepts/beliefs ..and then these peers can reinforce these beliefs (via socialization)
3) There are three different types of parent involvement


1) always see if the measures align with the theoretical construct
2) the clear distinction between socio-cog and socio-cultural
3) Socio-cultural research is very difficult to do...and to find causal relationships.


1) task value might fit under intrinsic motivation
2) cognitive elements should be included in value theories
3) Measurement can differ across studies and it's always important to be attuned to them.


1) person centered analysis is usually done with homogenous groups
2) extrinsic can lead into intrinsic
3) Extrinsic rewards are not the end of the world--they can actually help.


1. this should be a 3D model
2) we are in limbo when it comes to our feelings about performance approach goals
3) Each of these categories are mutually exclusive with different outcomes


1) I learned that some parts of the Self-reg theory could be culturally appropriate
2) To pay attention to what measures truly measure (validity)
3) I learned the interplay between intrinsic motivation and self-regulation


1) Incremental interventions need a lot of work before they are culturally appropriate
2) Many of these theories (intelligence and attributional) are, I believe the most practical for educators.
3) Effort beliefs can go a long way in terms of motivation.


1) attribution can mediate self-worth and expectancies
2) nested model--reaffirmed
3) cognitive/affective how they mapped out


1) I learned that there may be some hierarchy with self-concept and self-worth
2) self-concept and academic achievement is very murky..and the relationship could be cyclical.
3) Self-concept is malleable but more enduring than self-efficacy.


1) Quantitative and qualitative methods can inform one another and they do not have to be mutually exclusive
2) Understanding the factors underneath self-efficacy can be very important in determining strategies
3) Self-efficacy is much more complicated than what I had originally thought.


1) "Learning is a temporary but relatively enduring change. "
2) Expectancy-Value transcends academic environments
3) Achievement can be personal/internally set and externally set.


1) Motivation is a very vague term with many debates on how it is defined.
2) The history of motivation--and how each "era" or theory nodded or drastically contrasted.
3) How education offers a unique challenge and perspective on motivation

Jeffrey


1) Temporal nature of motivation constructs.
2) Cyclical nature of motivation constructs.
3) Proximity to the task and how it relates to self-efficacy/concept/worth.


-


-


-


-


-


1) The debate about qualitative research having methodological flaws consistently evolves into questions about analytic strategies.
2) Having to make choices in research always leaves open space for criticism.
3) Performance approach goals are complex in their "goodness"


-


-


-


-


-


1) EVT is intimately tied to achievement as a theoretical model
2) There are a ton of different theoretical constructs within EVT
3) Control-value is different than expectancy-value, but I'm not certain how, yet.
4) School Psych has a practicum that is practical and an apprenticeship that is more research-oriented


1) Motivation is an umbrella and that limits its usefulness
2) School Psych program details: duration, apprenticeship, etc.
3) We use similar terminology that we inherit, but we mean very different things.
4) Practice still lags in many places (well) behind theory

Amy


1) relevant dimensions
2) commonalities/contextual boundaries (generalizability)
3) self-efficacy - goal orientation doesn't factor in


-


1) Sociocultural research focuses primarily on the context.
2) both student and situational characteristics are both important determinants of student motivation
3) instructors can help or hinder individual motivation


-


1) autonomy support enhances intrinsic motivation
2) intrinsic/extrinsic motivation co-exist and quality trumps quantity
3) people-centered approach can help identify patterns between variables among individuals


1) cognitive process relationship connected to self-regulation
2) mediators versus moderators
3)


-


-


-


1) self-concept and self-efficacy are distinct from each other.
2) the stability of the construct has effects for instructors
3) self-worth is influenced by cultural context


1) specific constructs can help with precision of measurement and identifying individual factors
2) 4 sources of self-efficacy
3) goals and self-efficacy work together.


1) Achievement is a very salient feature in the school context.
2) Key questions to pay attention to in future reading.
3) Expectancy-value framework provides a framework fro other theories as well.


1) reaction/evolution of earlier theories
2) cognitive vs. non-cognitive factors
3) factors in the definition of motivation

Danielle W.


1) making a model to represent all of the motivational constructs is really challenging
2) effects with technology are a given capability is enhanced with technology
3) effects of technology are the effect of technology can be enduring even after technology is removed


1) How the assumptions we talked about at the beginning of class may or may not apply depending on the task
2) Just because there is not any conclusive evidence of gender differences (Meece article), this doesn’t mean that there aren’t differences (Relative)
3) The Zusho article may be an example of “Universal”


1) Competence beliefs of all students may decline over time
2) Changing one's behaviors and beliefs in relation to peers may depend on similarity and value
3) Peer groups are defined differently across the literature


1) Taking a situated perspective attempts to remove perception from the methodology
2) It is possible that both context and student characteristics influence motivation in some type of reciprocal relationship
3) Generalization may be limited in person X situation studies


1) the difference between situational and individual interest
2) the hierarchical model for interest
3) what the motivational ZPD is


1) that OIT posits that extrinsic/intrinsic motivation exists on a continuum
2) person-centered approaches are useful for studying constructs that may also exists on a continuum
3) extrinsic rewards may not always undermine autonomy


1) All of the other processes in the model except learning influence cognitive processes
2) The link between cognition and goals involves self-regulation processes and working memory
3) There is still great debate about the multiple goal theorists vs. mastery goal theorists


1) shifting goals from process to outcome may be the most beneficial for students
2) regardless of whether students set outcome or process goals, self-recording may benefit students' performance
3) the effects goal setting may not generalize across different cultures


1) those with entity beliefs view intelligence as fixed, while those with incremental beliefs view intelligence as malleable
2) those with performance goals are less likely to seek challenges especially when failure is a threat
3) viewing intelligence as malleable and having learning goals leads to better outcomes for students


1) about the temporal difference between self-concept and self-efficacy
2) how self-worth may be a construct that subsumes all of the other self-beliefs
3) that this is more of a nested model in which different components all overlap


1) self-concept is more malleable than self-efficacy but not completely stable
2) self-efficacy and self-concept may not be all that different at the domain-specific level
3) self-concept is a smaller component of self-worth


1) one strength of self-efficacy may be its malleability
2) we can help to increase students' self-efficacy in school by using peer models and positive feedback
3) affective responses can also distinguish between students with high vs. low self-efficacy


1) that expectancy value theory is a social cognitive theory and is a theory of motivation
2) learning is a temporary but relatively enduring change in behavior
3) another definition of motivation involves a decision to enter into the situation and committing toward a certain set of goals


1) about the different reactions and ways we have built upon the different theoretical perspectives over time
2) how motivation is such a broad concept and is too broad for this class
3) about the members of my base group

Remaining Question(s)

Date


April 22, 2015

Sociocultural Influences


April 15, 2015

The Role of Family and Peers


April 8, 2015

The Role of Schools and Teachers


March 25, 2015

Interest and Flow


March 18, 2015

Intrinsic vs. Extrinsic Motivation


March 4, 2015

Achievement Goal Theory


February 25, 2015

Self-Regulation


February 18, 2015

Theories of Intelligence & Ability Beliefs


February 11, 2015

Attribution Theory


February 4, 2015

Self-Concept and Self-Worth


January 28, 2015

Social Cognitive Theory


January 21, 2015

Expectancy-Value Models


January 14, 2015

Course Overview & History of Motivation

Danielle B.


what is gender if it is stripped of all the cultural construction? (i.e. orientation?)


more info on technology through...


I want to know more about gender differences/cultural differences and how these can be applied in the school via interventions.


I wonder about parental influences on student goal orientations.


Still having trouble completely disentangling it with ExV theory.


are there any interventions out there that focus on intrinsic motivation?


Why was cognitive processes defined so narrowly?


none at this time.


I would just like to see more visual representations. The more theories I read, the harder it is to hold them in my head...like how attribution and intelligence theories intersect/intertwine.
that's not really a question but a suggestion?


where would feedback fall into this?
I still have trouble differentiating between self-concept and self-worth...


how the hierarchy works between self-concept/self-worth/ and perhaps self-efficacy.


nothing at this time.


So what IS an example of a non-learning situation.


Where does self-determination theory fit in to this? I know that that theory is big in school psych.

Jeffrey


When is there an effect with technology that is not an effect through technology?


-


-


-


-


-


Is performance goal success ever truly better than mastery goal success? You can do better than everyone else but not have done your best. This goes towards Cary's question about whether highly competitive fields (doctoring) actually produce the "best" doctors.


-


-


-


-


-


How is control-value different than expectancy-value?


What is the purpose of having motivation as a construct? What is the value of an umbrella term?

Amy


when the choice to enter a situation does not involve goals, what does that look like?


-


what is the role of peer in motivation (especially in situational contexts)


-


do people-centered analyses have predictive power?


The relationships between motivational processes and other processes


-


-


-


How does the "not yet known" aspect of the causal ordering of self-concept and self-efficacy affect our understanding of the antecedents of these two constructs?


Not sure I fully understand the relationship with self-regulation and self-efficacy.


How do intrinsic motivation theories fit into the school context?


lots. 🙂 it's the first day.

Danielle W.


How do we measure effects through technology in research?


I understand the communalities and contextual model and what it is saying, but I am still having trouble understanding how not everything is relative


What does this gender gap in competence beliefs mean in terms of practical implications?


Can a study ever take an entirely situated perspective?


Do I really buy the Brophy article?


I am still wondering about under what conditions would having too much autonomy would negatively impact students?


Why are cognitive and behavioral processes so late in the Linnenbrink model?


How do self-regulatory strategies interact with the type of goals students set (i.e., mastery vs. performance goals)?


Since changing intelligence beliefs did not directly influence stereotype threat, what are the best ways to reduce students' perceptions of stereotype threat? What does the other research say?


Can self-concept be task-specific?


I am still not quite clear on how we can intervene to improve students' self-concepts in schools.


How do the authors truly differ in how they view self-efficacy as a prerequisite for goal-directed behavior?


What are some more specific examples of learning situations in schools?


I am not sure I completely followed the non-cognitive and cognitive factors discussion. I would like to talk more about this idea.