Base Group #3

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?

Marla


Dissertation proposal, manuscript submitted, raising a child


Sun!


Right now my peers, but growing up definitely my family.


Teachers!


Running and writing!


I'll go for academic responses: Intrinsic reasons- take courses that I need as a practitioner to help me treat clients more effectively. Extrinsic: Take courses that I need to graduate.


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My husband and my (9 month old!) son!


Whether or not I feel smart depends on social comparisons. So, if I'm not exerting any effort, but neither is anyone around me, I may not feel as smart. If I'm struggling, but those around me are struggling too, I tend to feel "smarter."


Running a half marathon


I value being a mother to my son, but I do not value work for some courses (not this one!)


My mom has had a positive effect on my self-efficacy. She always has something positive to say about my ability to accomplish difficult tasks.


Time with family

Kristy


AERA


running!


It's hard to say. I think it was family for some times and in some domains, peers for other times and other domains. My family when I was young and for my musical pursuits, my peers when I was older and for academic and career pursuits.


teachers


organizing closets and running (after mile 2 or so!)


Reading novels. Filing taxes.


feeling caught up


My family, the expectations of my mentors and teachers, and modeling from other people.


When I am doing something that is difficult but manageable--when it is too difficult or I don't have time to try new strategies or more effort, I don't feel very smart!


Golf!


I am good at being interested in others and I really value that. I am also good at playing Mancala, but I don't value that as much.


Yes, my mom always told me I was a good writer. She gave really specific reasons why she thought I was a good writer and talked with me about my process. She is a great writer herself, so I really believed her.


Disney World

Becky


sunshine!


Family


Teachers


playing tennis, running, writing.


Intrinsic - travel
Extrinsic - go to the grocery store? (This was a hard one to answer, because I hold a personal interest in many tasks that are also extrinsically rewarding...)


Spring break vacation!


Talking about it with friends and family


When I'm doing something perfectly with little effort


High ropes course


I am (somewhat) good at writing, and I truly value this skill. I am good at running, but I do not place a high value on this skill.


My parents - they always encouraged me to keep pursuing my goals


I got a new DSLR camera and am learning photography!

Weekly Preparation

Class

Class Avg: 3.4

Marla

Personal Avg: 3.2

Kristy

Personal Avg: 4.3

Becky

Personal Avg: 3.8

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

Marla


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1) Autonomy, relatedness and competence (and constructs from prior weeks) are related to Brophy's MZPD
2) Experimental methodology effects conclusions that can be drawn from a data (although these interpretative issues are constantly changing)
3) Individual motivation can be addressed at the class level


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1) Differences between mastery and performance approaches as relate to goals and self-efficacy
2) School implications for these approaches
3) Benefits to performance approaches


1) That a little may go a long way with interventions to change goal setting behavior
2) That self-referenced goals are more effective for increasing self-efficacy and performance
3) Expert performers have a very specific profile...


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1) Self-worth and self concept are similar terms, but are weighted differently cognitive/affectively
2) self- efficacy is influenced more prospectively than retrospectively
3) Expectancies influence self concept and self-efficacy


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1) Learning involves a temporary but relatively enduring change in behavior
2) expectancy value theory historical foundations
3) ways in which school context influences motivation


1) Motivation is a broad umbrella
2) Historical theories are still relevant today and applicable to motivation (i.e. behaviorism, introspection, etc.)
3) the definitions of motivation are diverse

Kristy


1) my understanding of how concepts relate has improved!
2) with, of, and through effects of technology
3) effects of synchronous and asynchronous


1) It was really helpful to evaluate evidence of gender differences
2) Inconclusive evidence of gender differences
3) Factor structure holds for achievement goal theory across cultures


1) gender differences in competence and value decrease or remain stable
2) the importance of parents' and friends' beliefs in shaping students' beliefs
3) the difficulty of teasing out chicken-and-egg sorts of processes


1) definitions of sociocultural and social cognitive research
2) differences between the two
3) some of the difficulties (and strengths) of sociocultural research


1) began to understand process of developing individual interest
2) clarified definitions of various forms of interest
3) what are the necessary conditions for flow


1) some strengths and weaknesses of person-centered approaches
2) nuances of OIT
3) conditions under which extrinsic rewards are less likely to undermine intrinsic motivation


1) that the processes connecting variables in AGT are complex and not always obvious
2) that the interrelatedness of all the variables makes for difficult delineation of each separate variable
3) while achievement goals make intuitive sense and seem easy to understand at first, there is room for much deeper levels of understanding


1) Intrinsic motivation can be derived from a task or from self-regulatory processes (but maybe these are the same)?
2) It takes some very careful, precise thinking to sort out the relationships between and implications of various theories.
3) Process goals transitioning to outcome goals leads to some pretty great outcomes!


1) I started to get some sense of possible connections between attributions and theories of intelligence.
2) Times when people are more likely to make attributions.
3) Race differences in the durability of incremental intervention effects.


1) I have a hard time fitting everything together and that makes me realize how shaky my understanding is.
2) I don't know that there is agreement, even in the literature we've read for class, about how this model should look.
3) Cognition and affect are hard for me to differentiate.


1) The nuances of self-concept, specific self-beliefs, and self-worth are tough to navigate.
2) Though it is more difficult to type up my thoughts than to discuss them in person, it pushes my thinking more to have to type.
3) There is not agreement about the relationship between self-concept and self-worth.


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1) definitions are really important--everything hinges on how you define constructs
2) particular aspects of school that activate or are explained by expectancy-value constructs
3) school vs. non-school achievement situations generally studied in motivation


1) defining motivation is slippery
2) expertise is not saying motivation
3) previous theoretical influences on current motivation research

Becky


1) Motivation may or may not involve specific goals, achievement concerns, success/failure, learning, value, etc.
2) Peer nominations may be a good way to collect data because self-reports are susceptible to social desirability bias.
3) "Universal" refers to evidence for commonalities and contextual boundaries.


1) Parents can influence students' competence beliefs, especially from an early age.
2) Parental involvement has different effects from culture to culture.
3) A lot of research on peer groups is methodologically flawed.


1) Teacher/classroom practices have a significant role in developing motivation.
2) Sociocultural approaches focus mainly on the context itself.
3) Motivation research in naturalistic settings can be tricky methodologically!


1) Situational interest can lead to individual interest.
2) There are different, distinct types of situational interest.
3) Brophy suggests an idea called the "motivational zone of proximal development."


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1) Goal orientations have effects on motivation, affect, cognition, behavior, and learning outcomes.
2) Goals can lead to self-regulated learning, and allow for more working memory available.
3) I think I fall more on the mastery-goal side of the debate, but can see why this is such a tricky argument!


1) Self-regulated learning includes three phases.
2) Self-recording can improve achievement, self-efficacy, etc.
3) Shifting from process to outcome goals may be ideal.


1) Ability beliefs (incremental vs. entity) influence our effort for challenging tasks.
2) Intervention efforts have been successful for changing students' views of intelligence.
3) Attributions have implications for students (e.g., emotional reactions, cognition, performance)!


1) It's hard to connect all the ideas into a complete picture.
2) Attributions influence multiple aspects (I think?).
3) Concepts differ on specificity/generality, time orientation, etc.


1) Self-efficacy is more global, while self-concept is domain-specific.
2) Self-concept is more stable than self-efficacy.
3) Self-concept seems to have a mutually reinforcing relationship with achievement.


1) Self-efficacy is situation- and task-specific.
2) Self-efficacy is malleable.
3) Self-efficacy is affected by four sources, but mastery experience is the strongest influence.


1) Learning involves a temporary but relatively enduring change.
2) Motivation can differ in achievement and non-achievement situations.
3) The context of school influences motivation in many ways.


1) The predominant view of motivation today is social-cognitive.
2) Motivation involves initiation, direction, intensity, quality, etc. of behavior.
3) Motivation is a large umbrella term and we should be more specific in the future!

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

Marla


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-


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None


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None today!


None thanks (sorry this was late! I presses submit last night, but apparently it didn't submit...)


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What is the difference between attributions and expectancies and how do they influence one another?


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-


None, thanks!


Practical applications for theories

Kristy


Thanks very much for a wonderful learning experience!


Ontological approaches to studying humans?


Is the Jones et al. (2012) study claiming causal direction without enough empirical support? Or are they simply implying that their correlational data provides some amount of evidence to support this theoretical causal direction?


Can Nolen's (2007) use of grounded theory be understood as truly allowing the data to speak for itself if she was aware of motivation theories ahead of time?


I was wondering if Brophy's discussion of broader value was pointing to moving beyond appealing to personal value to things like aesthetic value, environmental value, etc.


I want to spend more time processing the role of extrinsic rewards in supporting or undermining intrinsic motivation. I want to remember it and to be able to explain it.


How do achievement goals directly predict behavior, as opposed to predicting behavior through cognition, affect, and motivation?


I would love to hear a more definitive answer about the relationship between self-regulation and intrinsic motivation--that was a hard question and I still don't know that I have a satisfying answer.


I am still mulling over the visual models we made last week and wondering how best to represent the relationships among the constructs we've discussed thus far in the class.


Where attributions, cognitions, and affect fall into my model.


After reading Marsh, I was left wanting to know how the developmental trajectory of self-concept continues during early adulthood. Does it continue to change? If so, how?


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Why does expectancy-value theory emphasize achievement rather than learning?


I am interested to know the essay prompts. I am also thinking a lot about the Brophy definition of motivation and feeling unsatisfied in my understanding--I feel like it was more oriented toward describing the behavior rather than the process of motivation behind that behavior.

Becky


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I still would like clarification on how attributions fit into the self-efficacy/self-worth/self-concept model (I'm sure we will return to this throughout the semester!).


Which is a more global construct - self-worth or global self-concept? Or are they similar, but in different domains (e.g., cognitive, affective)?


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