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Summary Educational psychology 1.8C Human Learning

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  • Educational Psychology: Human Learning
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  • Erasmus Universiteit Rotterdam (EUR)

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  • April 16, 2023
  • 68
  • 2021/2022
  • Summary

Subjects

  • educational psychology
  • psychology
  • erasmus university
  • international psychology
  • 18c human learning
  • block 18c
  • summary

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  • Erasmus Universiteit Rotterdam (EUR)
  • Psychologie
  • Educational Psychology: Human Learning
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1.8C Human Learning


1.8.1 (Un)motivated to learn
Intrinsic and Extrinisc Motivation:

traits: certain people with certain characteristics

state: temporary situation leads to motivation

 combinateion state and trait → value learning and prepare test→ motivation

Amotivation: lack of intent to act→ no engagemnet

→ Lack of motivation and engagement/Opposite of motivation

intrinsic motivation: natural human tendency to seek out and conquer challenges →
associated with activities that are its own reward and satisfying →dont need incentives or
punishment → activity

pursue personal interests and exercise capabilities

self determines

 Engage in activity due to interest → Activity is reward

extrinsic motivation: created by external factors such as reward and punishment

not interested in activity itself→ care about gain → negTIVE EMOTIONS AND LESS
ACADEMIC ACHIEVEMENT

benefit extrinsic: provide incentives→ extra push and help complete

fully determined other

motivation: internal state that arouse, direct an maintains behaviors

difference in reasons for acting:

****Drive that pushes people (combination of trait & state)

Types (in order): External regulation, introjected regulation, identification, integrated
regulation

locus of causality: location- internal, externalof cause of behavior

 freely choose behavior based on personal interest→ internal locus of
causality/intrinsic motiv.
 else outside has influence→ external locus of causality and extrinsic motivation

,extrinsic types: (start most to least extrinsic)

1. external regulation: completely controlled by outside consequences
2. introjected regulation: engage in task to avoid guilt and negative self perception
3. identification: participate despite lack of interest because it serves a larger goal that
is personally motivated
4. integrated regulation : participate in task interesting and extrinsic reward

 not two ends of continuum extrinsic and intrinsic
 2 independent possibilities and can be motivated by both factors
 teacher should encourage and nurture intrinsic motivation and extrinsic support to
learn

behviorist → emphasize extrinsic (reward, incentive, punish)

cognitive→ persona ctive search for meaning, understand and competence→ power
individual attributions and interpretation

social cognitive: self efficacy and agency→ belief if exeute behavior at particular level in
situation

sociocultural: engaged participation and maintain identity within community

Theories of Motivation

Needs and Self determination:

motivation seen as trait like need

needs for affilation, power, achievement

Maslows Hierarchy of Needs:

4 lower level needs → survival → safety→ belonging→ self esteem

 Ranges from basic needs to self actualization. You must fulfill basic needs to attain
higher needs.

hierarchy of Needs: 7 levels of human needs from physical to self actualization

self actualization: Fulfilling ones potential

deficiency needs: 4 lower level needs must be satisfied

if tehy are satisfied motivation to fulfill them decreases

cognitive need: aesthetic, sellf- actualization → 3 higher level needs

Being needs: 3 higher level needs→ growth needs

,person motivation increase because being needs is never completely achieved

criticism: not always behave like theory would predict

needs are interrealted




Self Determination: need for Competence:

Need for Competence: individuals need to demonstrate ability or mastery over the task

→ Promotes self-efficacy. Also related to performance goals

competence: similar to basic need of achievement

autonomy and control: power

affilation: relatedness → similar to sense of belonging (Maslow)

satisfy→ accomplishment, promote self efficacy, better learning goals

Need for autonomy: desire to have own wishes and choices → no external power or
pressure determine → self determination on action

Example: Should we share the screen or not today?

need for relatedness: desire to belong and to establish close emotional bonds and
attachmentswith others who care about us

even for collectivistic cultures needs are important

connection more emotionally engaged and more intrinsically motivated

positive relationship teacher→ more likely to be interested

emotional and physical problems more common if you lack social relations

 Cognitive evaluation theory: Controlling and informational events

→ Enhances self-efficacy and competence

1. . Example: Good relationship with teacher or classmates leads to engagement

self determination in the classroom:

influenced by classroom goal structure→ teachers message about autonomy and
demonstarting competence

, level autonomy support offered by parents

direct impact parental attitude and support decline for older

support self detrmination and autonomy→ higher curiosity and interest students

autonomy may interact with interest

choice less important when task is already interesting

comtrolling environment only higher performance on rote recall tasks

focus on information and not on control in interaction students

Needs: Lesson for Tecahers:

infancy to old age want competence, connection and be in control

help to grow and not hold the possibility of failure

→ need choices and appropriately challenging task (not too easy and not impossible)

benefit from eatching the competence grow

Information and Control:

Cognitive evaluation theory: events affect motivation through individuals perception of
events as controlling behavior or providing information

2 aspects→ controlling and informational

more controlling→ pressure to act → less control and less intrinsic motivation

information→ higher competence and higher intrinsic motivation

1. limit controlling messages(must, ought, have to, should)
2. highlight growing competence→ emphasize gains made

Goal setting reasons Locke:

Goals improve performance because:

1. Direct attention: to task and away from distractions → help to finish the goal
2. Energize effort: more challenging the goal→ to a point higher effort made
3. Increase persistence: clear goal is less likely to give up until reaching
4. Promote the development of knowledge: different strategies when old strategies fall
short→ new if old not work

 Goals are something we want to accomplish. The reasons and approach towards
pursuing these goals and evaluation of progress are goal orientations.

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