Exam (elaborations)
PSY411 Exam 3 Questions answers latest update
- Course
- PSY 411
- Institution
- Oregon State University
PSY411 Exam 3 Questions answers latest update
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PSY411: Exam 3Self-Regulation Model - . Assumes that behavior is goal-directed or purposive.
. People select a goal from among various alternatives and then set about trying
to reach their goal.
3 components to the self-regulation process - 1. Goal selection
2. Preparation for action
3. A cybernetic cycle of behavior
Expectancy-Value Models - Assumes that people select goals according to their
expectancy of reaching the goal, in conjunction with the positive value they place
on attaining the goal and the negative value they place on not attaining the goal.
Cybernetic Cycle of Behavior - . Cybernetics - The study of how entities use
information to regulate their actions.
1. Initial behavior (run a mile)
2. Observe behavior (time oneself)
3. Compare against some standard (compare time against goal)
4. Expectancy (form an expectancy that future behavior will reduce the
discrepancy between present behavior and the standard)
5. Emotional reaction (react emotionally to discrepancy between performance
and goal)
,6. Behavioral adjustment (continue striving toward goal or quit)
3 self-relevant phenomena - 1. Self-efficacy beliefs
2. Possible selves
3. Self-awareness
Self-efficacy beliefs - . People's beliefs about their ability to succeed exert a strong
influence on the self-regulation process.
. These beliefs are only partly based on people's actual abilities.
Possible selves - People's ideas about what they may be like in the future also
influence motivated behavior.
Success at any activity depends on 4 factors - 1. Ability
2. Effort
3. Strategy
4. Luck
Shielding of an intention - . In order to finish one task, one must put thoughts of
alternative activities out of their mind.
. People who are confident in their abilities are better able to do this.
,3 ways people's thoughts/feelings toward themselves influence their
performance at achievement tasks - 1. Defensive pessimism
2. Goal orientations in achievement settings
3. Intrinsic versus extrinsic motivation
Defensive pessimism - . Despite having a history of success in achievement
situations, they doubt their ability to succeed in the future.
. Instead of imagining themselves doing well, they exaggerate their odds of failing
and dwell on all the ways things could go wrong.
Performance goals (Dweck) - . Goal is to demonstrate competence-to prove to
themselves and others that they are intelligent and capable (helpless-oriented
children).
. View poor performance as them lacking ability and they disengage/quit.
Entity Theory of Intelligence (Dweck) - . View intelligence as a fixed, immutable
quality, something you either have or don't have.
. Goal in an achievement setting is to show that you have it.
. Performance goals.
. Detrimental to your own performance.
. Can bar underrepresented groups from pursuing a goal (ex: women in STEM).
Learning goals (Dweck) - . Goal is to cultivate competence-to acquire knowledge,
attain skills, and grow and develop as an individual (mastery-oriented children).
, . Attribute poor performance to insufficient effort or an ineffective strategy. View
as challenges to be mastered.
Incremental Theory of Intelligence (Dweck) - . View intelligence as fluid and that it
can be developed and cultivated.
. Leads them to enter achievement settings with the goal of increasing their ability
level of becoming more proficient and skillful.
. Learning goals.
Amabile (1985) - . Students who were in the extrinsic motivation condition wrote
poems that were less creative than those written by students in the other two
conditions.
. Findings reveal that extrinsic motivation can stifle creativity.
Ryan, Mims, & Koestner (1983) - Rewards appear to undermine intrinsic interest
only when the controlling aspect of the reward is more prominent than its
informational value.
Self-regulation failure - . This model begins by assuming that people must often
choose between conflicting goals.
. This is successful when higher-order goals and desires override or supersede
lower-order impulses and desires.
Higher-order goals - . Involve self-images.
. They represent the way people wish to think of themselves.
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