- University of New Mexico
- Educational Psychology
- Educational Psychology 310
Last Modified: 2011-12-10
internal thinking process not relevant
reinforcers, behavior changes, stimulus-response
merge external reinforcers and internal thinking processes
make meaning from process
external reinforcers important, but unpredictable
self-regulation and motivation from external context
domain specific learning
communities of practice with novice learners
focus on use of reinforcements
rely on incentives - so closely related to extrinsic motivation
increase extrinsic motivation
older students - informational and private
preexisting knowledge, experiences, and emotions
focus on competence and achieving end result
highly motivational if student feels relatedness in the classroom and with the teacher
focus on fundamental issues of life such as identity, death and freedom
if either expectation or value is null, so is motivation
importance, how much does it confirm or disconfirm self-schema
utility, if it is useful for accomplishing the goal
cost, if cost is too high will effect motivation
The VISION of one's self in the future
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