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This Concept Map, created with IHMC CmapTools, has information related to: Motivational Theories Draft 2-LR & EP, Identifications: Valuing of Activity and Self-Endorsement of Goals Internal, Extrinsic Motivation: Identifications: Valuing of Activity and Self-Endorsement of Goals, Perceived Control Extrinsic Motivation:, Extrinsic Motivation: Integration: Hierarchical Synthesis of Goals, Locus of Control External, Emotional/Affective and Social Factors: "Unsuccessful mastery attempts, coupled with a nonresponsive environment, can lead to low perceptions of competence, an external locus of control, and anxiety. Effectance motivation ebbs if children increasingly depend on others to set goals and reward actions" (Schunk, p.347) Self-efficacy, Cognitive and Metacognitive Factors: "The contrast between skilled and unskilled learners is obviously seen in their motivation, and the way in which they attribute success and failure" (Ashman & Conway, 1997, p. 150) Self-concept, Integration: Hierarchical Synthesis of Goals Internal, Standards and assessment Zone of Proximal Development/Appropriate Challenge, COGNITIVE MOTIVATIONAL THEORIES: KEY POINTS AND APPLICATIONS FOR LEARNERS Emotional/Affective and Social Factors: "Unsuccessful mastery attempts, coupled with a nonresponsive environment, can lead to low perceptions of competence, an external locus of control, and anxiety. Effectance motivation ebbs if children increasingly depend on others to set goals and reward actions" (Schunk, p.347), COGNITIVE MOTIVATIONAL THEORIES: KEY POINTS AND APPLICATIONS FOR LEARNERS Cognitive and Metacognitive Factors: "The contrast between skilled and unskilled learners is obviously seen in their motivation, and the way in which they attribute success and failure" (Ashman & Conway, 1997, p. 150), Perceived Control Intrinsic Motivation: "...research shows that children from homes in which learning opportunites and activities are emphasized display higher intrinsic motivation for learning" (Schunk, p.347) and "...enter into dialogue and uncover and acknowledge the voice of each student" (Wlodkowski and Ginsberg (1995) p.170 qtd in Willims p.5), COGNITIVE MOTIVATIONAL THEORIES: KEY POINTS AND APPLICATIONS FOR LEARNERS Developmental Factors: "Children acquire mastery goals through observation (social learning), and internalization becomes more complete with development" (Schunk, p.347), Assessment of Learning and Performance: Standards and assessment, Extrinsic Motivation: Self Determination, Zone of Proximal Development/Appropriate Challenge takes place in presence of Teacher Self-Efficacy: "Teachers with higher self-efficacy are more apt to develop challenging activities, help students succeed, and persist with students who have problems" (Schunk, Pintrich, & Meece, 2008, p. 323)., Locus of Control Internal, Assessment of Learning and Performance: Dynamic Assessment:, Self-concept Metarepresentation (Goswami, 2008, p. 222), Extrinsic Motivation: External Regulation: Extrinsic Rewards or Punishments