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Motivational Charateristics
Developmental Charateristics
Learning Styles:
Multiple Intelligences
Visual/Audio/Kinesthetic
Prior Knowledge
Economic/Home Life
Values
E.Q.
Culture
Language
Social Skills
Health
Motivational Characteristics
Self-efficacy
Bandura defines the term perceived self-efficacy as a belief in one’s capabilities to
organize and execute the actions necessary to manage particular situations. Bandura
also notes physiological and emotional states can influence individuals to interpret
stress reactions and tension as indicator of vulnerability to poor performance. Therefore
one way to alter self-efficacy is to reduce stress and negative emotional tendencies.
Those who believe they can not manage threats experience high anxiety arousal. They
view many aspects of their environment as fraught with danger (Bandura, 1993).
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Attribution Patterns
Attribution research focuses on the ways that individuals arrive at casual explanations of
what takes place in their lives. Success and failure perceived as due to internal causes
such as personality ability or effort respectively raises or lowers self-esteem or self
worth, whereas external attributions for positive or negative outcomes do not influence
feelings about one (Weiner, 1985)
Productive attribution patterns:
Unproductive attribution patterns (Learned Helplessness):
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Goal Orientation
Mastery Orientation (Learning goal): Student's are concerned with developing skills,
knowledge, understanding.
Performance Orientation ( Performance or ego goals): Student's more concerned with
the outcome (performance) than the process/learning.
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Intrinsic/Extrinsic Motivation
Developmental Characteristics
Piaget (cognitive)
Sensorimotor
birth -2 years (infancy)
simple motor behaviors
interact with stimuli through senses
Preoperational
2 -6 years (pre-school)
able to represent reality through symbols
relate to surface appearance of objects
unable to understand causal relationships
egocentric
Concrete operational
6 -12 years (school age)
capable of mental operations
can combine, separate, and order information
develop conservation skills
able to internalize logical systems
Formal operational
12-19 years (adolescence)
able to think systematically about relations
able to understand abstract processes
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Erikson (psychosocial)
http://www.unco.edu/cebs/psychology/kevinpugh/5-7320/ITcomponents/learner.html