| Achievement motivation | The desire to take action and to excel for the purpose of experiencing success and feeling competent.
|
 |
|
|
| Affiliation motivation | The desire to take action for the purpose of experience friendship and close relationships with others.
|
|
|
|
| Attribution theory | View of motivation that emphasizes the way individuals come to perceive and interpret the causes of their successes and failures.
|
|
|
|
| Classroom activities | Things students are expected to do in the classroom, such as listening, discussing, completing worksheets, taking tests.
|
|
|
|
| Competitive goal structure | Occurs when students perceive that they can obtain their goal if, and only if, the other student with whom they work fail to obtain their goals.
|
|
|
|
| Cooperative goal structure | Occurs when students perceive they can obtain their goal if, and only if, the other students with whom they work also obtain their goals.
|
|
|
|
| Ecological system | A view of classrooms in which inhabitants (teachers, students, and others) interact within a highly interdependent system.
|
|
|
|
| Endogenous | Qualities that are internal to a situation or have personal relevance.
|
|
|
|
| Exogenous | Word used to define qualities that are external to a situation or that have external causes.
|
|
|
|
| Extrinsic motivation | Behavior caused by external factors such as rewards, punishments, or social pressures.
|
|
|
|
| Feedback | Information given to students about their performance. Same as knowledge of results.
|
|
|
|
| Feeling tone | The degree to which a learning environment or a particular learning task is perceived as pleasant or unpleasant.
|
|
|
|
| Flow experiences | State when individuals feel total involvement and concentration and strong feelings of enjoyment as a result of a particular experience.
|
|
|
|
| Goal structures | The way that goals specify the degree of interdependence sought among students. There are three different types of goal structures: individualistic, competitive, and cooperative.
|
|
|
|
| Group development | Stages classroom groups go through in the process of developing into a cohesive and effective group.
|
|
|
|
| Individualistic goal structure | Occurs when achievement of the goal by one student is unrelated to the achievement of the goal by other students.
|
|
|
|
| Influence motivation | The desire to take action for the purposes of having control and having a say in what's going on.
|
|
|
|
| Intrinsic motivation | Occurs when people behave because the act brings personal satisfaction or enjoyment.
|
|
|
|
| Motivation | The process by which behavior is directed toward important human goals or toward satisfying needs and motives.
|
|
|
|
| Needs disposition theory | Theory of motivation positing that people are motivated to take action to satisfy basic and higher-level needs.
|
|
|
|
| Negative reinforcer | A stimulus such as punishment intended to eliminate or reduce undesirable behavior.
|
|
|
|
| Participation structure | The established rules and processes that determine who can say what, when, and to whom during classroom discourse.
|
|
|
|
| Positive reinforcers | Stimuli such as a reward intended to get individuals to repeat desirable behavior.
|
|
|
|
| Punishments | Penalties imposed by teachers to discourage undesirable behaviors.
|
|
|
|
| Reinforcement | Consequences administered by teachers to encourage and strengthen certain desirable behaviors.
|
|
|
|
| Reinforcement theory | Theory that stresses use of consequences to reinforce particular behaviors.
|
|
|
|
| Reward structure | The ways in which rewards can be distributed within a classroom. There are three types: individualistic, competitive, and cooperative.
|
|
|
|
| Social learning theory | Perspective about learning that posits that much of what humans learn is through observation of others.
|
|
|
|
| Task structure | The way lessons are arranged and the learning demands that lessons place on students.
|