EDPS 23500 Lecture 14: EDPS 235 Notes 2:14:17

• School: Purdue University
• Department: Educational and Psychological Studies
• Course: EDPS 23500
• Professor: Jennifer Moss

Document Summary

We want students to have intrinsic motivation and regulation. Want them to have identified regulation so they will engage in tasks that they u(cid:374)dersta(cid:374)d are i(cid:373)porta(cid:374)t, e(cid:448)e(cid:374) if they are(cid:374)"t al(cid:449)ays fu(cid:374) It i possi(cid:271)le to ha(cid:448)e too (cid:373)u(cid:272)h a good thi(cid:374)g, if stude(cid:374)ts o(cid:374)ly do (cid:449)hat"s i(cid:374)tri(cid:374)si(cid:272)ally (cid:373)oti(cid:448)ati(cid:374)g, they"ll likely (cid:373)iss out o(cid:374) a lot of others lesso(cid:374)s. Shallow, superficial processing is all you get when you work for the reward- not as much real learning. As our textbook author points out, despite all the outside influences on children, they are largely responsible for socializing themselves. But, we as teachers are still pretty important in helping socialize students and creating an environment that helps promote positive social experiences. Peer relationships promote personal and social development in ways that adult-child relationships often cannot. Peers help defi(cid:374)e (cid:862)appropriate(cid:863) (cid:449)ays of (cid:271)eha(cid:448)i(cid:374)g. Boys and girls interact with peers in distinctly different ways. Social groups become increasingly important in adolescence.