PSYC 471 Study Guide - Final Guide: Motivation, Structured Prediction

• School: McGill University
• Department: Psychology
• Course: PSYC 471
• Professor: Richard Koestner

Document Summary

Tea(cid:272)hi(cid:374)g i(cid:374) wa(cid:455)s that uppo(cid:396)t tude(cid:374)ts(cid:859) auto(cid:374)o(cid:373)(cid:455), john marshall reeve. Learning is most effective when student experiences high autonomy in their learning, and when it is supported by their teacher. According to self-determination theory, all students possess inner motivational resources, most importantly: a psychological need for autonomy. Autonomy refers to self-directed action chosen, not pressured into, by the individual: intrinsic motivation e(cid:374)gage(cid:373)e(cid:374)t i(cid:374) a(cid:374) a(cid:272)ti(cid:448)it(cid:455) fo(cid:396) its i(cid:374)he(cid:396)e(cid:374)t satisfa(cid:272)tio(cid:374) (cid:894)the pe(cid:396)so(cid:374) fi(cid:374)ds it (cid:858)fu(cid:374)(cid:859)(cid:895, personal preferences that reflect their self-endorsed goals and values. To the extent that classroom activities and priorities support these inner resources, the dialectical outcome will be synthesis, resulting in greater autonomy and positive functioning for students. The (cid:862)self(cid:863) i(cid:374) self-determination theory is viewed as action and development from within. Through environmental t(cid:396)a(cid:374)sa(cid:272)tio(cid:374)s, stude(cid:374)ts (cid:271)e(cid:272)o(cid:373)e a(cid:449)a(cid:396)e of the s(cid:272)hool (cid:272)ultu(cid:396)e(cid:859)s p(cid:396)io(cid:396)ities, ideals, (cid:448)alues, goals, (cid:396)e(cid:395)ui(cid:396)e(cid:373)e(cid:374)ts, p(cid:396)es(cid:272)(cid:396)iptio(cid:374)s (cid:894)(cid:862)do this(cid:863)(cid:895), a(cid:374)d p(cid:396)os(cid:272)(cid:396)iptio(cid:374)s (cid:894)(cid:862)do(cid:374)(cid:859)t do that(cid:863)(cid:895).