Study Guides (248,368)
Canada (121,499)
Psychology (952)
PSYC 3310 (12)

Education

5 Pages
57 Views
Unlock Document

Department
Psychology
Course
PSYC 3310
Professor
Jennifer Dobson
Semester
Winter

Description
Social Psychology of Education 04/07/2014 Theory of Planned Behavior  Attitudes towards behavior (studying) Beliefs about consequences Evaluation of consequences Subjective norms about behavior Beliefs about what other expect Motivation to comply Perceived behavioral control  Self­efficacy All 3 lead to the intention to perform the behavior  Academic Self concept Feelings, attitudes, and perceptions about ones academic ability  Has been found to affect motivation and performance in school settings (self­enhancement effect) Good performance in school leads to a more positive academic self­concept (skill development effect)  Academic self concept and academic achievement have a reciprocal relationship, with academic self­concept being  both the cause and the effect of academic achievement  Self­serving strategies: The negative attitudes toward school and downplaying the importance of academic success  may lead students to engage in a variety of behaviors that protect their self­concept. In the long run these strategies  are self­defeating. Highly important for students who belong to marginalized groups ASC and GPA are positively correlated for students of different ethnicities, but this correlation decreases for male  African American students in upper­years of college.  Self Perception Theory Intrinsic Motivation: Engaging in an activity out of enjoyment not due to external reward Extrinsic Motivation Engaging in an activity because of an external reward, not sure to enjoyment We observe our own behaviors the way we observe the behaviors of others Just like with other, we infer our attitudes and beliefs by observing our attitudes and actions If we receive an external reward for engaging in a behavior, we begin to attribute our behavior to the reward Overjustification Effect: refers to the loss of motivation and interest as a result of receiving an excessive external  reward  Magic Markers (Lepper et al.)  Observed kids liked playing with magic markers, so they were put into 3 different conditions, expected reward, no  award, and unexpected reward.  Children in the expected award condition interest in drawing with markers significantly decreased after being  rewarded for doing it. Children in the unexpected award and no award conditions interest did not decline Expectation of a reward may affect intrinsic motivation and performance on school tasks. Gamification of education  Gamification  refers to the application of game mechanics such as points, badges and levels to non­game  processes (like education)  Participants enrolled in the computer course Control group: Received traditional (non­gamified) version of the course All review activities delivered as PDFs Experimental group: Received gamified version of the course Students had access to traditional and gamified versions of review activities (36 challeng
More Less

Related notes for PSYC 3310

Log In


OR

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


OR

By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.


Submit