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Chapter 10

PSYC 471 Chapter 10: Why we do what we do-Chapter 10
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Department
Psychology
Course
PSYC 471
Professor
Richard Koestner
Semester
Winter

Description
Chapter 10: How to promote autonomy Public school classrooms: sometimes autonomy sometimes controlled Study: Questionnaires to measure teachers autonomy vs. control orientation Students of autonomy supportive teachers were more curious and mastery oriented and had higher self esteem How to tell if a teacher is autonomy supportive: does shehe take the childs perspective and try to understand B Deciding what to do and how to do it Providing choice, sharing decision making Autonomous limitation e.g. no choice on task but choice on how to do the task But choice is not always best: if it will make conflict then dont, if the person isnt mature enough then dont, if secrecy is needed then dont Many people argue that kids want to be controlled Response: no, and if so then its because theyve grown accustomed to it Study: Haddad Elementary school kids given: 1. Controlling evaluative authoritarian feedback 2. Noncontrolling nonevaluative feedback Told they would be doing 4 more puzzles, asked how many they wanted to pick and how many they wanted the experimenter to pick Controlled group wanted experimenter to pick more (wanted less choice) So we adapt to being controlled and it can be difficult to go back Setting autonomysupported limits 1. Encourage people to set their own limits 2. Be careful with your language: a. No controlling language b. Provide inforationale and encourage people to think of why its relevant to them c. Make limits wide d. Consequences must commensurate with the transgression e. Follow through Setting goals and evaluating performance Goals must be individualized Involve people in their own goal setting People can more easily self evaluate if theyve participated in the goalstandard setting Administering Rewards and Recognition Competitions are bad second place becomes a looser even if they did very well Rewards must be for expression appreciation not motivating Recognizing obstacles 1. Authoritarian personalities 2. So people need training Study: Xerox group intervention
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