Maslow and Rogers were proponents of humanistic psychology, which views people as having free will and playing an active role in shaping their own behavior. Maslow studied self-actualized individuals and identified key characteristics like maintaining constant enjoyment of life, focusing on problems in their environment, accepting realities, and valuing democratic friendships. Both emphasized viewing people as active, creative beings who live in the present and subjectively respond to current experiences. Humanistic therapy relies on clients to understand the past's effects and stresses the therapist's empathetic reflective responses to help clients.
Humanistic approach talks about human potential which can only be harnessed by an individual by focussing on internalization and subjective knowledge for this world for the attainment of self-actualization or true potential by fulfilling the needs as per the hierarchy of importance.
This document discusses assumptions and considerations for psychological testing. It covers the following key points:
1. There is an assumption that psychological traits and states exist and can be measured. Traits are enduring ways people vary, while states are less enduring.
2. Tests aim to predict non-test behavior, but have strengths and weaknesses. Competent examiners understand a test's limitations and appropriateness.
3. Norms provide a reference for interpreting individual scores by comparing performance to a sample group. Good tests are reliable, valid, and have practical administration procedures that benefit society.
A seminar presentation I'd made for as part of my post-grad psych curriculum. Technically Jung and Alder being here is a problem for some, but it was what the faculty wanted added.
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
This study aimed to identify student teachers' attributions for failing a Teaching English to Young Learners course at a Turkish university where failure rates were high. Data was collected through attribution questionnaires, locus of control scales, and interviews with 21 failing and 21 passing students. The results showed that failing students attributed their failure to internal factors like poor study skills and a preference for practical lessons over theoretical content, as well as external factors like unclear exam instructions, a difficult course workload, and crowded classes. Most failing students reported having an external locus of control and performance-focused achievement goals. The researchers suggested interventions to help students develop better study strategies and a more internal locus of control to improve outcomes.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
Maslow and Rogers were proponents of humanistic psychology, which views people as having free will and playing an active role in shaping their own behavior. Maslow studied self-actualized individuals and identified key characteristics like maintaining constant enjoyment of life, focusing on problems in their environment, accepting realities, and valuing democratic friendships. Both emphasized viewing people as active, creative beings who live in the present and subjectively respond to current experiences. Humanistic therapy relies on clients to understand the past's effects and stresses the therapist's empathetic reflective responses to help clients.
Humanistic approach talks about human potential which can only be harnessed by an individual by focussing on internalization and subjective knowledge for this world for the attainment of self-actualization or true potential by fulfilling the needs as per the hierarchy of importance.
This document discusses assumptions and considerations for psychological testing. It covers the following key points:
1. There is an assumption that psychological traits and states exist and can be measured. Traits are enduring ways people vary, while states are less enduring.
2. Tests aim to predict non-test behavior, but have strengths and weaknesses. Competent examiners understand a test's limitations and appropriateness.
3. Norms provide a reference for interpreting individual scores by comparing performance to a sample group. Good tests are reliable, valid, and have practical administration procedures that benefit society.
A seminar presentation I'd made for as part of my post-grad psych curriculum. Technically Jung and Alder being here is a problem for some, but it was what the faculty wanted added.
Overview:
Behaviour
Characteristics of behaviour
Behaviour therapy
Founders
Behaviour analysis
ABC model
Causes of problem behaviour
Framework for behaviour analysis
Behaviour assessment
The document discusses key aspects of the humanistic approach in psychology, focusing on the works of Abraham Maslow and Carl Rogers. It describes Maslow's hierarchy of needs and theory of self-actualization, including his views on deficiency and growth motivation. It also summarizes Rogers' views on the development of self-concept and the fully functioning person, including the concepts of unconditional positive regard and incongruence. Overall, the humanistic approach emphasized free will, focusing on human potential and striving for self-actualization rather than determinism or psychopathology.
This study aimed to identify student teachers' attributions for failing a Teaching English to Young Learners course at a Turkish university where failure rates were high. Data was collected through attribution questionnaires, locus of control scales, and interviews with 21 failing and 21 passing students. The results showed that failing students attributed their failure to internal factors like poor study skills and a preference for practical lessons over theoretical content, as well as external factors like unclear exam instructions, a difficult course workload, and crowded classes. Most failing students reported having an external locus of control and performance-focused achievement goals. The researchers suggested interventions to help students develop better study strategies and a more internal locus of control to improve outcomes.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
This document discusses quasi-experimental research designs. It defines quasi-experiments as resembling true experiments but lacking full control, such as random assignment. It describes various quasi-experimental designs including one group pre-test post-test, non-equivalent control group, interrupted time series, and time series with non-equivalent controls. Examples are provided of each design along with threats to validity. Common uses of quasi-experiments are discussed as well as advantages such as being able to be conducted in natural settings.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
This document provides an overview of humanistic schools of psychology. It discusses key figures like Abraham Maslow and his theory of self-actualization. It also covers Carl Rogers and his development of client-centered or person-centered therapy. Rogers believed that unconditional positive regard and the removal of "conditions of worth" were important for clients to fully realize their potential. The document also summarizes Maslow's hierarchy of needs and some of the criticisms of his theories.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
This presentation is for educational purpose only. I do not own the rights to written material or pictures or illustrations used.
This is being uploaded for students who are in search of, or trying to understand how a quasi-experimental research design should look like.
Rollo May was an influential existential psychologist who developed an existential-psychodynamic theory. Some key aspects of his theory include: viewing existence as preceding essence; that people experience alienation from themselves, others, and the natural world; and that anxiety, guilt, and a sense of meaninglessness can result from this alienation. May believed psychotherapy should help people experience existence more fully and regain a sense of freedom. He outlined stages of personality development centered around independence from parents. May's theory emphasizes concepts like authenticity, freedom, and responsibility for oneself.
This document summarizes 20 individual emotions categorized into three sections: basic emotions, self-conscious emotions, and cognitively complex emotions. For each emotion, the summary provides a brief description of what causes the emotion and its evolutionary function based on the source text by Reeve (2015). The basic emotions include fear, anger, disgust, sadness, joy, interest, and contempt. The self-conscious emotions include shame, guilt, embarrassment, pride, and triumph. The cognitively complex emotions include envy, gratitude, disappointment, regret, hope, schadenfreude, empathy, and compassion. Images are provided as examples to illustrate some of the emotions.
Self-efficacy theory, proposed by Albert Bandura, holds that an individual's belief in their own ability to complete tasks and reach goals (self-efficacy) influences their motivation and behavior. Higher self-efficacy leads to greater effort and persistence when facing challenges. Self-efficacy can be increased through enactive mastery experiences, vicarious learning by observing others, verbal persuasion, and managing arousal states. Training programs aim to boost self-efficacy through hands-on experiences. The Pygmalion and Galatea effects show that higher expectations lead to better performance outcomes.
A group is defined as two or more people who interact and influence one another. Groups meet various human needs such as affiliation, achievement, and social identity. The presence of others can strengthen dominant responses through social facilitation or cause poorer performance if it induces evaluation apprehension. Groups can also intensify pre-existing opinions through group polarization as discussion amplifies the average member tendency. However, groupthink can cause poor decision-making if the group is cohesive, isolated, and has a directive leader as it leads to closed-mindedness and failure to consider alternative viewpoints or warnings.
This document discusses attribution, which refers to how people explain their own and others' behavior. It covers several theories of attribution, including Heider's model, which analyzes how people interpret causes of behavior as either environmental or personal factors. Kelley's theory of causal attribution examines how people answer why questions based on consensus, consistency, and distinctiveness information. The document also discusses biases people have in attribution, such as the self-serving bias where people take credit for successes but blame failures on external causes.
The document defines aggression and discusses factors that can lead to aggressive behavior, including personal, situational, and social factors. It then outlines several strategies that can be used to reduce aggression, such as punishment, catharsis, cognitive interventions like apologies, exposure to non-aggressive social models, training in social skills, and using incompatible responses to generate emotions like laughter that are incompatible with anger.
Existential psychotherapy focuses on fundamental human experiences like death, freedom, relationships and finding meaning. It views people as responsible for making their own choices and finding their identity. Key influences include Viktor Frankl's logotherapy, Rollo May who applied existential philosophy to therapy, and Irvin Yalom who emphasized concerns with death, freedom, isolation and meaninglessness. Existential therapy aims to help clients through increased self-awareness and by addressing anxiety from confronting human realities rather than eliminating it.
Social cognition refers to how people process and respond to social information. It involves interpreting social cues, analyzing social situations, and remembering social information using mental structures called schemas. Schemas help organize our knowledge about social roles, people, and events. When making judgments with limited time and information, people rely on mental shortcuts called heuristics. However, social cognition is not always rational and can involve errors like unrealistic optimism and counterfactual thinking.
115. locus of control by jullian rotterLAKSHMANAN S
1) Julian Rotter originated the concept of locus of control in 1954 to refer to people's beliefs about whether control resides internally within themselves or externally in outside forces.
2) Those with an internal locus of control believe they have control over their own lives through their actions and choices, while those with an external locus tend to believe that external forces like luck or fate control outcomes.
3) People's locus of control exists on a spectrum and can vary in different situations, but in general those with an internal locus are more motivated, success-oriented, and politically active, while those with an external locus are more passive and accepting of things outside their control.
Schedules of reinforcement determine when behavior will be reinforced. Intermittent reinforcement reinforces behavior sometimes but not every time. This can build persistent behaviors that are resistant to extinction while using fewer reinforcers. Types of schedules include continuous, ratio, interval, and variable schedules. Behaviors reinforced intermittently or on variable schedules will be most resistant to extinction.
Patrick Mahony - Psychodynamic theory and therapyPatrick Mahony
1. Sigmund Freud developed classical psychoanalysis and its key concepts including the constancy principle, psychosexual stages of development, structural model of the id, ego and superego, and drive theory.
2. Classical psychoanalysis views neurosis as resulting from repressed drives and unacceptable wishes from early childhood experiences that are expressed through symptoms.
3. Freud utilized techniques such as free association, dream analysis, and analysis of transference in psychoanalytic treatment to help patients gain insight into their unconscious motivations.
Randomized group design involves randomly assigning subjects to different groups that correspond to different conditions or values of the independent variable. This makes the groups statistically equivalent at the start of the experiment. There are two primary ways to form random groups - captive assignment, where all subjects are present and randomly assigned, and sequential assignment, where subjects participate on different days. A randomized group design with only two groups can test the relationship between one independent and dependent variable, but with three or more groups, the design allows testing more complex relationships.
Peace psychology is a subfield of psychology that deals with psychological aspects of peace, conflict, violence, and war. It has four pillars: research, education, practice, and advocacy working towards sustainable peace using non-violent means. It emerged during the Cold War focused on preventing nuclear war, but now takes a more nuanced perspective on different types of violence and meanings of peace. It aims to apply psychological knowledge to promote peace, defined as the absence of destructive conflict and creation of positive social conditions. However, peace psychology faces challenges including perceptions that it is weak, relies too much on qualitative research, and has little to offer other fields like political science.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
Motivating the Demotivated - Audrey McPhersonKenny Pieper
This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
1. Cognitive theory assumes learning is an internal mental process where students actively organize new information. This implies teachers should consider students' cognitive development and help connect new ideas to prior knowledge.
2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
This document outlines a training for tutors on how to instill self-efficacy in insecure students. It defines self-efficacy as one's belief in their ability to achieve goals. The training covers tutoring basics like confidentiality and ethics. It also discusses challenges tutors may face like students' learning disabilities or limited resources. The document suggests tutors find ways to show students their progress, set achievable goals, and use "coping models" to improve students' self-confidence over time. The overall focus is on helping tutors understand how to create a safe learning environment that develops students' sense of self-efficacy and ability to learn.
This document discusses quasi-experimental research designs. It defines quasi-experiments as resembling true experiments but lacking full control, such as random assignment. It describes various quasi-experimental designs including one group pre-test post-test, non-equivalent control group, interrupted time series, and time series with non-equivalent controls. Examples are provided of each design along with threats to validity. Common uses of quasi-experiments are discussed as well as advantages such as being able to be conducted in natural settings.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
This document provides an overview of humanistic schools of psychology. It discusses key figures like Abraham Maslow and his theory of self-actualization. It also covers Carl Rogers and his development of client-centered or person-centered therapy. Rogers believed that unconditional positive regard and the removal of "conditions of worth" were important for clients to fully realize their potential. The document also summarizes Maslow's hierarchy of needs and some of the criticisms of his theories.
This document discusses experimental and quasi-experimental designs. It outlines the key components of classical experimental designs, including independent and dependent variables, experimental and control groups, pretesting and posttesting. It also discusses threats to internal and external validity and variations like quasi-experimental designs that use nonequivalent groups or time series when randomization is not possible. Quasi-experiments aim to make groups as comparable as possible through matching or using natural cohorts.
Cognitive psychology is a relatively young branch of psychology, yet it has quickly grown to become one of the most popular subfields. Few Practical Application of Cognitive Psychology(Science),Thinking, decision-making/increasing decision making accuracy, problem-solving, learning /structuring educational curricula to enhance learning , attention,Memory/Improving memory, forgetting, and
language acquisition.
But what exactly is cognitive psychology?
What do cognitive psychologists do?
This presentation is for educational purpose only. I do not own the rights to written material or pictures or illustrations used.
This is being uploaded for students who are in search of, or trying to understand how a quasi-experimental research design should look like.
Rollo May was an influential existential psychologist who developed an existential-psychodynamic theory. Some key aspects of his theory include: viewing existence as preceding essence; that people experience alienation from themselves, others, and the natural world; and that anxiety, guilt, and a sense of meaninglessness can result from this alienation. May believed psychotherapy should help people experience existence more fully and regain a sense of freedom. He outlined stages of personality development centered around independence from parents. May's theory emphasizes concepts like authenticity, freedom, and responsibility for oneself.
This document summarizes 20 individual emotions categorized into three sections: basic emotions, self-conscious emotions, and cognitively complex emotions. For each emotion, the summary provides a brief description of what causes the emotion and its evolutionary function based on the source text by Reeve (2015). The basic emotions include fear, anger, disgust, sadness, joy, interest, and contempt. The self-conscious emotions include shame, guilt, embarrassment, pride, and triumph. The cognitively complex emotions include envy, gratitude, disappointment, regret, hope, schadenfreude, empathy, and compassion. Images are provided as examples to illustrate some of the emotions.
Self-efficacy theory, proposed by Albert Bandura, holds that an individual's belief in their own ability to complete tasks and reach goals (self-efficacy) influences their motivation and behavior. Higher self-efficacy leads to greater effort and persistence when facing challenges. Self-efficacy can be increased through enactive mastery experiences, vicarious learning by observing others, verbal persuasion, and managing arousal states. Training programs aim to boost self-efficacy through hands-on experiences. The Pygmalion and Galatea effects show that higher expectations lead to better performance outcomes.
A group is defined as two or more people who interact and influence one another. Groups meet various human needs such as affiliation, achievement, and social identity. The presence of others can strengthen dominant responses through social facilitation or cause poorer performance if it induces evaluation apprehension. Groups can also intensify pre-existing opinions through group polarization as discussion amplifies the average member tendency. However, groupthink can cause poor decision-making if the group is cohesive, isolated, and has a directive leader as it leads to closed-mindedness and failure to consider alternative viewpoints or warnings.
This document discusses attribution, which refers to how people explain their own and others' behavior. It covers several theories of attribution, including Heider's model, which analyzes how people interpret causes of behavior as either environmental or personal factors. Kelley's theory of causal attribution examines how people answer why questions based on consensus, consistency, and distinctiveness information. The document also discusses biases people have in attribution, such as the self-serving bias where people take credit for successes but blame failures on external causes.
The document defines aggression and discusses factors that can lead to aggressive behavior, including personal, situational, and social factors. It then outlines several strategies that can be used to reduce aggression, such as punishment, catharsis, cognitive interventions like apologies, exposure to non-aggressive social models, training in social skills, and using incompatible responses to generate emotions like laughter that are incompatible with anger.
Existential psychotherapy focuses on fundamental human experiences like death, freedom, relationships and finding meaning. It views people as responsible for making their own choices and finding their identity. Key influences include Viktor Frankl's logotherapy, Rollo May who applied existential philosophy to therapy, and Irvin Yalom who emphasized concerns with death, freedom, isolation and meaninglessness. Existential therapy aims to help clients through increased self-awareness and by addressing anxiety from confronting human realities rather than eliminating it.
Social cognition refers to how people process and respond to social information. It involves interpreting social cues, analyzing social situations, and remembering social information using mental structures called schemas. Schemas help organize our knowledge about social roles, people, and events. When making judgments with limited time and information, people rely on mental shortcuts called heuristics. However, social cognition is not always rational and can involve errors like unrealistic optimism and counterfactual thinking.
115. locus of control by jullian rotterLAKSHMANAN S
1) Julian Rotter originated the concept of locus of control in 1954 to refer to people's beliefs about whether control resides internally within themselves or externally in outside forces.
2) Those with an internal locus of control believe they have control over their own lives through their actions and choices, while those with an external locus tend to believe that external forces like luck or fate control outcomes.
3) People's locus of control exists on a spectrum and can vary in different situations, but in general those with an internal locus are more motivated, success-oriented, and politically active, while those with an external locus are more passive and accepting of things outside their control.
Schedules of reinforcement determine when behavior will be reinforced. Intermittent reinforcement reinforces behavior sometimes but not every time. This can build persistent behaviors that are resistant to extinction while using fewer reinforcers. Types of schedules include continuous, ratio, interval, and variable schedules. Behaviors reinforced intermittently or on variable schedules will be most resistant to extinction.
Patrick Mahony - Psychodynamic theory and therapyPatrick Mahony
1. Sigmund Freud developed classical psychoanalysis and its key concepts including the constancy principle, psychosexual stages of development, structural model of the id, ego and superego, and drive theory.
2. Classical psychoanalysis views neurosis as resulting from repressed drives and unacceptable wishes from early childhood experiences that are expressed through symptoms.
3. Freud utilized techniques such as free association, dream analysis, and analysis of transference in psychoanalytic treatment to help patients gain insight into their unconscious motivations.
Randomized group design involves randomly assigning subjects to different groups that correspond to different conditions or values of the independent variable. This makes the groups statistically equivalent at the start of the experiment. There are two primary ways to form random groups - captive assignment, where all subjects are present and randomly assigned, and sequential assignment, where subjects participate on different days. A randomized group design with only two groups can test the relationship between one independent and dependent variable, but with three or more groups, the design allows testing more complex relationships.
Peace psychology is a subfield of psychology that deals with psychological aspects of peace, conflict, violence, and war. It has four pillars: research, education, practice, and advocacy working towards sustainable peace using non-violent means. It emerged during the Cold War focused on preventing nuclear war, but now takes a more nuanced perspective on different types of violence and meanings of peace. It aims to apply psychological knowledge to promote peace, defined as the absence of destructive conflict and creation of positive social conditions. However, peace psychology faces challenges including perceptions that it is weak, relies too much on qualitative research, and has little to offer other fields like political science.
The document outlines the Ethical Principles of Psychologists and Code of Conduct. It discusses 5 general principles that guide psychologists, including beneficence, fidelity, integrity, justice, and respecting rights. It then describes 10 standards related to resolving ethics issues, competence, relationships, privacy, advertising, record keeping, education, research, assessment, and therapy. Key aspects of standards around privacy, record keeping, informed consent, and limits of confidentiality in therapy are highlighted.
Motivating the Demotivated - Audrey McPhersonKenny Pieper
This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
1. Cognitive theory assumes learning is an internal mental process where students actively organize new information. This implies teachers should consider students' cognitive development and help connect new ideas to prior knowledge.
2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
This document outlines a training for tutors on how to instill self-efficacy in insecure students. It defines self-efficacy as one's belief in their ability to achieve goals. The training covers tutoring basics like confidentiality and ethics. It also discusses challenges tutors may face like students' learning disabilities or limited resources. The document suggests tutors find ways to show students their progress, set achievable goals, and use "coping models" to improve students' self-confidence over time. The overall focus is on helping tutors understand how to create a safe learning environment that develops students' sense of self-efficacy and ability to learn.
This document discusses assessment in education. It begins by reviewing learning theories and multiple intelligences. It then discusses the purposes and benefits of assessment, as well as potential barriers like unclear objectives and overuse. The document outlines different types of assessment, including diagnostic, formative, and summative assessment. It also discusses what can be assessed, like knowledge, skills, understanding, and aptitude. The document provides guidance on creating effective assessments, considering student starting points and multiple intelligences. It emphasizes the importance of assessment in discovering the truth about an educational system and driving student learning.
This document discusses assessment in education. It begins by outlining learning outcomes related to understanding assessment and its links to educational theory. It then discusses the purpose of assessment in measuring student progress and providing feedback. The document notes potential barriers to effective assessment, such as overuse, inappropriate methods, and demotivating less successful students. It outlines different types of assessment, including diagnostic, formative, and summative assessment. It discusses what can be assessed, including knowledge, skills, understanding, and aptitude. The document emphasizes the importance of assessment in focusing learning and providing feedback to students.
Motivating disengaged students w solution tree symbol tapingAli Ahsan
This document discusses strategies for motivating disengaged students. It begins by explaining common reasons students lack motivation, such as protecting their self-worth and not seeing relevance in their schoolwork. It then identifies practices that can help engage unmotivated students, such as building strong relationships through constructive feedback and focusing on their strengths, using formative assessment to promote a growth mindset, and making lessons more relevant by connecting them to real-world applications. The document advocates for collaborative practices like professional learning communities to help all students learn.
Find the sweet spot of learner engagement by combining the bite-sized power of microlearning with the motivating effect of digital badges. By chunking your content to create microlearning-style tutorials and using digital badges to reward learners and mark their achievements, you will increase learner persistence and success in your online courses!
This document provides information on literacy initiatives and professional development opportunities for teachers. It lists strategies to improve literacy like speaking with an essay-style, writing expertly, and allowing time for work improvement. It also recommends dropping everything to read and implementing intervention programs. The document then provides links to reports on effective teaching and surveys on teacher workload. It suggests topics for staff to learn about like visible learning, cognitive science, and evidence-based teaching strategies. Overall, the document aims to promote literacy and evidence-based professional development for teachers.
This document discusses key aspects of effective learning and assessment in classrooms. It begins by outlining Guy Claxton's four aspects of effective learning: resilience, resourcefulness, reflectiveness, and reciprocity. It then discusses theories around classroom climate, including the dimensions of clarity, order, standards, fairness, participation, support, safety, and interest. The document also examines teacher effectiveness using Hay McBer's framework of professional characteristics, teaching skills, and classroom climate. It concludes that learning and assessment are shaped by the interplay between these classroom, teacher, and student factors.
This document discusses theories of motivation and their implications for education. It covers:
1) Four psychological perspectives on motivation - behavioral, humanistic, cognitive, and social.
2) Types of motivation including intrinsic and extrinsic motivation. Extrinsic motivation can initially develop intrinsic motivation.
3) Maslow's hierarchy of needs and how deficiency needs must be met before growth needs. This impacts student achievement.
4) Attribution theory which explains how people attribute success and failure to internal vs. external factors like effort. Developing an internal locus of control improves student outcomes.
The document discusses different perspectives on grading practices in education. It notes that while grades are not inherently bad, common grading practices can make it difficult for students to feel successful. It advocates for standards-based assessments that focus on what students have learned rather than inputs. The document also discusses the importance of motivation and how grades only motivate students when they are higher than usual or are A's. It outlines grading practices that can inhibit learning, such as inconsistent scales and penalizing students for taking risks.
This document discusses self-assessment and peer assessment. It defines self-assessment as allowing learners to reflect on and evaluate their own work, and peer assessment as requiring learners to provide feedback on classmates' work. The document outlines the importance, best practices, examples, benefits, and pitfalls of self-assessment and peer assessment. It emphasizes establishing clear criteria, teaching assessment skills, and using assessment formatively rather than summatively.
This document discusses various theories and concepts related to motivation. It begins by defining motivation and discussing the types of motivation, including intrinsic and extrinsic motivation. It then covers topics like goal setting, goal orientations, needs and their influence on motivation based on Maslow's hierarchy of needs. Other sections discuss attribution theory, self-efficacy, building motivation in schools, the role of emotions like interest, curiosity and anxiety. Overall, the document provides an overview of the key factors that influence human motivation and ways to enhance motivation in educational contexts.
The document outlines 10 requirements for good teaching, which include having passion for the subject, treating students as knowledge consumers, listening to students, being flexible, using humor, caring for student development, receiving institutional support, mentoring other faculty, having fun, and experiencing intrinsic rewards from teaching. Good teaching also involves balancing substance with style, pushing students while respecting them, and keeping teaching relevant and memorable.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
This document discusses motivation and how it relates to learning. It defines motivation and explains the difference between intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires to learn for its own sake, while extrinsic motivation involves external rewards or punishments. The document also describes how motivation affects learning behaviors like effort, persistence, and performance. Finally, it provides strategies for teachers to build intrinsic motivation in students, such as making lessons relevant, providing choices, optimizing challenge levels, and establishing high expectations.
10 characteristics of a highly effective learning environmentHasif Zainol
The document outlines 10 characteristics of a highly effective learning environment:
1. Students ask the questions that drive learning, rather than teachers dictating questions.
2. Questions are valued more than answers, with students receiving recognition for good questions.
3. Ideas come from diverse sources beyond just teachers, including students, community members, and content experts.
4. A variety of learning models are used to accommodate different students and content.
This document discusses principles of student motivation and engagement in learning. It summarizes five key principles: 1) Meaning and mastery are motivating, while extrinsic rewards can undermine intrinsic motivation; 2) Learning is social and students are motivated by collaboration; 3) Students are motivated by developing self-efficacy through setting goals and recognizing progress; 4) Interest and relevance motivate students by connecting learning to their lives; and 5) Students feel motivated when they have some control and choice over their learning. The document provides examples of classroom practices that align with each principle to increase student engagement.
This document provides guidance on effective training techniques. It discusses qualities of good trainers, such as strong communication and organization skills. It also covers teaching strategies like using humor and controlling the environment. Additionally, it outlines concepts like Maslow's hierarchy of needs, differentiation, learning styles, coaching models, instruction methods, assessment approaches, and biases that can impact feedback. The goal is to equip trainers with research-backed techniques to improve student performance.
This document discusses principles of student motivation and engagement in learning. It examines 5 key principles: 1) Meaning and mastery are motivating, while extrinsic rewards can undermine intrinsic motivation; 2) Learning is social and students are motivated by collaboration; 3) Students are motivated by developing self-efficacy through setting goals and recognizing progress; 4) Interest and relevance motivate students by connecting learning to their lives; and 5) Students feel motivated when they have some control and choice over their learning. The document encourages teachers to reflect on how to apply these principles in their own practices to increase student engagement.
Chapter 10 Motivating Students to Learn.azahraazhar06
This chapter discusses theories of motivation and how to apply them in classroom settings. It covers Maslow's hierarchy of needs, attribution theory, expectancy theory, goal orientation theory and more. The key implications for teachers are to give students feedback that builds self-efficacy, set appropriately challenging tasks, emphasize learning over performance goals, and use praise strategically to reinforce effort rather than ability. Fostering an environment where students feel capable and supported can enhance their motivation to learn.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Self-Worth Theory
1. DEVM 712—PHILOSOPHICAL &
PSYCHOLOGICAL THEORIES OF
TEACHING & LEARNING:
SELF-WORTH THEORY
Ateneo de Zamboanga University
Graduate School
School of Education
2. QUESTION
How do you look at or evaluate the value of
your students?
2
3. WHAT IS SELF-WORTH THEORY?
• The self-worth theory of achievement motivation
(Covington & Beery, 1976; Covington, 1984)—assumes
that the highest human priority is the search for self-
acceptance and that “one’s worth often comes to
depend on the ability to achieve competitively”
(Covington, 1998, p. 78).
• Self-worth theory—argues that fundamentally all
individuals are motivated to establish and maintain a
sense of personal growth, approval by others, and
acceptance of oneself, a goal that in turn depends of
being perceived as competent.
3
5. WHAT IS THE G=A=W FORMULA?
• G (Grades) = A (Ability) = W (Worth) (Covington, 1976).
• Top grades imply competence, while low grades imply
incompetence. These self-perceptions determine one’s feelings
of worthiness or worthlessness.
• Individuals strive for success not only to benefit from the social
and personal rewards of high accomplishment, but also to
aggrandize their reputation for high ability, hence worthiness.
• If success becomes unlikely, as is typically the case when rewards
(grades) are distributed on a competitive basis—with the
greatest number of rewards going to those who perform best or
fastest—then the first priority becomes the avoidance of failure,
or at least the implications of failure, that one is incompetent.
5
6. QUESTION
What excuses do you commonly observe
from your students if they have low
performance in your class?
6
7. WHAT IS SELF-HANDICAPPING
STRATEGIES?
• Self-handicapping (Thompson, 1993, 1994)—in the
process of establishing excuses, individuals set up the
very failures that they are attempting to avoid, but at
least they are “failures with honor”—readily explained
failures if not always excused.
• Example is Procrastination (McGown & Johnson,
1991). By postponing study for a test until it is virtually
too late, or by starting work on a term paper at the last
minute, individuals can argue that any subsequent
failures are not reflective of what they could really
have achieved had they not run out of time.
7
8. WHAT IS SELF-HANDICAPPING
STRATEGIES?
• Self-handicapping—ploy not only allows
students to score big points for being
energetic. Being busy also makes one feel
important despite the mediocre performances
that are certain to result, but mediocrity that
can be attributed to being too busy, not to
incompetence.
8
9. WHAT IS DEFENSIVE PESSIMISM
STRATEGIES?
• Defensive pessimism (Cantor, 1980)—
basically involves the establishment of low
goals and low expectations towards the tasks
for which one’s ability will be evaluated.
• Establishing lower, thus safer, goals, which is
achieved by lowering the standard of
satisfactory performance, can help individuals
to feel more satisfied with the outcome.
9
10. QUESTION
Do you practice OBE (Outcomes Based
Education) curriculum in your class?
10
11. GRADE GOAL vs. LEARNING GOAL
• Grades must always
follow learning.
• Grades must not eclipse
learning.
• Learning must be for the
sake of self-improvement.
• Learning must be for the
sake of helping others.
• Learning must be for the
sake of satisfaction of
curiosity.
11
• Grades are indubitably important. But their
importance is sharply limited. Example: GPA is
worthless as a predictor of lifetime income
compared to predictions based on simply tallying the
number of years one spends in school.
12. QUESTION
What are the difficulties that you have
encountered with the performance of your
students in the class?
12
13. ISSUES AND CONCERNS ON
SELF-WORTH THEORY
• Grade grubbing—grades can take on a disproportional,
distorted meaning and become pursued with an unnatural
urgency. When combined with fear of failure (the fear one
may be judged incompetent, hence unworthy), then the
pursuit of grades becomes an ordeal and the virtually
assured result is defensiveness and excuse making.
• Passivity—can mask a highly motivated state. Example,
being motivated for the wrong reasons—as a means to
avoid a threatening implications of expending effort in a
potentially failing enterprise.
• Fear—drives many students desperately at times to
simplify and curtail the demands of learning, reducing the
task of learning to its simplest denominator and narrowest,
most manageable scope.
13
14. ISSUES AND CONCERNS ON
SELF-WORTH THEORY
• Climate of Passivity—Teachers already expect students to
be active, self-monitoring, inquisitive learners, yet without
guidance as to the kinds of skills needed for independent
inquiry.
• Self-worth in Hard work (Weiner, 1974)—to try hard and
do poorly leads to feeling of shame driven by self-
perceptions of low ability; but not trying leads to feelings
of guilt and teacher punishment for not trying.
• Overstrivers—learners who are sensitive on the problem of
failing as they have doubts about their status of ability and
failure might result in confirmation of their lack of ability.
They are known to be bright, meticulous and hard-working.
14
15. QUESTION
What were the remedies/solutions/steps you
have taken to address those difficulties?
15
16. COPING MECHANISIMS FOR TEACHERS IN MOTIVATING
STUDENTS IN SELF-WORTH THEORY
• POSITIVE GOALS & SAFETY—emphasize learning goals, not
competitive goals. Utilize merit-based system or absolute
grading system by providing students specific, clearly
defined requirements for students to satisfy quality
workmanship. In the event of falling short gradewise, the
presence of well-defined standards of performance tends
to motivate students to try harder the next time.
• INTEREST & INTRIGUE—organize learning around student
interests or issues that arouse an intrinsic curiosity. When
interest is high, the importance of grades as a goal to
perform is substantially diminished. They believe that the
presence of grades actually inspires them to do their best.
16
17.
18. • Covington, M.V. (2004). Self-worth theory goes to
college: Or do our motivation theories motivate? In D.
Mclnerney & S. Van Etten (Eds.). Big Theories Revisited,
Vol. 4 Research on Sociocultural Influences on
Motivation and Learning. USA: Information Age
Publishing.
• Weibell, C. J. (2011). Principles of learning: 7 principles
to guide personalized, student-centered learning in the
technology-enhanced, blended learning
environment. Retrieved August 11, 2019 from
[https://principlesoflearning.wordpress.com].
Editor's Notes
Presented on 24 August 2019 @ FWS Room 210, Ateneo de Zamboanga University.