Education Psychology

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Anonymous
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208126
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Education Psychology
Updated:
2013-03-18 22:13:40
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educational psychology
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educational psychology terms
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  1. motivation
    inner state that energizes, directs, and sustains behavior
  2. affect
    feelings, emotions, and moods that a learner brings to bear on a task
  3. self-determination theory
    3 basic needs-effective w/ environment (competence), control lives (autonomy), relationships (relatedness) 3 needs must be met to learn
  4. self-worth theory
    protecting own sense of competence (self-worth) high priority.  if afraid to fail they may self-handicap to decrease possibility of success in order to justify failure to themselves and others and maintain self-worth
  5. expectancy value theory
    motivation is 2 variables - must believe they can succeed, (expectancy) must believe in direct or indirect benefits to success (value)
  6. social cognitive theory
    new cognitive version of social learning theory. self-efficacy-belief in own abilities or goal reaching (comes from past academic success) social can help over short run
  7. goal theory
    goals-orientated. include academic, financial, social, career, physical, psychological etc. (mastery goals-reflect desire to gain new knowledge) (performance goals-competent in eyes of others)
  8. attribution theory
    learner belief about why something happens to them. good/bad academics. beliefs known as attributions influence optimism - more eager to work if they feel they are in control of their own success - they contribute
  9. time on task
    amount of time that students are actively engaged in a learning activity
  10. extrinsic motivation
    motivation resulting from factors external to the individual and unrelated to the task being performed
  11. intrinsic motivation
    motivation resulting from personal characteristics or inherent in the task being performed
  12. flow
    intense form of intrinsic motivation, involving complete absorption in and concentration on a challenging activity
  13. situated motivation
    motivation that emerges at least partly from conditions in a learner's immediate environment
  14. self-worth
    beliefs about one's own general ability to deal effectively with the enviornment
  15. self-handicapping
    undermining one's own success as a way of protecting self-worth during difficult tasks
  16. self-determination
    sense that one has some autonomy and control regarding the future course of one's life
  17. relatedness
    feeling that one is socially connected to others and has others' love and respect
  18. hot cognition
    learning or cognitive processing that is emotionally charged (best learned recall memory)
  19. cognitive dissonance
    feeling of mental discomfort caused by new information that conflicts with current knowledge or beliefs
  20. anxiety
    feeling of uneasiness and apprehension concerning a situation with an uncertain outcome
  21. facilitating anxiety
    level of anxiety (usually relatively low) that enhances performance
  22. debilitating anxiety
    anxiety of sufficient intensity that it interferes with performance
  23. threat
    situation in which a learner believes there is little or no chance of success
  24. challenge
    situation in which a learner believes that success is possible with sufficient effort
  25. interest
    feeling that a topic is intriguing or enticing
  26. situational interest
    interest evoked temporarily by something in the environment
  27. personal interest
    long-term, relatively stable interest in a particular topic or activity
  28. value
    belief that an activity has direct or indirect benefits
  29. internalized motivation
    adoption of others' priorities and values as one's own
  30. self-efficacy
    belief that one is capable of executing certain behaviors or reaching certain goals
  31. collective self-efficacy
    shared belief of members of a group that they can be successful when they work together on a task
  32. mastery goal
    desire to acquire additional knowledge or master new skills
  33. performance goal
    desire to demonstrate high ability and make a good impression
  34. performance-approach goal
    desire to look good and receive favorable judgements from others
  35. performance-avoidance goal
    desire not to look bad or receive unfavorable judgements from others
  36. social goal
    desire related to establishing or maintaining relationships with other people
  37. core goal
    long-term goal that drives much of what a learner does
  38. attribution
    personally constructed causal explanation for a success or failure
  39. entity view of intelligence
    belief that intelligence is a "thing" that is relatively permanent and unchangeable
  40. incremental view of intelligence
    belief that intelligence can improve with effort and practice
  41. mastery orientation
    general fairly pervasive belief that one is capable of accomplishing challenging tasks
  42. learned helplessness
    general, fairly pervasive belief that one is incapable of accomplishing tasks and has little or no control of the environment
  43. stereotype threat
    awareness of a negative stereotype about one's own group and accompanying uneasiness that low performance will confirm the stereotype; leads (often unintentionally) to a reduction in performance
  44. resilient self-efficacy
    belief that one can perform a task successfully even after experiencing setbacks
  45. proximal goal
    concrete goal that can be accomplished within a short time period; may be a stepping stone toward a longer term goal
  46. sense of self
    perceptions, beliefs, judgements, and feelings about oneself as a person
  47. personality
    characteristic ways in which an individual behaves, thinks, and feels
  48. authoritative parenting
    parenting style characterized by emotional warmth, high standards for behavior, explanation, and consistent enforcement of rules, and inclusion of children in decision making
  49. parenting type-authoritative
    children-happy, self-confident, curious, likable, effective social skills, independent and self-reliant, respectful of others, successful in school
    loving, supportive home; high expectations and standards for behavior; enforce household rules consistently; explain why some behaviors are acceptable and others are not; include children in family decision
  50. parenting type-authoritarian
    children unhappy,anxious, low self-confidence, lacking initiative, dependent on others, lacking in social skills and prosocial behavior, coercive in dealing with others, defiant
    less emotional warmth, high expectations and standards for behavior, establish rules without regard for children needs, expect rules obeyed without question, allow little give and take in discussions
  51. parenting type-permissive
    children -selfish, unmotivated, dependent on others, demanding of attention, disobedient, impulsive
    provide loving supportive home environment, few expectations or standards for behavior, rare to punish, allow children many of own decisions (eating, bedtime, etc)
  52. parenting type-uninvolved
    children-disobedient, demanding, low in self-control, low in tolerance for frustration, lacking long-term goals
    little emotional support; hold few expectations or standards for children; little interest in children's lives; parents seem overwhelmed by own problems
  53. identity
    self-constructed definition of who one thinks one is and what things are important in life
  54. personal fable
    belief that one is completely unlike anyone else and so cannot be understood by others
  55. imaginary audience
    belief that one is the center of attention in any social situation
  56. gender schema
    self-constructed, organized body of beliefs about the traits and behaviors of males or females
  57. self-socialization
    tendency to integrate personal observations and others' input into self-constructed standards for behavior and to choose actions consistent with those standards
  58. peer pressure
    phenomenon whereby age-mates strongly encourage some behaviors and discourage others
  59. clique
    moderately stable friendship group of perhaps three to ten members
  60. crowd
    large, loose-knit social group that shares common interests and attitudes
  61. subculture
    group that resists the ways of the dominant culture and adopts its own norms for behavior
  62. gang
    cohesive social group characterized by initiation rites, distinctive colors and symbols, territorial orientation, and feuds with rival groups
  63. popular student
    student whom many peers like and perceive to be kind and trustworthy
  64. rejected student
    student whom many peers identify as being an undesirable social partner
  65. controversial student
    student whom some peers strongly like and other peers strongly dislike
  66. neglected student
    student about whom most peers have no strong feelings, either positive or negative
  67. social cognition
    process of thinking about how other people are likely to think, act, and react
  68. perspective taking
    ability to look at a situation from someone's else viewpoint
  69. theory of mind
    understanding of one's own and other people's mental and psychological states (thoughts, feelings, etc)
  70. recursive thinking
    thinking about what other people may be thinking about oneself, possibly through multiple iterations
  71. social information processing
    mental processes involved in understanding and responding to social events
  72. aggressive behavior
    action intentionally taken to harm another person either physically or psychologically
  73. physical behavior
    action that can potentially cause bodily injury
  74. relational aggression
    action that can adversely affect interpersonal relationships
  75. proactive aggression
    deliberate aggression against another as a means of obtaining a desired goal
  76. reactive aggression
    aggressive response to frustration or provocation
  77. hostile attributional bias
    tendency to interpret others' behavior as reflecting hostile or aggressive intentions
  78. morality
    one's general standards about right and wrong behavior
  79. moral transgression
    action that causes harm or infringes on the needs or rights of others
  80. conventional transgression
    action that violates a cultures general expectations regarding socially appropriate behavior
  81. ethnic identity
    awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic to that group
  82. guilt
    feeling of discomfort when one knows one has caused someone else pain or distress
  83. shame
    feeling of embarrassment or humiliation after failing to meet standards for moral behavior that adults have set
  84. empathy
    experience of sharing the same feelings as someone in unfortunate circumstances
  85. distributive justice
    beliefs about what constitutes people's fair share of a commodity
  86. moral dilemma
    situation in which there is no clear-cut answer regarding the morally correct action
  87. preconventional morality
    lack of internalized standards about right and wrong, making decisions based solely on what is best for oneself
  88. conventional morality
    uncritical acceptance of society's conventions regarding right and wrong
  89. postconventional morality
    thinking in accordance with self-constructed, abstract principles regarding right and wrong
  90. sympathy
    feeling of sorrow or concern for another person's problems or distress
  91. induction
    explanation of why a certain behavior is unacceptable, often with a focus on the pain or distress that someone has caused another
  92. peer mediation
    approach to conflict resolution in which a student (mediator) asks peers in conflict to express their differing viewpoints and then work together to identify an appropriate response
  93. students at risk
    student who has a high probability of failing to acquire the minimum academic skills necessary for success in the adult world
  94. resilient student
    student who succeeds in school and in life despite exceptional hardships at home
  95. educational psychology
    academic discipline that studies and applies concepts and theories to psychology relevant to instructional practice

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