2
Psych 520 Exam 3 part 1 questions with verified || || || || || || || || ||
detailed answers ||
Mastery motivation - ✔✔-An inborn motive to explore, understand, and control one's
|| || || || || || || || || || || ||
environment.
-Infants will actively seek out challenges just for the joy of mastering them.
|| || || || || || || || || || || ||
Ex: turning a knob, opening cabinets, operating toys
|| || || || || || ||
Achievement Motivation - ✔✔A willing strive to succeed at challenging tasks and to meet high
|| || || || || || || || || || || || || || ||
standards of accomplishment. || ||
Intrinsic Motivation - ✔✔Achievement is an intrinsic motivation to reinforce and satisfy needs
|| || || || || || || || || || || || ||
for competence or achievement
|| || ||
Extrinsic Motivation - ✔✔Achievement is an extrinsic motivation to win approval (or avoid
|| || || || || || || || || || || || ||
disapproval) of others (i.e., parents, teachers, peers) || || || || || ||
Susan Harter (1981) - ✔✔-Asked children their reasons for doing various activities.
|| || || || || || || || || || ||
|| *Some extrinsically motivated. || ||
|| *Some intrinsically motivated. || ||
|| -More likely to prefer challenging problems over simpler ones.
|| || || || || || || ||
|| -More likely to view themselves as highly competent at schoolwork.
|| || || || || || || || ||
Stipek, Recchia, & McClintic (1992) - ✔✔-Observed 1-5 year olds doing activities with clear
|| || || || || || || || || || || || || ||
goals.
|| Ex: Hammering pegs into pegboards, working puzzles
|| || || || || ||
-Some tasks could not be mastered.
|| || || || ||
-Some children did the task alongside another child.
|| || || || || || ||
, 2
|| *Created a sense of "competition." || || || ||
-Found children progress through 3 phases in learning to evaluate their performance in
|| || || || || || || || || || || || ||
achievement situations. ||
Stipek, Recchia, & McClintic (1992): Phase 1 - ✔✔Joy in mastery (<2 years)
|| || || || || || || || || || || ||
-Infants visibly pleased to master challenges.
|| || || || ||
|| *However, do not call attention to or seek recognition for their triumphs.
|| || || || || || || || || || ||
-Don't seem to be bothered by failures.
|| || || || || ||
|| *Simply shift attention to other toys.
|| || || || ||
Stipek, Recchia, & McClintic (1992): Phase 2 - ✔✔Approval seeking (around 2 years)
|| || || || || || || || || || || ||
-Toddlers anticipate how others will evaluate their performance.
|| || || || || || ||
|| *Seek recognition when master challenges.
|| || || ||
|| ~Smile, look up at adult. || || || ||
|| *Expect disapproval when fail. || || ||
|| ~Turn away from adult.
|| || ||
Stipek, Recchia, & McClintic (1992): Phase 3 - ✔✔Use of standards (around 3 years)
|| || || || || || || || || || || || ||
-Children react independently to successes and failures.
|| || || || || ||
-Seem to adopt objective standards for appraising performance.
|| || || || || || ||
|| *Capable of experiencing pride (rather than mere pleasure) in achievements.
|| || || || || || || || ||
*Capable of experiencing shame and embarrassment (rather than mere disappointment) in
|| || || || || || || || || || || ||
failures
Development of motivation (Stipek, Recchia, & McClintic): Prior to 33 months (almost 3 years) -
|| || || || || || || || || || || || || || ||
✔✔-Seemingly indifferent to winning and losing. || || || || ||
|| *Successfully completing tasks was most important || || || || ||
Psych 520 Exam 3 part 1 questions with verified || || || || || || || || ||
detailed answers ||
Mastery motivation - ✔✔-An inborn motive to explore, understand, and control one's
|| || || || || || || || || || || ||
environment.
-Infants will actively seek out challenges just for the joy of mastering them.
|| || || || || || || || || || || ||
Ex: turning a knob, opening cabinets, operating toys
|| || || || || || ||
Achievement Motivation - ✔✔A willing strive to succeed at challenging tasks and to meet high
|| || || || || || || || || || || || || || ||
standards of accomplishment. || ||
Intrinsic Motivation - ✔✔Achievement is an intrinsic motivation to reinforce and satisfy needs
|| || || || || || || || || || || || ||
for competence or achievement
|| || ||
Extrinsic Motivation - ✔✔Achievement is an extrinsic motivation to win approval (or avoid
|| || || || || || || || || || || || ||
disapproval) of others (i.e., parents, teachers, peers) || || || || || ||
Susan Harter (1981) - ✔✔-Asked children their reasons for doing various activities.
|| || || || || || || || || || ||
|| *Some extrinsically motivated. || ||
|| *Some intrinsically motivated. || ||
|| -More likely to prefer challenging problems over simpler ones.
|| || || || || || || ||
|| -More likely to view themselves as highly competent at schoolwork.
|| || || || || || || || ||
Stipek, Recchia, & McClintic (1992) - ✔✔-Observed 1-5 year olds doing activities with clear
|| || || || || || || || || || || || || ||
goals.
|| Ex: Hammering pegs into pegboards, working puzzles
|| || || || || ||
-Some tasks could not be mastered.
|| || || || ||
-Some children did the task alongside another child.
|| || || || || || ||
, 2
|| *Created a sense of "competition." || || || ||
-Found children progress through 3 phases in learning to evaluate their performance in
|| || || || || || || || || || || || ||
achievement situations. ||
Stipek, Recchia, & McClintic (1992): Phase 1 - ✔✔Joy in mastery (<2 years)
|| || || || || || || || || || || ||
-Infants visibly pleased to master challenges.
|| || || || ||
|| *However, do not call attention to or seek recognition for their triumphs.
|| || || || || || || || || || ||
-Don't seem to be bothered by failures.
|| || || || || ||
|| *Simply shift attention to other toys.
|| || || || ||
Stipek, Recchia, & McClintic (1992): Phase 2 - ✔✔Approval seeking (around 2 years)
|| || || || || || || || || || || ||
-Toddlers anticipate how others will evaluate their performance.
|| || || || || || ||
|| *Seek recognition when master challenges.
|| || || ||
|| ~Smile, look up at adult. || || || ||
|| *Expect disapproval when fail. || || ||
|| ~Turn away from adult.
|| || ||
Stipek, Recchia, & McClintic (1992): Phase 3 - ✔✔Use of standards (around 3 years)
|| || || || || || || || || || || || ||
-Children react independently to successes and failures.
|| || || || || ||
-Seem to adopt objective standards for appraising performance.
|| || || || || || ||
|| *Capable of experiencing pride (rather than mere pleasure) in achievements.
|| || || || || || || || ||
*Capable of experiencing shame and embarrassment (rather than mere disappointment) in
|| || || || || || || || || || || ||
failures
Development of motivation (Stipek, Recchia, & McClintic): Prior to 33 months (almost 3 years) -
|| || || || || || || || || || || || || || ||
✔✔-Seemingly indifferent to winning and losing. || || || || ||
|| *Successfully completing tasks was most important || || || || ||
