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MOTIVATION

1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure.

2. A form of attribution theory developed by Bernard Weiner describes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance.

3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed.

4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing.

Определите, является ли утверждение:

Much research activity in educational psychology has focused on developing theories of self-regulated learning and metacognition.

1) в тексте нет информации

2) истинным

3) ложным

ЗАДАНИЕ 28 (выберите один вариант ответа)

Определите, является ли утверждение:

Students having performance avoidance goals strive for the chances to show their abilities.

1) истинным

2) в тексте нет информации

3) ложным

ЗАДАНИЕ 29 (выберите один вариант ответа)

Определите, является ли утверждение:

Motivation means “motive-for-action” and as an inner state of a human it guides his behavior.

1) в тексте нет информации

2) ложным

3) истинным

ЗАДАНИЕ 30 (выберите один вариант ответа)

Определите, является ли утверждение:

Learners’ motives and emotions are directly connected with their views about the causes of failure or success.

1) в тексте нет информации

2) ложным

3) истинным

ЗАДАНИЕ 31 (выберите один вариант ответа)

Укажите, какой части текста (1, 2, 3, 4) соответствует следующая информация:

Research on motivation is also concerned with how students’ goals influence the way of performing academic tasks.

1) 4 2) 1

3) 2 4) 3

ЗАДАНИЕ 32 (выберите один вариант ответа)

Укажите, какой части текста (1, 2, 3, 4) соответствует следующая информация:

Those students who have mastery goals are persistent and creative; they prefer sophisticated tasks and possess intrinsic motivation.

1) 4 2) 3

3) 1 4) 2

ЗАДАНИЕ 33 (выберите один вариант ответа)

Ответьте на вопрос:

What emotions do students have when they associate their failure with lack of effort?

1) They have a feeling of embarrassment.

2) Students experience emotional disturbance.

3) Students suffer from guilt.

4) Students experience the emotion of shame.

ЗАДАНИЕ 34 (выберите один вариант ответа)

Определите основную идею текста

1) There are three types of learners’ goals: mastery goals, performance approach goals and performance avoidance goals.

2) Performance approach goals are associated with both positive and negative outcomes.

3) Educational psychology studies motivation as students’ internal state that guides their behavior when they perform academic tasks.

4) Students who are afraid of failure try to avoid situations in which their abilities are demonstrated.