Attribution Style And Motivation, psychology homework help

Write a 2 page analysis on the relationship between attribution style, intrinsic and extrinsic motivation, and the implications of these concepts on the learning process and to your specialized field of psychology.

Attribution style and motivation are important factors in the learning process. The purpose of analyzing these concepts within the learning process can inform best practices needed in your specialized field of psychology.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Evaluate the strengths, limitations, and applications of the learning sub-processes.
  • Evaluate the importance of attribution style (LOC) and extrinsic and intrinsic motivation in a specialized field of psychology.
• Apply evidence based research in learning theories to guide decision making and problem solving.
  • Explain the connection between attribution style (LOC) and extrinsic and intrinsic motivation with evidence-based research.
  • Explain how knowledge of personal attribution style and motivation factors guides decisions about personal learning process.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
  • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics; format paper, citations, and references using APA style.

Motivation

According to Pintrich and Schunk (1996), “Motivation is the process whereby goal directed behavior is instigated and sustained” (p. 4). We could spend months discussing the skills necessary to be a good student and a good teacher, but if the student is not motivated, we all know that learning will not take place. Ponder the construct of motivation, a topic that is inextricably tied to learning.

Metacognition

Metacognition is often defined simply as “thinking about thinking,” but there is more to it. In reality, metacognition is comprised of three related sets of skills:

• Understanding what skill a task requires.
• Knowing how and when to use those skills.

Reference

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice Hall.

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

• What has been the role of motivation for you in your previous learning experiences? Do you notice a difference in the your learning outcomes if the motivation is intrinsic or extrinsically based?
• Do you find your style of attribution changing based on situation? Can you speculate on which factors of a situation might cause a change to your attribution style?
• How does attribution style and motivation apply to your intended role in psychology?

Library Resources

The following e-books are linked directly in this course:

• Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28–36.
• Mao, J., & Peck, K. (2013). Assessment strategies, self-regulated learning skills, and perceptions of assessment in online learning. Quarterly Review of Distance Education, 14(2), 75–95, 121.
• Tirri, K., & Nokelainen, P. (2011). The influence of self-perception of abilities and attribution styles on academic choices: Implications for gifted education. Roeper Review, 33(1), 26–32.
• Tavakolizadeh, J., & Qavam, S. E. (2011). Effect of teaching of self-regulated learning strategies on attribution styles in students. Electronic Journal of Research In Educational Psychology, 9(3), 1087–1101.
• Badri Gargari, R., Sabouri, H., & Norzad, F. (2011). Academic procrastination: The relationship between causal attribution styles and behavioral postponement. Iranian Journal of Psychiatry and Behavioral Sciences, 5(2), 76–72.

Preparation

By the time we become graduate level learners, we have a lot of experience with the role of motivation when we are learning. If we are not at all motivated to learn something, it can be boring, hard work that does not seem to have a purpose. Yet if we are very motivated to learn it, it does not seem like hard work at all. In this assessment, you will explore how locus of control might influence two types of motivation (intrinsic and extrinsic).

Instructions

In this assessment, you will explore the relationships between locus of control, intrinsic and extrinsic motivation, and the implications of these concepts as they relate to learning.

• First, take Rotter’s assessment to find out your attribution style, or locus of control (LOC).
• Once you have the results, reflect on the implications for your personal attribution style on your learning experiences.
  • In what way does attribution style relate to extrinsic and intrinsic motivation?
  • Research the relationship between attribution style and motivation.
• Explain the relation between attribution and extrinsic and intrinsic motivation.
  • Does the research on the connection between attribution and motivation resonate with your personal learning experiences?
  • Explain how this knowledge may guide future decisions about your personal learning process.
• Then, as a current or aspiring professional in psychology, evaluate the importance of attribution and motivation in your specialized field.

Additional Requirements

• Length: 2 pages (not counting your title page or references), double-spaced, 12-point font.
• Number of references:Minimum of 2 references
• Article distinctions:There are three different types of articles. Research articles present original research, review articles discuss research already presented elsewhere, and survey articles are comprehensive review articles that discuss an entire field or area of research. References to books are acceptable, but they should be kept to a minimum—probably no more than five.
• APA style:You must use proper APA style to cite and list your references. Refer to the Writing Center’s APA Style and Format guidelines (linked in the Suggested Resources) for more information.
• Format:Use the following structure to organize your paper:
  • Cover page (your name, your specialization or program, title and course number, current quarter and year, and instructor’s name).
  • Body of paper, including headings and subheadings over the appropriate content.
  • Reference list.
  • Refer to the APA Style and Format guidelines for additional formatting information.
• Style:Write in the third person as an impartial narrator. Avoid the use of I, we, or you. In particular, avoid phrases like “I think” in favor of phrases like “the evidence suggests” or “research indicates.” In science, personal opinion carries no weight unless supported by a combination of empirical research and statistical or logical-mathematical inference.
• Other notes:Avoid long quoted passages from your source texts. Your writing should be a synthesis of your own ideas, in your own words—even if your ideas refer to the original ideas of others, in which case the references should be explicit. Graduate level writing should be scholarly and more than a mere summary. It should present a unique thesis or at least a significant point you are trying to make, adding appreciably to what is already known of your topic. Your point or thesis will stand or fall solely on its strength—that is, the quality and quantity of the evidence you present.