Lecture 20

Lecture 20 - Lecture20 13/04/201010:39:00

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Lecture 20 13/04/2010 10:39:00 Intervention to Create Incremental Theorists Study of intervention with 7 th  graders o Taught that learning changes the brain o Students with intervention endorsed incremental theory  o Teachers described them as showing improved motivation o Decline in math grades was reversed  Attribution of Success and Failure Ability  Effort Task Difficulty Luck Dweck study (1975) – training low-achieving students to attributes failure to  lack of effort (rather than lack of ability) improves persistence in the face of  obstacles Gender Differences in Achievement Motivational Variables Hypothesis: o Gender differences in motivational patterns may be linked to teachers’  feedback Research findings: o Boys’ success attributed to ability  o Girls’ success attributed to luck or easiness of task
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o Boys received more instruction and more teacher assistance to do  good. Ethnicity, Gender and SES Research findings: o White boys receive most teacher attention  o Black girls receive least amount of teacher attention o Blacks praised for social behavior o Whites praised for academic behavior  Cross-Cultural Study Study of American, Chinese and Japanese children: o Asian children performed better o Parents of Asian children believed success due to effort o American parents believed success due to ability – especially in math Variables Beyond Achievement Motivation Patterns
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This note was uploaded on 10/20/2010 for the course HD 1170 taught by Professor Mary during the Spring '10 term at Cornell.

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Lecture 20 - Lecture20 13/04/201010:39:00

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