Talk:Cognition and Instruction/Motivation

When we first decided upon our topic, our plan was to talk about the Self -Determination Theory and Beliefs about Self. However after doing some research we realized that motivation played a crucial role in both of those topics of it; this caused us to shift our chapter focus to the two major topics of Motivation and Beliefs about Self, though we have not yet changed the chapter title. Our chapter starts off by outlining the three basic well known theories of needs and motivation. After that, we go more in depth by first explaining expectations, which includes the expectations we have towards ourselves ( internal), and the expectations forced upon us (external). This then further relates to intrinsic and extrinsic motivation and how they get effected when expectations are either internal/external. The next part leads to the Vroom's Expectancy theory, which offers an explanation as to why people choose to do things based on the perceived outcome. In turn, we also state the different basic criticisms that are claimed against the theory. The next part our chapter goes into detail on the topic of Beliefs about Self. In this section we tie in together the concepts of motivation and how they influence the Beliefs of One's Self. The first section explains the Self Efficacy and Self - Concept. After that, we go into detail on ways to improve Self Efficacy/ Self - Concept and the effects that mental health can play towards these two concepts. The next section of our chapter is based on the Self - Perception theory. Here we explain that one's personality is based upon how one looks at their own behavior and that this can truly affect how one looks at them self ( Belief About Self). The next section is the Self- Determination theory. This theory looks at the correlation between one's personality and motivation, and whether or not motivation is caused internally or externally. Our final section of our book is going to be tying in the knowledge we've learned about Motivation and Beliefs About Self in our chapter, and looking at it in an educational perspective. Here we will introduce implications that are currently found within the school system and ways to improve them; as well as looking at different ways to promote more knowledge about these topics in the classroom and curriculum.

Need for Cognition
NfC could be a great topic for this chapter. As with the other motivational factors, it would be best to move quickly to instructional research and application. --Nesbit (discuss • contribs) 01:40, 7 October 2015 (UTC)

Peer Review
Educ320jca243 (discuss • contribs) 20:02, 6 November 2015 (UTC) The group showed several positive qualities (strongest) such as making the material very interesting and engaging by including examples relatable to the reader such as the fact that “student’s interests are often found by something they are passionate about” (87). This group also provided clear and concise definitions of each word allowing readers to identify how two models and two parts of the models differ from one another.

Something that served as a pro and a con at the same time was how they delivered their information. Their information was given in a very direct way making it easier to follow and understand. However, as some information was just given to the reader, they lacked the importance of including why the information is given and elaborate on the purpose of the material (Weakest). To add on, although this group provided great examples, it would be more affective if they included how these skills could be integrated into the classroom setting. For example, when speaking about the Expectancy Value Model, they spoke about students being motivated in sports but not in school. Maybe they should include ways in how this can be integrated into the classroom such as they effort the student puts in when preparing for a test worth 20% vs quiz worth 2%.

Something this group can improve on would be the structuring of this chapter. Some sections seem very long as they were integrating all materials into one paragraphs (Wigfield and Eccels' Model; Mastery Goal Orientation and Performance Goal Orientation;) This group can improve by splitting the paragraphs into smaller sections depending on the transition of points and ideas, to make the section be composed of sub paragraphs and ideas instead of combining them all into one.

Peer Review 2
The strongest feature of this chapter by far is the detail and research that was put into it. It appears that most if not all the major theories of motivation as well as beliefs about the self were covered which can be a great asset for the authors if they wish to make the chapter more their own. As well as covering all the major theories the authors defined each one deeply and gave clear examples of how they could be used in the classroom, apart from the headings that they have not yet defined. Overall the strongest feature of this chapter was the clarity that each topic was addressed with. The weakest feature of this chapter was the flow and clear implications for instruction. It’s understandable that a chapter with a required amount of headings and sub-headings could become choppy and restrict flow but if the authors offered more transitions between the headings it would make the chapter more coherent. As well I think that the amount of research the authors have done is very good, but they should use this to provide clear sections on the implications that these theories can have for instruction and which they view are the most important/most effective so as to make the chapter more their own. All in all a very thorough chapter that could be livened up a little bit with sections that highlight the core aspects of motivation and beliefs about the self. EDUC320COURTNEY (discuss • contribs) 02:09, 8 November 2015 (UTC)

Peer Review 3
This chapter does a good job at covering theories and definitions that are relevant to the topic. The headings and subheadings make it easy to understand what is being discussed, as well as make transitioning from one theory to the next easy to follow. There is a large amount of information in this chapter, but it is covered well and organized logically.

One weak spot in the chapter is in regards to the mass amount of information. The chapter covers many concepts and theories, but the way that they are explained or described is a little technical. This is a school project and a sense of professionalism is needed, but some of the language used may be unclear to students and readers who do not have a previous background in psychology.

To improve this chapter I recommend further explaining ideas and concepts. I would also recommend trying to modify the language to slightly less academic so that it is accessible to more people than just psychology students. Simpler language may also make it more interesting to read.

To make the chapter more reader friendly I would also recommend touching up some of the punctuation in places, as well as working to break up some of the larger paragraphs to make it easier to read. 206.116.115.28 (discuss) 03:55, 8 November 2015 (UTC)