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内在动机与内在驱动学生的三大特征

Intrinsic motivation is the drive for which people engage in an activity,

without obvious external incentives, such as a hobby. Intrinsic motivation has

been studied by educational psychologists since the 1970s, and numerous studies

have found it to be associated with high educational achievement and enjoyment

by students.

It is thought that students are more likely to be intrinsically motivated if

they:

1. Attribute their educational results to internal factors that they can

control (e.g. the amount of effort they put in).

2. Believe they can be effective agents in reaching desired goals (i.e. the

results are not determined by dumb luck).

3. Are interested in mastering a topic, rather than just rote-learning to

achieve good grades.

态度改变的影响因素

The inter-structural composition of an associative network can be altered by

the activation of a single node. Thus, by activating an affective or emotion

node, attitude change may be possible, though affective and cognitive components

tend to be intertwined. In primarily affective networks, it is more difficult to

produce cognitive counterarguments in the resistance to persuasion and attitude

change.

Affective forecasting, otherwise known as intuition or the prediction of

emotion, also impacts attitude change. Research suggests that predicting

emotions is an important component of decision making, in addition to the

cognitive processes. How we feel about an outcome may override purely cognitive

rationales.

影响态度改变的2大因素

Attitudes can be changed through persuasion. We should understand attitude

change as a response to communication. Factors that can affect the

persuasiveness of a message are:

1. Target Characteristics: These are characteristics that refer to the person

who receives and processes a message. One such trait is intelligence—it seems

that more intelligent people are less easily persuaded by one-sided messages.

Another variable that has been studied in this category is self-esteem. Although

it is sometimes thought that those higher in self-esteem are less easily

persuaded, there is some evidence that the relationship between self-esteem and

persuasibility is actually curvilinear, with people of moderate self-esteem

being more easily persuaded than both those of high and low self-esteem levels.

The mind frame and mood of the target also plays a role in this process.

2. Source Characteristics: The major source characteristics are expertise,

trustworthiness and interpersonal attraction or attractiveness. The credibility

of a perceived message has been found to be a key variable here; if one reads a

report about health and believes it comes from a professional medical journal,

one may be more easily persuaded than if one believes it is from a popular

newspaper. Some psychologists have debated whether this is a long-lasting effect

and the effect of telling people that a message came from a credible source

disappeared after several weeks (the so-called “sleeper effect”). Whether there

is a sleeper effect is controversial. Received wisdom is that if people are

informed of the source of a message before hearing it, there is less likelihood

of a sleeper effect than if they are told a message and then told its

source.

情感和态度改变

Emotion is a common component in persuasion, social influence, and attitude

change. Much of attitude research emphasized the importance of affective or

emotion components. Emotion works hand-in-hand with the cognitive process, or

the way we think, about an issue or situation. Emotional appeals are commonly

found in advertising, health campaigns and political messages. Recent examples

include no-smoking health campaigns and political campaign advertising

emphasizing the fear of terrorism.

Taking into consideration current attitude research, attitudes is defined as

mental and neural representations, organized through experience, exerting a

directive or dynamic influence on behavior. Attitudes and attitude objects are

functions of cognitive, affective and conative components. Attitudes are part of

the brain‟s associative networks, the spider-like structures residing in long

term memory that consist of affective and cognitive nodes linked through

associative pathways. These nodes contain affective, cognitive, and behavioral

components.