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focuses on effort also increases self-efficacy and intrinsic motivation. Limiting external constraints and
fostering relatedness in the classroom also will enhance self-determination.
Key Concepts
amotivation autonomy deficiency needs efficacy expectations entity view of ability external regulation extrinsically
motivated failure-accepting students failure-avoiding students growth needs
humanistic theories identification incremental view of ability integration internalization intrinsic motivation introjected
regulation Maslow s hierarchy of needs need for competence outcome expectations
overstrivers relatedness self-actualization self-determination self-efficacy self-regulation self-worth success-oriented
students teacher efficacy
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case studies: reflect and evaluate 311
Case Studies: Refl ect and Evaluate
Early Childhood:  The Worksheets
These questions refer to the case study on page 258.
1. According to self-efficacy theory, what is Melissa s efficacy expectation for
completing her schoolwork? How would you characterize Claire s self-efficacy?
Martin s?
2. Explain why asking a peer to show Melissa how to complete the math sheet might improve her
self-efficacy.
3. How can Elizabeth improve the self-efficacy of students in her class?
4. Based on self-worth theory, which student Melissa, Martin, or Claire would be most difficult to
motivate? Why?
Which student would be easiest to motivate? Why?
5. Based on the case study, speculate on the degree of Elizabeth s teaching efficacy.
6. Assume that Elizabeth seeks advice from a more experienced teacher about how
to enhance her students feelings of autonomy and competence. Think of specific
suggestions that her colleague would provide, and explain how each would enhance
students motivation.
Elementary School:  Writer s Block
These questions refer to the case study on page 260.
1. Contrast Carter s and Shanti s self-efficacy for writing. What failure-avoiding tactics
does Carter use during free writing? 2. Using your response to the previous question,
explain why you would expect to see a failure-avoiding motivational pattern in Carter
and not in Shanti, according to the research on gender differences discussed in the
module.
3. What specific things can Yuiko do to increase Carter s self-efficacy for free writing?
Would your suggestions for increasing self-efficacy change if the student you were
considering were Mason? Why or why not?
4. According to self-worth theory, how can Yuiko encourage James and Carter to be
more intrinsically motivated for writing activities?
5. Howareself-regulation and internalization similar? Which students in Yuiko s class
are most self-regulated? How can Yuiko encourage all her students to be
self-regulated in writing? How will this affect their self-determination?
6. What changes can Yuiko make to increase her students autonomy? How will this affect their
motivation?
7. Based on the information in the case, speculate on the degree of relatedness in
Yuiko s classroom. Now think outside the writing activity. How can Yuiko foster
relatedness in her classroom, and how will this affect students self-determination and
motivation?
Middle School:  The Math Review
These questions refer to the case study on page 262.
1. How would you describe Sam s self-efficacy for completing the math problems?
 2. Speculate on whether Jack has high teaching efficacy. Use details in the case to support your answer.
3. What can Jack do to promote positive self-efficacy in his students?
4. Discuss the effects a state mastery test might have on students perception of
competence, self-worth, and intrinsic motivation.
5. According to self-worth theory, which student Aaron, Sam, or Rachel would be most difficult to
motivate? Why?
Which student would be easiest to motivate? Why?
6. The eighth graders feel external pressures due to the need to perform on the
state test. Provide Jack with suggestions for creating a classroom that promotes
student autonomy to improve their motivation. How can Jack promote feelings of
competence and relatedness in his classroom in general?
,
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312 case studies: reflect and evaluate
,
High School:  Exam Grades
These questions refer to the case study on page 264.
1. How would you describe Chelsea s self-efficacy? Compare this
to Nicholas s self-efficacy. Based on research evidence regarding
gender differences, how typical is this motivational pattern?
2. Based on the comments of Reggie, Tamika, and Carla, describe
the self-efficacy of students in the general science class. Assuming
that general science is a class for students with lower achievement
than students in AP physics, explain how this practice of ability
grouping (assigning students to different levels of classes) might
affect students self-efficacy. What are the outcome expectations in
science for students in the general science class?
3. Is Curtis s reassuring of Chelsea that she will do better next time
likely to improve her self-efficacy? Why or why not?
4. According to self-worth theory, which student Nicholas,
Chelsea, or Reggie would be most difficult to motivate? Why?
Which student would be easiest to motivate? Why?
5. Curtis realizes that the general science class and the AP
physics class have different motivational needs. Help Curtis create
a motivational plan for each class for increasing students
self-efficacy, enhancing their self-worth, and facilitating their
self-determination. Provide specific examples that are consistent
with each theory. How do the motivational plans differ for the
general science class and the AP physics class?
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