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內在動機與內在驅動學生的三大特征

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.

態度改變的影響因素

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.

影響態度改變的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.

情感和態度改變

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.

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