Descriptive/ Correlational/ Experimental

The __________ continues to change and learn over the course of a lifetime.

Consequences can affect learners’ behaviors.

Inconsistencies between home and school cultures can interfere with school learning and performance.

Our class time has changed from 5pm to 4:30pm

In the MUSIC® model that teachers use to organize and remember teaching strategies that promote students’ motivation, the "M" stands for:

Motivation is an inner state that energizes, directs, and sustains behavior. A sense of “intending to” that directs actions towards goals.

The extent of behavioral, cognitive, and emotional involvement in academic activity.

________experience greater enjoyment and interest in school activities when their basic psychological needs are met.

A form of motivation resulting from personal characteristics or inherent in the task being performed. Doing something because you want to, not because you have to.

Motivation resulting from factors external to the individual and unrelated to the task being performed. Doing something because you have to, not because you want to.

When learners think their chances of success are slim, they may behave in ways that make success even less likely.

Students will voluntarily engage in activities, if you set them up for success.

Who lives in a pineapple under the sea?

In the MUSIC® model that teachers use to organize and remember teaching strategies that promote students’ motivation, the "U" stands for:

In the MUSIC® model that teachers use to organize and remember teaching strategies that promote students’ motivation, the "S" stands for:

A learners' affect, (their feelings, emotions, and moods), influences and is influenced by __________.

In the MUSIC® model that teachers use to organize and remember teaching strategies that promote students’ motivation, the "I" stands for:

In the MUSIC® model that teachers use to organize and remember teaching strategies that promote students’ motivation, the "C" stands for: