Then answer the following prompts:
Case 38
A. Goal theory (4points):
What goal orientation is William most likely presenting in this case study? How do you know?
What type of goal orientation is Mr. Mercurio trying to get William to take in regard to his art? How do you know?
Drawing from class material, what are at least 2 other ways a teacher could attempt to change William’s goal orientation that Mr. Mercurio did not try? Be sure to fully describe your ideas.
B. Attribution theory (4points):
Please describe William’s view of artistic talent. What kind of attribution is he making? Be sure to include a definition of the three components of attributions in your discussion of William’s beliefs about artistic talent.
How is William viewing effort? How does this influence his motivation?
Case 11 Studying French
C.Self-Determination theory (8points):
Is Karen motivated intrinsically or extrinsically to take French II? How do you know? Be sure to include a definition of the two types.
Drawing from class material, how might a teacher promote Karen’s (or any student’s) intrinsic motivation in French II? Please describe at least two ways.
Please describe the three basic psychological needs as they relate to this case study. For example, which basic need might be meet with the group meeting between Karen and her friends? Be sure to include a definition of each need.
D. Attribution theory (4points):
Please describe Karen’s view of competence at speaking a foreign language. What kind of attribution is she making for herself and for her two friends? Be sure to explain your reasoning.
Do you think Karen’s attribution about doing well in French changed over the course of the case study? Why or why not? In what ways did the interactions with Claire and Dawnece influence Karen’s attributions