Three things I learned are:
1) “Other psychologists see motivation more as a state, a temporary situation” (Winnie, Woolfolk, Perry, p. 400).
2) “The types of goals we set influence the amount of motivation we have to reach them” (Winnie, Woolfolk, Perry, p. 403).
3) “If students believe they lack the ability to understand higher mathematics, they will probably act on this belief even if their actual abilities are well above average” (Winnie, Woolfolk, Perry, p. 416).
Two Connections I made are:
1) I was the student who truly believed I was not good at math. No matter how hard I tried or the amount of effort I put into learning math I never improved and therefore the belief became so strong that I was unable to understand higher mathematics.
2) I can see how some psychologists see motivation more as a state, a temporary situation. For example: when studying for an exam that is the next day that motivation is a temporary situation. After the exam is done the motivation will be gone.
One question I still have is:
How do we teach students and give them the tools to be confident in their abilities?