在教育心理学中,标准的操作程序来分析学习者的内心的行为。他或她对自我的看法时,必须考虑到为了找到合适的行为问题的解决办法。自我价值与自我概念的能力在任何学校设置(艾姆斯,1990)。它是一个学生认为他自己的能力对othersaa‚¬一„¢。自我效能期望或相信一个能执行一个任务。特定于任务或情况特殊。通常,自我效能感作为晴雨表在孩子的学习意愿,他设置的选项在学习和实际表现(艾姆斯,1990)。然而,年龄扮演一个角色在学生如何理解能力。年轻的孩子更积极或乐观。他们有很高的期望在失败后弹性。他们倾向于认为努力和能力是相同的。年长的孩子们更多的负面评价自己。努力为他们给他们更高的成功机会,但能力是一组限制。努力和失败实际上是威胁他们的自我概念的能力(艾姆斯,1990)。学生确定自我价值和自我效能与它们的环境。表现不佳意味着自我价值和自我效能感由刚性抑制在教室设置。否则,学生能够应对其要求。它是在这里动机发挥着作用。给予奖励或激励是激励工具之一。继续传递良好行为及其相应的福利,良好行为的重复出现。这就是我们所说的操作性条件反射或响应强化行为主义。可喜的是“部分或随机”行为,最终导致了“期望的行为”(PBS,1998;Phillips & Soltis,1998)。这模具未来的行为。如果一个奖励成功“回应刺激”,那么响应可能会重复。
In educational psychology, it is standard operating procedure to analyse the intrapersonal behaviour of a learner. His or her perceptions of the self must be taken into consideration in order to find the appropriate solutions to behavioural problems. Self-worth is linked to the self-concept of ability in any school setting (Ames, 1990). It is how a student considers his own capacities with respect to othersââ‚¬â„¢. Self-efficacy is expectation or belief that one can possibly carry out a task. It is task-specific or situation specific. Often, self-efficacy serves as a barometer on a child’s willingness to learn, his set of options in learning and actual performance (Ames, 1990). However, age play a role in how students understand ability. Younger kids are more positive or optimistic. They have high expectations are resilient after a failure. They tend to assume effort and ability as the same. Older kids are more negative in evaluating themselves. Effort for them gives them higher chances to succeed but ability is a set of limits. Trying hard and failing are actually threats to their self-concept of ability (Ames, 1990).Pupils determine self-worth and self-efficacy in relation to their environment. To behave poorly means self-worth and self-efficacy are dampened by the rigidities in the classrooms setting. Otherwise, the pupils are able to cope with its demands. It is here where motivation plays its role. Giving rewards or incentives is one motivational tool. To keep on relaying good behaviour and its corresponding benefits, a repetition of good behaviour is expected to occur. This is what we call operant conditioning or response reinforcement behaviourism. It is the gratifying of a “partial or random” behaviour that which eventually leads to the “desired behaviour” (PBS, 1998; Phillips & Soltis, 2004). This molds future behaviour. If a reward succeeds a “response to a stimulus”, then that response is likely to be repeated.