PSYC 2200 Assessment 2 Educational Psychology Case Application

• PSYC 2200 Assessment 2 Educational Psychology Case Application.

Abstract

As of now, a long, more settled mother is correct, going to classes at her lesser school. She is a widow and has a two-year-old young lady. During her most colossal semester of classes, Alisha struggled with her classes and got horrendous scores. Alisha distorted a paper since she felt overwhelmed with school’s troubles and her life. Her instructor expects to help by working with her supporters and tracking down help relationships to help Alisha succeed with her tutoring.

Theory of Learning

Alisha is fighting with her course load due to outside and profound factors. Social Mental Theory is based on prompt, individual, and natural parts (Erlich, 2011).
Alisha’s consistent situation and individual factors are essential to how well Alisha acts in school. She will change her arrangement and feel disquieted and pressured from being a single parent.

From the clever evaluation, we understand that she had her child without a second thought throughout her ordinary day-to-day presence, lost her husband recently, and does not have family support nearby. In the PSYC 2200 Assessment 2 Educational Psychology Case Application context, Alisha could attempt to take a lighter course load, move closer to family, and demand help from her neighborhood accomplices. Changes in a singular’s constant situation, lead, and individual factors can help really affect their general perspective toward their relentless fight.

Motivation

• Understanding Alisha’s Motivation: Balancing External and Internal Influences

Alisha has external motivation because the achievement of honor, not discipline, drives her to succeed in school. She is under pressure because she needs to be an excellent mother to her daughter and buy something new for her friends and family. According to Cherry (2016), Alisha rotates around her daughter, making it difficult for her to miss opportunities to study and assist others. The culmination of innate motivation is acting in direct self-interest or for gain. Alisha looks up to her as a role model.

PSYC 2200 Assessment 2 Educational Psychology Case Application

Her objective is to become a clinical guardian. She genuinely needs to succeed, yet she needs more motivation, both in traditional and outward factors (Cherry, 2016).
Brand name motivation is about the normal longings of interests. This kind of motivation usually occurs, and a teacher should find ways of managing, including, and supporting the psychological prerequisites (O’Donnell et al., 2012).

• The Impact of External Motivation on Youth Engagement and Learning

In case a youth is given remuneration for an endeavor, they right presently find it surprising that the errand could change into an undertaking. The youngster will potentially play out the endeavor when offered an honor or asked right presently is the best entryway to do so. While expecting they currently partake in the errand and think it is explicitly enchanting, they will continue participating in that endeavor during their accessible energy, ignoring how no honor is given.

Outward motivation is reward-based. For example, if you complete your homework, you get to check the television out. This kind of motivation is honorable for competitors and enables the youth to agree enthusiastically to an endeavor. In the context of PSYC 2200 Assessment 2 Educational Psychology Case Application, the issue with this sort of motivation focuses on getting the honor that the person is not learning the material (O’Donnell et al., 2012).

Optimal Challenging and Scaffolding

• Strategies for Alisha’s Academic Success and Time Management

To further cultivate her reasonability, Alisha can use different scaffolding perspectives to become a clinical guardian and perform superbly in school. Her educator recommends that she cooperate with the help spot and arrange an aide. A helper could show her what cutoff points are expected to remain focused and expand her time.

Exploring her past education, Alisha could take the cutoff points she used to genuinely complete school beforehand and apply that data to her consistent situation. Depending upon what kind of learning Alisha is, visual collaborators may be another decision to help keep her planned and further develop her utilizing time profitably. Interfacing with an ideal social event could, in this manner, help Alisha.

PSYC 2200 Assessment 2 Educational Psychology Case Application

There are conscious parties for people who have lost their mate, and She can maybe talk through some of these troubles she faces. There could be childcare decisions open through these affiliations. “Students in the zone of proximal advancement will give receptiveness yet similarly need help to 2012 unendingly investigate the turn of events, in actuality” (O’Donnell et al.).

An educator provides scaffolding through assistance, sponsorship, and courses. They offer this assistance during their arranged undertakings, which license students as far as possible, understanding and advancing the students’ consistent power level (O’Donnell et al., 2012).

Summary and Conclusion

Alisha is convinced to perform well and achieve substantially more regardless of the situation but is not urged to complete the turnout essential for this advancement. Searching for help from a partner may be Alisha’s most apparent benefit, as she can find help for her strain and track down resources for childcare. Most schools have help programs for making and assessing, yet individuals should utilize these resources if available. Read more about our sample PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory for complete information about this class.

References

Cherry, K. (2018, September 25). Extrinsic vs. Intrinsic Motivation: What’s the Difference? Retrieved February 2019, from

https://www.verywellmind.com/differences-between-extrinsic-and-intrinsic-motivation-2795384

Erlich, R. (2011). Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes. Retrieved February 6, 2019, from

http://www.nacadajournal.org/doi/pdf/10.12930/0271-9517-31.2.5?code=naaa-site

O’Donnell, A. M., Reeve, J., & Smith, J. K. (2012). Educational psychology: Reflection for action (3rd ed.). Hoboken, NJ: John Wiley