https://padlet.com/sharminiqbalmoni/u2r2ieg1p7ixpm6n unite 3E, page 48 task 2 en-us 2022-08-13 13:35:48 UTC 2022-09-01 17:37:28 UTC hello@padlet.com sharminiqbalmoni https://padlet.com/sharminiqbalmoni/u2r2ieg1p7ixpm6n/wish/2261362823 1. Learning outcomes and objectives can be expressed in either behavioural or cognitive terms, i.e. what a student needs to do , or thinking. (cognitive / behavioural )
2. When formulating a personal action plan , goals should be as general as possible . Goals that are too specific are harder to define , or achieve . ( general / specific )
3. Examples of extrinsic motivation include praise from tutors and coaches , and rewards for success. Intrinsic motivation includes the 'love of learning'. ( extrinsic / intrinsic )
4. Theoretical approaches are best understood by stating practical examples. ( practical / theoretical )]]> 2022-08-15 16:12:16 UTC https://padlet.com/sharminiqbalmoni/u2r2ieg1p7ixpm6n/wish/2261362823 sharminiqbalmoni https://padlet.com/sharminiqbalmoni/u2r2ieg1p7ixpm6n/wish/2261384700 attainable    individual     personal      unrealistic

Burton ( 1989 ) argues that goal setting has a psychological effect in that setting goals may affect cognitive processes . This is known as the indirect thought process view . This argues that failing personal goals leads to changes in psychological factors that can influence performance . Unrealistic outcome goals can raise anxiety and harm performance , whereas attainable performance goals can lower anxiety and boost confidence . Setting individual goals is useful , but these must be done carefully.]]> 2022-08-15 16:39:59 UTC https://padlet.com/sharminiqbalmoni/u2r2ieg1p7ixpm6n/wish/2261384700