1) Lab studies suggest that low perceived control is linked to a suppressed immune system. (p.361)
2) People with an external control are inclined to view both good and bad outcomes as things that are outside of their control. Internal control people view good and bad things as that which is caused by themselves. (p.361)
3) Internal orientation comes from social learning. (pp.361-362)
4) Western cultures view the need for control and needing ACTIVE CONTROL. (p.362)
5) People who try to control the uncontrollable have an increase in stress. (p.363)
6) People who have a tendency to initiate behaviors that can lead to the development of competence, have a belief about their ability to control. (p.366)
7) The relationship between control and competence indicates that control is an essential component to developing competence. (p.363)
8) Murray suggests the need to achieve as a desire or tendency to over come obstacles, to exercise power, to strive to do something difficult as well as quickly as possible. (p364)
9) Curiosity and research behavior suggests that by exploring, children become knowledgeable about their environments and competent in dealing with them. (p.333)
10) Novel stimuli diminished with repeated exposure to the stimulus led to the conclusion that motivation is triggered by the interaction with new or novel stimuli. (p.333)
11) Humans prefer new and challenging stimuli that is more complex. (p.334)
12) Dember and Earl theory of exploratory behavior suggests that individuals will always select slightly more complex stimuli than those to which they have adapted to overtime. (p.334)
13) Dember and Earl suggest that organisms are motivated to experience optimal complexity. (p.334)
14) Implicit theories in exploratory behavior are the ideas that interacting with stimuli in the environment increases competence. (p.335)
15) Berlyne’s theory of optimal arousal say stimulus that produces high positive effect is greatest when a stimulus is moderately complex or moderately novel. This theory can be graphed as an inverted U-shape function. (p.336)
16) Anxiety influences exploratory behavior by decreasing or stopping it completely. (p.337)
17) Self Concept is typically conceptualized as the sum of the attributes, abilities, attitudes, and values that an individual believes he/she is. (p.384)
18) Personal narrative provides and organizational role by creating meaning from experience. Helps create goals, explain behavior, and interpret why you do things. (p.384)
19) Consciousness is defined in terms of various qualities on a continuum. (p.384)
20) Core consciousness is a sense of self and wakefulness (p.384)
21) The prefrontal cortex aka the executive functioning part of the brain plays a major part in self control and self regulation. (p.385)
22) Self is thought to be learned by internalizing beliefs and attitudes of those around us and is constructed by developing new beliefs as a result in interaction with our environment. (p.385)
23) The agent side (the “I”) of self is autonomous and needs to be in control. (p.386)
24) The needs that give rise to “me” aspect is the need for relatedness. (p.386)
25) The self contains sociocultural and historical information which is liberating and limiting. (p.386)
26) Possible selves are future oriented components of self concept linked to goals. (p. 386)
27) According to Higgin’s self-discrepancy theory, the ideal self (a possible self) represents our hopes, wishes, and aspirations. (p.387)
28) A well defines self concept is highly differential, positive, and linked to perceptions of competencies. (pp.387-388)
29) According to White’s theory, the feeling of self efficacy occurs when the individual comes to understand or know that he/she is able to affect the environment. (p.365)
30) Modeling and Imitation plays important role in social learning theory by allowing individuals to secure what they want from life. (p. 365)
31) High achieving children grow up in homes where the children have autonomy. (p.366)
32) Dweck and Leggett’s theory of Competence Development (p.366)
a. Entity Theory: Individuals view intelligence as fixed.
b. Incremental Theory: Individuals view intelligence as changeable.
