unit 8 disc 1 psych

1 Unit 8: Assignment #1 (due before 11:59 pm Central on MON MAR 11): a. First, prepare for Unit 8: Assignment #4. 1. Read Huitt’s (2011) definition of motivation and his classification of seven sources of motivation. 2. Read the instructions for the Internet Motivation Diary and decide on a time to record your Internet Motivation Diary. 3. You will not submit your Internet Motivation Diary until Unit 8: Assignment #4, but you should become familiar with the requirements of the diary now so that you can choose when you want to record your diary. b. Next, begin Unit 8: Assignment #1, the topic of which is students’ motivation for using and professors’ motivation for banning laptops (and Internet access) in lecture classrooms. c. Read these two brief article excerpts, which document the existence of student disruptions in lecture classrooms prior to the popularity of the Internet. 1. one page from De Lucia and Iasenza’s (1995) article, “Student Disruption, Disrespect, and Disorder in Class: A Seminar for Faculty” 2. one page from Carbone’s (1999) article, “Students Behaving Badly in Large Classes” 2 d. Read these two brief article excerpts, which document the existence of student boredom in lecture classrooms prior to the popularity of the Internet. 1. one page from Fisher’s (1987) article, “Boredom: Construct, Causes, and Consequences” 2. abstract of Aldridge and DeLucia’s (1989) article, “Boredom: The Academic Plague of First Year Students” e. Read the results of Mottett et al.’s (2004) study, which might explain the motivation of some professors who don’t ban laptops but who stipulate that students who choose to use laptops sit away from the professor’s view. f. Lastly, read the entirety of this review paper, which summarizes the results of nearly 100 studies. [NOTE: This is a password-protected file. The password is the same one you have used for previous password-protected files in this course.] 1. After reading the review paper, make sure you understand ▪ all three figures in the paper; ▪ students’ motivations to use laptops and to not sit in a far away or separate location of the classroom; and ▪ how taking attentional breaks (on the Internet) might actually improve, rather than degrade, attention (a topic we’ll return to in the next Unit). g. Go to the Unit 8: Assignment #1 and #3 Discussion Board and make a new post, of at least 200 words, in which you discuss, based upon (and referring to) all the articles you were required to read, the following: 1. First, the history of student disruption in lecture classrooms. 2. Second, the history of student boredom in lecture classrooms. 3. Third, students’ motivations for using laptops for note-taking. 4. Fourth, students’ motivations for going off task with their laptops. 5. Fifth, students’ motivations for not wanting to sit in a faraway or separate location. 6. Sixth, professors’ motivations for not wanting to see students with their heads in their laptops (or amusing themselves with YouTube or TikTok). 3 7. Then, propose a creative solution that satisfies ALL of these competing motivations.