Chapter 10: The Dynamic Classroom: Cognition, Emotions, and Motivation
🌟 Chapter Overview
Welcome to Chapter 10 of your PSTET CDP journey! This chapter explores the dynamic interplay between thinking, feeling, and motivation in the classroom. As a teacher, understanding how these elements interact is essential for creating learning environments where all students can thrive. We'll examine the basic processes of teaching and learning, the critical relationship between cognition and emotions, what drives students to learn, and the multiple factors that contribute to successful learning outcomes.
| Section | Topic | PSTET Weightage |
|---|---|---|
| 10.1 | Basic Processes of Teaching and Learning | High |
| 10.2 | Cognition and Emotions: The Feeling-Thinking Connection | Very High |
| 10.3 | Motivation and Learning: Intrinsic vs. Extrinsic | Very High |
| 10.4 | Factors Contributing to Learning: Personal and Environmental | High |
10.1 Basic Processes of Teaching and Learning: The Interplay Between Strategies and Outcomes
🎯 Learning Objectives
After studying this section, you will be able to:
Explain the fundamental relationship between teaching strategies and learning outcomes
Identify effective pedagogical practices that enhance student achievement
Understand the importance of alignment in course design
What Is the Teaching-Learning Process?
The teaching-learning process is a dynamic interaction between what teachers do (instructional strategies) and what students gain (learning outcomes). Research consistently shows that effective teaching is not just about covering content—it's about using pedagogical approaches that actively engage students in constructing understanding .
📌 PSTET Key Point: Teaching and learning are not separate activities but two sides of the same coin. Effective teaching is defined by what students actually learn, not just what teachers present.
Evidence-Based Teaching Strategies
Recent research has identified several teaching strategies that significantly enhance student learning outcomes:
The Concept Mapping Advantage
A 2024 study comparing concept mapping (CM) and cooperative mastery learning (CML) teaching strategies found compelling results:
RESEARCH FINDINGS: CM vs. CML ┌─────────────────────────────────────────────────────────────────┐ │ │ │ OUTCOME CM STRATEGY CML STRATEGY │ │ ─────────────────────────────────────────────────────────── │ │ Achievement Significant ↑ Significant ↑ │ │ (F[1,294]=26.165, p<0.05) │ │ │ │ Retention Significant ↑ Significant ↑ │ │ (F[1,294]=9.042, p<0.05) │ │ │ │ Comparative MORE effective LESS effective │ │ Effectiveness │ │ │ └─────────────────────────────────────────────────────────────────┘
Key implication: Science teachers should embrace concept mapping in biology teaching and other perceived difficult topics .
The Role of Pedagogical Skills
Research using data from 13 education systems in low- and middle-income countries found that student performance is correlated with receiving instruction from teachers with better measured pedagogical skills .
| Finding | Implication |
|---|---|
| Better-pedagogy effect is statistically robust | Teacher training in pedagogical skills matters |
| Effect is substantial for upper-middle-income countries | Context influences effectiveness |
| Learning strategies supporting student engagement are highly predictive | Engagement is key to literacy outcomes |
Alignment: The Foundation of Effective Teaching
For teaching to be effective, there must be alignment between three essential components :
THE ALIGNMENT TRIANGLE: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ INTENDED LEARNING OUTCOMES │ │ (What students should know/be able to do) │ │ ↙ ↘ │ │ ↓ ↓ │ │ ASSESSMENTS INSTRUCTION │ │ (How learning is (Activities that │ │ measured) prepare students) │ │ │ │ ALL THREE MUST WORK TOGETHER │ │ │ └─────────────────────────────────────────────────────────────────┘
Poor alignment can result in two ways :
You haven't provided students with activities to prepare them for assessments
Your outcomes target a certain level (e.g., "analyzing") but your assessments focus on a different level (e.g., "remembering")
Bloom's Taxonomy in Practice
Using Bloom's Taxonomy helps ensure alignment across cognitive levels :
| Cognitive Level | Sample Outcome | Sample Assessment | Sample Activity |
|---|---|---|---|
| Remember | Recall facts | Label a diagram | Grouping activity |
| Understand | Explain concepts | Compare and contrast | Discussion in groups |
| Apply | Use in new situations | Practical examination | Volunteer position |
| Analyze | Break down information | Analyze statistics | Categorize responses |
| Evaluate | Judge/justify | Presentation with recommendations | Case study analysis |
| Create | Produce new work | Design a plan | Field visits, project design |
🏫 PSTET Classroom Application
| Principle | Practice |
|---|---|
| Use evidence-based strategies | Incorporate concept mapping for difficult topics |
| Focus on engagement | Design activities that actively involve students |
| Ensure alignment | Check that outcomes, assessments, and activities match |
| Build pedagogical skills | Seek mentoring, feedback, and practical support |
| Consider cognitive levels | Move beyond recall to higher-order thinking |
📝 PSTET Practice Question (Teaching-Learning Process)
Q1. According to recent research on teaching strategies, which approach was found to be significantly more effective for enhancing student achievement and retention in biology?
a) Traditional lecture method
b) Concept mapping
c) Individual seatwork
d) Homework assignments
10.2 Cognition and Emotions: The Relationship Between Thoughts and Feelings
🎯 Learning Objectives
After studying this section, you will be able to:
Explain how emotions and cognition are neurologically integrated
Understand why emotional safety enhances cognitive processing
Implement strategies to create emotionally supportive classrooms
The Brain Basis for Integrated Learning
Neuroscience research has fundamentally changed our understanding of the relationship between cognition and emotions. Emotions and social relationships drive learning and are a fundamental part of how our brains develop .
📌 PSTET Key Point: Thinking and feeling are not separate processes—they are neurologically integrated. You cannot have one without the other.
How Emotions Drive Learning
THE EMOTION-COGNITION CONNECTION: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ EMOTIONAL SAFETY COGNITIVE PROCESSING │ │ ┌──────────────────┐ ┌──────────────────┐ │ │ │ • Feeling safe │ ───► │ • Better focus │ │ │ │ • Belonging │ │ • Enhanced │ │ │ │ • Low anxiety │ │ memory │ │ │ │ • Positive │ │ • Flexible │ │ │ │ relationships │ │ thinking │ │ │ └──────────────────┘ └──────────────────┘ │ │ │ │ │ │ └────────────┬───────────────┘ │ │ ▼ │ │ IMPROVED LEARNING OUTCOMES │ │ │ └─────────────────────────────────────────────────────────────────┘
The Vulnerability Paradox
There is a paradox in the nature of vulnerability: when an individual is not afraid to be vulnerable, it makes them extraordinarily powerful as a more fully functioning human being .
| Traditional View | Research-Based View |
|---|---|
| Emotions interfere with rational learning | Emotions are necessary for rational learning |
| Vulnerability is weakness | Vulnerability enables deeper learning |
| Focus only on academic content | Integrate emotional and academic development |
| Thinking and feeling are separate | Thinking and feeling are integrated |
Creating Emotional Safety in the Classroom
The expression of emotions and personal stories being heard promotes pupils' capacity for rational learning. This stimulates both hemispheres of the brain while allowing each pupil to experience safety, and the acceptance that fosters the ability to think for themselves .
Practical strategies:
Start the day with a brief check-in on a personal and emotional level
Allow students to witness the check-in of others
Use meditation to help calm and settle pupils
Build regular opportunities for emotional expression into the school philosophy
The Secondary Benefit: Empathy Development
As students become aware that the emotional realities of others are a constant background to human life, they receive a clear grounding in emotional intelligence, which we now understand is a necessary condition for good decision making. A secondary benefit is the practice of empathy skills, which is an essential component of relating to others .
Emotionally Safe Environments and Brain Development
Research explains how emotionally safe and cognitively stimulating environments contribute to brain development :
| Environmental Feature | Brain Impact |
|---|---|
| Emotional safety | Reduces stress hormones that impair learning |
| Positive relationships | Supports healthy brain architecture |
| Cognitive stimulation | Strengthens neural connections |
| Social experiences | Develops social brain networks |
🏫 PSTET Classroom Application
| Strategy | Implementation |
|---|---|
| Daily check-ins | "How are you showing up today?"—brief, authentic sharing |
| Model vulnerability | Share appropriate personal experiences; show you're human |
| Create safety norms | No put-downs; mistakes are learning opportunities |
| Build relationships | Learn students' names, interests, stories |
| Integrate emotions | Connect academic content to emotional experiences |
| Teach emotional vocabulary | Help students name and understand their feelings |
📝 PSTET Practice Question (Cognition and Emotions)
Q2. According to neuroscience research, which statement best describes the relationship between emotions and learning?
a) Emotions interfere with rational thought and should be minimized
b) Emotions and social relationships drive learning and are fundamental to brain development
c) Cognitive and emotional processes are completely separate
d) Only negative emotions affect learning
Answer: b) Emotions and social relationships drive learning and are fundamental to brain development
10.3 Motivation and Learning: Intrinsic vs. Extrinsic Motivation
🎯 Learning Objectives
After studying this section, you will be able to:
Distinguish between intrinsic and extrinsic motivation
Understand the five universal internal motivators that drive human behavior
Implement classroom strategies to foster intrinsic motivation
What Is Student Motivation?
Student motivation is critical to successful outcomes across all courses. It is reflected in student engagement, signs for which include :
Class attendance
Participation in class discussion
On-time completion of assignments
Office hour attendance
📌 PSTET Key Point: Motivation is not something you can directly give students—you can only create conditions under which students are likely to experience more internal drive .
Extrinsic Motivation: The Traditional Approach
Most faculty are aware of and utilize extrinsic motivation strategies whereby rewards are offered for "appropriate" behaviors (e.g., points for class attendance and discussion participation) .
| Characteristic | Description |
|---|---|
| Source | External rewards and punishments |
| Examples | Grades, points, stickers, prizes, threats of punishment |
| Effect | Generates desired behavior temporarily |
| Limitation | Rarely translates to other behaviors needed for long-term success |
| Student behavior | Might attend class but doodle, text, or be on social media |
The Problems with Extrinsic Motivation
Research by Deci and Ryan has documented the negative impacts of extrinsic motivation :
Undermines intrinsic interest
Reduces creativity
Leads to superficial engagement
Decreases persistence when rewards stop
Intrinsic Motivation: The Internal Drive
Intrinsic motivation is internally driven by the student themselves. Leading to sustainable changes in and out of the classroom .
| Characteristic | Description |
|---|---|
| Source | Internal desires and needs |
| Examples | Curiosity, interest, enjoyment, personal growth |
| Effect | Sustainable engagement and learning |
| Student behavior | Genuine participation, deep processing, continued interest |
The Five Universal Motivators (Choice Theory)
Based on Choice Theory (William Glasser) and Self-Determination Theory (Deci & Ryan), there are five universal internal motivators/needs that drive all human behavior :
THE FIVE UNIVERSAL MOTIVATORS: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ 1. SAFETY & SECURITY │ │ • Feeling physically and emotionally safe │ │ • Freedom from threat and anxiety │ │ │ │ 2. LOVE & BELONGING │ │ • Connection with others │ │ • Being part of a community │ │ │ │ 3. PERSONAL POWER & AGENCY │ │ • Feeling capable and competent │ │ • Having influence and control │ │ │ │ 4. FREEDOM & AUTONOMY │ │ • Making choices │ │ • Independence and self-direction │ │ │ │ 5. FUN & PLAY │ │ • Enjoyment and pleasure │ │ • Laughter and creativity │ │ │ └─────────────────────────────────────────────────────────────────┘
Classroom Strategies for Each Motivator
Based on research and practice, here are specific strategies to address each universal motivator :
| Motivator | Classroom Strategies |
|---|---|
| Safety & Security | • Intro email/letter from teacher • Peripherals (predictable routines) • Peer-to-peer discussion protocols • Clear expectations and consistency |
| Love & Belonging | • First Day Quiz (get to know students) • Class Quilt activity • Name games • "Do You Know Your Neighbors?" activities • Structured peer interaction |
| Personal Power & Agency | • Class Constitution (co-created rules) • Self-regulation skills (The Car Metaphor) • Opportunities for leadership • Celebrating competence and growth |
| Freedom & Autonomy | • Choices in performance assessment • Competence-based learning (not time-based) • Flexible deadlines • Student input on topics and dates |
| Fun & Play | • Games (Electric Eyes, Zip-Zap-Boing) • Humor and laughter • Creative activities • Playful learning experiences |
The Gift vs. Reward Distinction
A critical insight from motivation research is the difference between gifts and rewards :
| Gifts | Rewards |
|---|---|
| • Flexible due dates | • Bonus points |
| • Letting students pick a topic | • Curving an exam (if always done) |
| • Changing exam dates based on student schedules | • Points for attendance |
| • Learning students' names | • Grades |
| • Extra office hours before exams | • Stickers, prizes |
Why gifts work better:
Gifts open relationships; rewards conclude them
Gifts drive intrinsic motivation by deepening relationships
Rewards drive extrinsic motivation—students get what they want and stop the behavior
If you want students to persist PAST your interaction, a gift will do so
The "Liking" Principle
People are more likely to be receptive to an idea if presented by someone "like" them. Forming closer relationships with students increases the likelihood that students will :
Perform activities suggested by the faculty
Actively participate in the classroom
Reach out for assistance when struggling
Implementation:
Find opportunities for genuine expression of understanding
On the first day, have students find one thing they have in common with you
Share appropriate personal information to build connection
The Reciprocity Principle
People feel obligated to give back when you first give to them. Gifts (like flexible deadlines) drive intrinsic motivation by deepening your relationship with your students .
Guidelines for gifts:
Best if they are meaningful, unexpected, and customized
Should not appear in the syllabus (that makes them expectations, not gifts)
Treat them as genuine gifts through the semester
The Social Proof Principle
People look to what others are doing to decide what they should do, especially when they are uncertain. Every new course represents uncertainty for students .
Implementation:
Present information about how specific behaviors lead to better outcomes
Use polls, statistics, surveys, and testimonials from past students
Show that "students like them" engage in desired behaviors
Why Motivation Matters: Research Evidence
A review of 50 studies on student attrition in Engineering identified the following as significant drivers of student departure :
| Factor | Impact |
|---|---|
| Lack of faculty guidance, encouragement, support | Students feel abandoned |
| Competitive or hostile environment | Stress increases, engagement decreases |
| Lack of sense of belonging | Students don't feel part of community |
| Sense of isolation | Students feel alone and unsupported |
The strategies suggested above are designed to build stronger, deeper relationships with students, which will influence the academic environment in such a way to decrease stress, thereby allowing improved grades and decreased attrition .
🏫 PSTET Classroom Application
| If you want students to... | Try... |
|---|---|
| Feel safe | Clear routines; intro letter; peer protocols |
| Belong | Name games; class quilt; "get to know you" activities |
| Feel capable | Class constitution; self-regulation skills; leadership opportunities |
| Have autonomy | Choices in assessment; flexible deadlines; student input |
| Enjoy learning | Games; humor; creative activities; play |
📝 PSTET Practice Question (Motivation)
Q3. According to research on intrinsic motivation, which of the following is a "gift" that deepens relationships and drives intrinsic motivation?
a) Bonus points for attendance
b) Flexible deadlines offered meaningfully and unexpectedly
c) A graded quiz
d) Public recognition for high scores
Answer: b) Flexible deadlines offered meaningfully and unexpectedly
10.4 Factors Contributing to Learning: Personal and Environmental
🎯 Learning Objectives
After studying this section, you will be able to:
Identify personal factors that influence learning (interest, aptitude, health)
Identify environmental factors that influence learning (classroom climate, family support, peer group)
Understand how these factors interact to shape learning outcomes
The Complexity of Learning Factors
School achievement and failure result from multiple factors acting jointly in a complex way to foster learning. Research has demonstrated the importance of variables such as socioeconomic status, gender, and school attendance as predictors of academic achievement .
📌 PSTET Key Point: Learning is influenced by both personal characteristics and environmental conditions. These factors do not operate in isolation but interact continuously.
Categories of Learning Factors
FACTORS INFLUENCING LEARNING: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ PERSONAL FACTORS ENVIRONMENTAL FACTORS │ │ ┌──────────────────────┐ ┌──────────────────────┐ │ │ │ • Interest │ │ • Classroom climate │ │ │ │ • Aptitude │ │ • Family support │ │ │ │ • Health & well-being│ │ • Peer group │ │ │ │ • Self-efficacy │ │ • Physical school │ │ │ │ • Prior knowledge │ │ environment │ │ │ │ • Motivation │ │ • Teacher quality │ │ │ │ • Self-regulation │ │ • School culture │ │ │ └──────────────────────┘ └──────────────────────┘ │ │ │ │ │ │ └──────────┬─────────────┘ │ │ ▼ │ │ LEARNING OUTCOMES │ │ │ └─────────────────────────────────────────────────────────────────┘
Personal Factors in Detail
1. Interest
Interest refers to a student's intrinsic attraction to a subject or topic. Research shows that:
Students with higher intrinsic value towards learning use better learning strategies
Interest drives engagement and persistence
Personal interest can be cultivated through relevance and connection
2. Aptitude
Aptitude refers to a student's natural ability or capacity to learn in specific domains. Key findings:
Aptitude interacts with environmental opportunities
Students with higher self-efficacy (belief in their ability) display more effort and persistence
Aptitude is not fixed—it develops with experience and support
3. Health and Well-Being
Physical and mental health significantly impact learning:
Sleep, nutrition, and physical activity affect cognitive function
Chronic stress impairs memory, attention, and executive functions
4. Self-Regulated Learning
Self-regulated learners are persons who :
Plan, set goals, organize
Self-instruct, self-monitor, and self-evaluate
Perceive themselves as competent, self-efficacious, and autonomous
Display extraordinary effort and persistence
Select, structure, and create environments that optimize learning
Environmental Factors in Detail
1. Physical School Environment
Students' subjective perceptions of their physical school environment are significantly related to academic achievement .
| Environmental Characteristic | Impact on Learning |
|---|---|
| Spatial density (space per child) | Less space negatively impacts girls' achievement and boys' behavior |
| Lighting | Full-spectrum lighting improves educational achievement |
| Air quality | Affects concentration and cognitive function |
| Noise levels | Impacts attention and memory |
| Overall environmental perception | Students who perceive environment positively achieve more |
Research finding: A study of 441 secondary students found that global environmental perception (GEP) significantly correlated with academic achievement, along with attendance, SES, and gender .
REGRESSION RESULTS: ┌─────────────────────────────────────────────────────────────────┐ │ Predictor Relationship to Academic Achievement │ │ ─────────────────────────────────────────────────────────── │ │ GEP (Environmental Significant positive relationship │ │ Perception) (β = 0.15**) │ │ │ │ Attendance Significant positive relationship │ │ (β = 0.20**) │ │ │ │ SES (Socioeconomic Significant positive relationship │ │ Status) (β = 0.25**) │ │ │ │ Gender Significant relationship │ │ (girls outperformed boys) │ │ │ │ Model R² = 0.21 (21% of variance explained) │ └─────────────────────────────────────────────────────────────────┘
Mediating factors: The relationship between environmental perceptions and academic achievement is mediated by :
Engaging behavior
Environmental difficulty
Student motivation
This means the physical environment affects how students behave and feel, which in turn affects their achievement.
2. Family Factors
Family variables significantly influence academic achievement :
| Family Factor | Influence |
|---|---|
| Family size | In small families, parents have more time for children's cognitive development; large families provide more interpersonal interaction |
| Socioeconomic status | Higher SES associated with better academic outcomes |
| Parental involvement | Support, answering questions, teaching language |
| Home learning environment | Resources, space for study, educational expectations |
3. Peer Group
Peers influence learning through:
Social norms about achievement
Collaborative learning opportunities
Emotional support and belonging
Academic modeling and expectations
4. Classroom Climate
The classroom environment created by the teacher significantly affects learning:
Psychological safety enables risk-taking
Positive relationships foster engagement
Clear expectations reduce anxiety
Collaborative norms support peer learning
The Interaction of Personal and Environmental Factors
Research emphasizes that personal and environmental factors interact continuously:
INTERACTION EXAMPLE: ┌─────────────────────────────────────────────────────────────────┐ │ │ │ A student with high aptitude (personal) in a poorly lit, │ │ noisy classroom with unsupportive peers (environmental) │ │ may underperform compared to a student with moderate │ │ aptitude in a supportive, well-designed learning space. │ │ │ │ Environmental factors can either ENHANCE or IMPEDE │ │ the expression of personal capabilities. │ │ │ └─────────────────────────────────────────────────────────────────┘
Strategy Use: The Most Significant Factor
Research on self-regulated learning found that the most educationally significant difference between high and low achievers was strategy use .
| Finding | Implication |
|---|---|
| Students who are more self-regulated are better strategy users | Strategy use can be taught |
| Differences in strategy use have "great educational or practical significance" | Teaching strategies should be a priority |
| Strategy use mediates between personal/environmental factors and achievement | Focus on strategy instruction |
🏫 PSTET Classroom Application
| Factor | Teacher Strategies |
|---|---|
| Student interest | Connect content to student lives; offer choices |
| Aptitude development | Build self-efficacy; provide appropriate challenge |
| Health and well-being | Create safe environment; notice signs of stress; connect with support services |
| Physical environment | Ensure good lighting, reduce noise, arrange space for learning |
| Family factors | Communicate with families; provide resources; build partnerships |
| Peer relationships | Structure positive peer interactions; address bullying |
| Classroom climate | Build belonging; establish clear routines; model respect |
| Strategy instruction | Explicitly teach learning strategies; model self-regulation |
📝 PSTET Practice Question (Factors Contributing to Learning)
Q4. According to research on self-regulated learning, which factor was found to have the greatest educational or practical significance in differentiating between high and low achievers?
a) Socioeconomic status
b) Gender
c) Strategy use
d) Family size
🔑 Chapter Summary for PSTET Revision
┌─────────────────────────────────────────────────────────────────┐ │ CHAPTER 10: QUICK REVISION │ ├─────────────────────────────────────────────────────────────────┤ │ │ │ TEACHING-LEARNING PROCESS │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Concept mapping more effective than cooperative │ │ │ │ mastery learning for difficult topics [citation:1] │ │ │ │ • Pedagogical skills correlate with student outcomes │ │ │ │ • Alignment of outcomes, assessments, instruction │ │ │ │ is essential [citation:9] │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ COGNITION AND EMOTIONS │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Emotions and relationships DRIVE learning [citation:2][citation:10] │ │ │ │ • Emotional safety enhances cognitive processing │ │ │ │ • Vulnerability enables deeper learning [citation:6] │ │ │ │ • Daily check-ins build emotional awareness │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ MOTIVATION │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ • Extrinsic: rewards/punishments; temporary effect │ │ │ │ • Intrinsic: internal drive; sustainable [citation:7] │ │ │ │ • Five motivators: Safety, Belonging, Power, Freedom, │ │ │ │ Fun [citation:3] │ │ │ │ • Gifts (not rewards) deepen relationships [citation:7] │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ FACTORS CONTRIBUTING TO LEARNING │ │ ┌─────────────────────────────────────────────────────────┐ │ │ │ PERSONAL: Interest, aptitude, health, self-regulation │ │ │ │ ENVIRONMENTAL: Physical environment, family, peers, │ │ │ │ classroom climate [citation:4][citation:8] │ │ │ │ • Environmental perceptions mediate behavior & │ │ │ │ achievement │ │ │ │ • Strategy use is most educationally significant │ │ │ └─────────────────────────────────────────────────────────┘ │ │ │ │ MNEMONIC: "T-C-M-F" │ │ T - Teaching strategies (concept mapping) │ │ C - Cognition + Emotions (integrated) │ │ M - Motivation (intrinsic > extrinsic) │ │ F - Factors (personal + environmental) │ └─────────────────────────────────────────────────────────────────┘
✅ Self-Assessment Checklist
Tick (✓) when you can confidently:
Explain the importance of concept mapping and other evidence-based strategies
Describe the relationship between pedagogical skills and student outcomes
Apply alignment principles to lesson planning
Explain how emotions and cognition are neurologically integrated
Implement strategies to create emotional safety in the classroom
Distinguish between intrinsic and extrinsic motivation
Name and describe the five universal motivators
Use gifts (not rewards) to build relationships
Identify personal factors affecting learning
Identify environmental factors affecting learning
Explain how personal and environmental factors interact
Answer PSTET-level questions on all topics
📝 Practice Questions for PSTET
Q5. Which of the following is an example of a "gift" that drives intrinsic motivation?
a) Announcing at the beginning of the semester that late assignments will lose points
b) Offering extra credit for attending a review session
c) Unexpectedly offering flexible deadlines based on students' schedules
d) Posting a grading rubric for all assignments
Answer: c) Unexpectedly offering flexible deadlines based on students' schedules
Q6. According to research by Immordino-Yang and colleagues, emotionally safe and cognitively stimulating environments contribute to:
a) Only social development, not academic
b) Brain development and learning outcomes
c) Increased stress in students
d) Dependence on teacher support
Answer: b) Brain development and learning outcomes
Q7. A study of 441 secondary students found that students' subjective perceptions of their physical school environment were:
a) Unrelated to academic achievement
b) Significantly related to academic achievement, mediated by engaging behavior and motivation
c) The only factor that mattered for achievement
d) Important only for elementary students
Answer: b) Significantly related to academic achievement, mediated by engaging behavior and motivation
Q8. According to research on self-regulated learning, self-regulated learners:
a) Rely entirely on teacher direction
b) Plan, set goals, organize, self-monitor, and self-evaluate
c) Avoid challenging tasks
d) Prefer to work alone without support
Answer: b) Plan, set goals, organize, self-monitor, and self-evaluate
Q9. The five universal internal motivators identified in Choice Theory and Self-Determination Theory include:
a) Money, grades, prizes, recognition, awards
b) Safety, belonging, power, freedom, fun
c) Competition, comparison, ranking, winning, status
d) Compliance, obedience, conformity, rules, order
Answer: b) Safety, belonging, power, freedom, fun
Q10. Research using data from 13 education systems found that student performance is correlated with:
a) Class size only
b) Receiving instruction from teachers with better measured pedagogical skills
c) Technology access only
d) School funding levels only
Answer: b) Receiving instruction from teachers with better measured pedagogical skills
📚 References for Further Reading
Bizimana, E., Mutangana, D., & Mwesigye, A. (2024). Concept mapping and cooperative mastery learning teaching strategies in lower secondary school classes: Effects on learning outcomes in photosynthesis. Oxford Academic
Immordino-Yang, M.H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute
ASCD Annual Conference. (2025). Intrinsic Motivation in the PK-12 Classroom. ASCD
Frontiers in Psychology. (2022). Student perceptions of physical school environment and academic achievement. Frontiers
The World Bank. (2025). What's at Play? Unpacking the Relationship between Teaching and Learning. Education Operations Support Hub
Bateson, A. (2014). Emotional Intelligence, Vulnerability and the Brain: Part 2. Oxford Open Learning
Arizona State University. (2024). Student Motivation. Learning and Teaching Hub
Mathebula, M.J. (2013). An analysis of the determinants of the self-regulated learning abilities of students from an environmentally-deprived community. North-West University
University of Waterloo. (2025). Aligning Outcomes, Assessments, and Instruction. Centre for Teaching Excellence
Next Chapter Preview: Chapter 11 - Progressive Education and Child-Centered Practices
We will explore the philosophy of progressive education, child-centered approaches, and how to create classrooms that honor children's natural ways of learning.
