1: Motivation Flashcards
what is motivation
the direction and intensity of one’s efforts
direction = seeking out, approaching or being attracted to certain situations
intensity = how much effort
approaches to motivation
person/trait = personality, needs, interests, goals
sitational/state = coaching style, environment, win-loss ratio
sorrentino and sheppard swim study 1978
44 males and 33 female swimmers
200-yard freestyle time trial done individually and in a relay
situational factor is team or alone
personality factor is the degree to which swimmer sees group involvement as an opportunity for approval vs social rejection
self-determination theory (deci and ryan)
3 basic psychological needs:
- autonomy = people need to feel in control
- competence = people need to gain mastery and tasks
- relatedness = people need to experience a sense of belonging and attachment
theory suggests that when people experience these three things ^, they become more self-determined and able to be intrinsically motivated
extrinsic vs intrinsic motivation
extrinsic = sports involvement driven by trophies, ribbons, salaries, scholarships or approval of others
intrinsic = participation in sport that is inherently pleasurable, effort based of enjoyment, competition, excitement and ability to learn and improve
types of motivation
amotivation = no motivation
external regulation = gaining rewards or avoiding punishment
introjected regulation = gaining approval or avoiding disapproval
identified regulation = value being active and learning
integrated regulation = part of who they are
intrinsic = enjoyment and pleasure
achievement goal theory (nicholls)
suggests one is motivated by their interpretation of what it takes to achieve success
dispositional factors = individual characteristics that influence behaviours and actions
task-mastery orientation
taking pride in progressive improvement of their knowledge and ability relative to their own performances
self-referenced
focused on improving themself
process orientation
leads to strong work ethic, persistence in face of failure and optimal performance
can protect from disappointment, frustration and lack of motivation when others are superior
effort = success
ego orientation
want to demonstrate superiority over others
motivated by social comparison
current ability important to them
want to show they can be equal with less effort
outcome orientation
difficulty maintaining perception of high ability
ability = success
ego vs task
high ego - low task = anxiety, focused on winning
high ego - high task = focus on what is takes to win, use feedback constructively
low ego - low task = disinterested, low perceived ability
low ego - high task = low anxiety, high enjoyment
motivational climate (ames)
mastery climate = focused on individual improvement, effort and cooperative learning
performance climate = highlighted by competition, outperforming others, viewing mistakes as failures and achieving success with minimal effort
orientation can influence environment and visa versa
TARGET
tasks - make them challenging and diverse
authority - give students choice and leadership roles
recognition - make it private and based on individuals progress
grouping - promote cooperative learning and peer interaction
evaluation - do it based on mastery of tasks and individual improvement
time - make time requirements adjusted to personal capabilities
manipulating target structures to support the development of a mastery orientated motivation climate has been shown to significantly impact the motivational climate
attribution theory
attributions = specific causes used to explain outcome/behaviour
four attributions: ability, effort, task difficulty, luck
locus of causality (who has control)
internal factors = under control of performer: ability and effort
external factors = beyond performers control: task difficulty and luck
stability
stable factors = fixed factors that don’t change much over time: ability and task difficulty
unstable factors = vary with time: luck and effort
high achievers
attribute success to internal factors
attribute failures to external factors
causes approach behaviour meaning they want to come back and try again
enhances feeling of pride and self worth/esteem
low achievers
attribute success to external factors
attribute failure to internal factors
causes avoidance behaviour
don’t protect self-esteem and tend to reduce motivation
