Chapter 7 Flashcards
what motivates people?
goals, motives, needs, needs turn into motives turn into goals
goals
specific outcomes that people desire, can be based on internal or external beliefs, values, or influences
motives
the attitudes or rationale for taking a specific approach, more fluid and changeable than personality traits but address why people do what they do
needs
necessary to thrive or survive, quickly followed by motives
approach motivation
pursue positives, anticipate rewards for success
avoidance motivation
motivation to avoid negatives, worry about negative consequences of failure
approach-oriented people
higher in extraversion, pursue reward, more likely to achieve goal
avoidance-oriented people
higher in neuroticism, more likely to take flight from negative consequence, lower in self-esteem, lower in life satisfaction, less likely to achieve goal
how situations can affect motivation
differences in situations can influence performance such as priming (red is bad in school and good in sports), life experience can shift avoidance motivation but not approach motivation (bad experience can increase avoidance motivation but good experience does not increase approach motivation)
embodied cognition
movement causing response, push arms away and rate food as less appetizing
Abraham Maslow
hierarchy of needs, whole person, humanistic psychology, free will/creativity/human potential, not like determinism in behaviorism/psychodynamics, d-cognitions/b-cognitions, self-actualizing
deficiency needs (D-needs)
deficiency of basic physiological needs that motivate their pursuit (food/water), result in D-cognitions and D-values
being needs (B-needs)
pursuit of innate potential (meta-motivation, self-actualization), occurs after other needs are met, result in B-cognitions and B-values
when people engage in d-cognitions and b-cognitions
d-cognitions are when people are at their worst and are self critical, evaluative, unworthy, b-cognitions are when at their best and are holistic and accepting
B-cognitions/B-values
truth (honesty, reality, completeness), goodness (oughtness, justice, organization), aliveness (spontaneity, self-regulation), richness (differentiation, complexity, intricacy)
Maslow’s hierarchy
basic physiological needs, safety security, love and belongingness, self-esteem, self-actualization
self-actualization
need to make actual one’s talents and abilities, overlap with b-needs, few manage to self-actualize and stay there, Carl Rogers though unconditional positive regard can help people get closer to it
unconditional positive regard
acceptance and love without conditions attached
characteristics linked to self-actualization (by what Maslow thinks)
“reality centered” (could differentiate from fraudulent and genuine), “problem centered” (see difficult times/situations in life as challenges that demanded solutions), not uncomfortable being alone and had smaller/closer social networks, tended to be private and independent, not bound to social conventions/norms, accepted themselves and other - the good and bad
core principles of humanistic psychology
focus on the present, how someone is functioning in the moment, individual must take responsibility for all actions to be mentally and physically healthy, possible for everyone by being themselves, true happiness only comes from continuous self-improvement and greater self-understanding
what are implicit motives
people driven mostly by unconscious motivations, Henry Murray, use thematic apperception tests (TAT) to measure
three major implicit motives
achievement (wanting to accomplish things, usually without help), affiliation (valuing relationships with other people), power (wanting to have an impact on others without others impacting them)
implicit vs. explicit motives
differ in awareness, can be divergent, predict different types of behavior (implicit predicts performance, explicit predicts choice and judgement), most implicit motive research focuses on parent-child family relationships
what facilitates development of specific implicit motives in parent-children relationship
high achievement motivation = parents encouraged independence
high affiliation motivation = parents didn’t respond as quickly to child’s needs
high power motivation = parents allowed more aggressive or sexual behavior
David Winter implicit motive of presidents from inaugural speeches
high affiliation = more likely to have scandals/staff resignations (Nixon)
high achievement = more likely to be idealistic, activity but few lasting components (Obama)
high power = likely to be ranked as great by historians, start wars (Trump)
self-determination theory
fundamental/universal, explicit, 3 needs, overlaps with Murray’s basic needs except focuses on explicit motivations, essential for human functioning, can help people meet same goals in different ways
three self-determination needs
autonomy = control over your actions and life
competence = effectively use skills and learn new skills
relatedness = feeling connected to others
overlap between implicit motivation and self-determination theory
power and autonomy, achievement and competence, affiliation and relatedness
extrinsic vs. intrinsic goals
extrinsic = financial success, popularity/fame, physical attractiveness, promoted by pop. culture - more likely to lead to happiness
intrinsic = personal growth, affiliation, community feelings, what we “should” value, more likely to lead to anxiousness/depression because of materialism and social comparisons
how goals affect the way you think
focusing on one type of goal makes it difficult to focus on a different type of goal, achievement focused might not focus as much on feeling connected to others, some focused on feeling connected/helping others may not focus as much on obtaining things or their career prestige
requesting help after money priming
when primed with wealthy/poverty perspective, wealthy priming would spend more time on task before asking for help and strive for more self sufficiency
extrinsic and intrinsic motivation
extrinsic goals/rewards diminish intrinsic motivation because beliefs about ability can impact motivation
academic achievement
praising effort rather than intelligence is better because effort is malleable which more motivating for future performance than intelligence which most tend to think of as unchanging (children praised for working hard perform better than those praised for being smart)
positive psychology
research on what makes people happy and their lives better, from humanism, positive motivational experiences for thriving are mindfulness, flow, and meaning
mindfulness
being aware of thoughts/perceptions without clinging to them or judging them, people who (believing that ability is malleable leads to greater motivation and better performance than thinking it’s fixed are low in neuroticism and high in conscientiousness are more mindful
mindfulness practice
leads to feeling better, treating psychological problems, build self-control, may help identify implicit motives
peak experiences/flow
can occur from mindfulness, transcend being, feel one with the world, often result in flow state (smooth passage of time when completely immersed in an activity)
flow channel defined by Csikszentmihalyi
between something to challenging and too easy, between anxiety and boredom, more likely to occur at work than during leisure but videogames can too
meaning in life
having purpose and putting time and energy into attaining important goals, can be from religion, personal relationships, behaving in a way consistent with beliefs, self-improvement, achievement of goal isn’t enough - must be meaning and integrity in goals
interchangeability in meaning of life
people with meaningful lives are happier and happier people find more meaning in life
