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Motivation and Emotion > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

What is motivation?

A

Motivations are driven by internal motives which give behavior its energy, direction, persistence

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2
Q

Three Internal Motives

A

Needs, Cognition, Emotions

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3
Q

Needs

A

Conditions in the individual that are essential and necessary for life
e.g) hunger, thirst, competence, relatedness, autonomy, etc

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4
Q

Cognitions

A

Mental events capable of energizing and directing behavior
e.g) goals, plans, mindsets, etc

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5
Q

Emotions

A

Short-lived, feeling arousal-purposive-expressive phenomena that help us adapt to the opportunities and challenges we face during life

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6
Q

What affects motives and behaviors?

A

Energy, Direction, Persistance

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7
Q

Energy

A

Behavior has strength, it can vary in its initiation, intensity, and persisitance

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8
Q

Direction

A

Behavior and purpose and aiming to achieve a certain outcome

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9
Q

Persistence

A

Behavior has endurance, it sustains itself over time and across situations

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10
Q

Why study motivation and emotion?

A

Theoretical gains: provides an explanation and understanding

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11
Q

How do we study motivations and emotions?

A

Behavioral science which requires: Objective, data-based, empirical evidence gained from
well-conducted peer-reviewed research findings

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12
Q

Why do we study emotions with motivation?

A

Emotions are one type of motive: They energize and direct behavior just like needs and cognitions do

Emotions express the person’s ever-changing motivational states and
personal adaptation status

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13
Q

What motivates us to do things?

A

As humans, we have instincts to fulfill needs which results in better mental and physical well-being.

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14
Q

Intrinsic motivation

A

An inherent desire to engage in one’s interests and to exercise and develop one’s capacities

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15
Q

Extrinsic Motivation

A

An environmentally created reason (e.g., incentives, rewards or punishments) to engage in an activity or action

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16
Q

External regulation of motivation

A

Incentives, Rewards, Consequences

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17
Q

Incentives

A

Incentives are provided by the environment and learned

ex) promising a child a cookie to complete reciting multiplication tables task

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18
Q

Theory of Behaviorism

A

Theory of Learning that state that organisms act to receive rewards and avoid punishments (behaviors are acquired through conditioning)

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19
Q

When are rewards harmful?

A

Rewards have negative effects mainly when they are clearly contingent on doing another activity, when they are expected, and when they are tangible (such as money, prizes or grades).

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20
Q

Behaviorism in psychology

A

Grades are a form of extrinsic
motivation: they reward accomplishment

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21
Q

The empty-vessel model (behaviorism)

A

Children do not come into the classroom with
beliefs, ideas, and knowledge and rather need
teacher to pour knowledge into their brains

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22
Q

What to do when students arrive at different levels?

A
  • Decenter grading: focus on learning objectives for the course
  • Emphasize the entire portfolio
  • Students develop an individualized plan
  • Encourage self-evaluation
  • Portfolio conference
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23
Q

When is extrinsic motivation beneficial?

A

When there is a set, algorithmic solution to a problem (low-interest/difficulty tasks)

When there is no long-term goals

24
Q

When is extrinsic motivation beneficial?

A

When rewards can make an uninteresting task worth pursuing
ex) increasing participation in recycling

25
Q

Cognitive Evaluation Theory

A

Cognitive evaluation theory provides a way for predicting the effects that any extrinsic event will have on motivation.

26
Q

How do we nurture inner motivational resources?

A

Support the other’s interest, enjoyment,
psychological need satisfaction

27
Q

Internalization

A

A process where which a person transforms a formerly externally prescribed way of thinking into an internally-endorsed one

28
Q

Relatedness

A

We know that the other cares for and loves us

29
Q

Purpose

A

When there is greater meaning behind the action

30
Q

Competence

A

When we believe that the recommended beliefs and behaviors will allow us to function more effectively in life

31
Q

Autonomy

A

When we understand how these beliefs and behaviors will help us accomplish the goals and strivings that are central to our interests

32
Q

Do punishers work?

A

A punisher is any environmental stimulus that, when presented, decreases the future probability of the undesired behavior

33
Q

Bandura’s Social Learning Theory

A

Learning occurs through observations and interactions with others

34
Q

Reinforcement

A

Any event that follows the behavior and
results in a strengthening or decreasing of that behavior

35
Q

Amotivation

A

Lack of autonomy, lack of competence, lack of purpose

36
Q

What is a core motive?

A

A core motive must be motivating, beneficial, universal

37
Q

Failure to self-regulate physiological needs

A
  • Underestimating biological urges
  • People have inconsistent and conflicting standards
  • Failing to monitor when they become anxious and preoccupied
38
Q

Assumptions of Bandura’s Theory Reciprocal Causation

A
  • People are inherently active—always in
    active exchange with their environment
  • People need supportive, rather than
    hostile, environments.
39
Q

Self-Determination Theory

A

Suggest that all humans have three basic psychological needs… autonomy, competence, relatedness

40
Q

Autonomy

A

The need to experience self-direction and personal endorsement in the initiation and regulation of one’s
behavior

41
Q

Subjective qualities of autonomy

A

Internal Perceived Locus of Causality: That the individual is the causal source of his or her motivated actions.

Volition: A heartfelt and unpressured willingness to engage in an activity.

Perceived Choice over One’s Actions: A subjective experience that one may decide to act or not to act.

42
Q

How do people respond to a lack of control?

A

When people feel as if their freedom is being taken away, they often reassert their autonomy by doing exactly the opposite of what they were requested to do

43
Q

Reactance Theory

A

An unpleasant motivational reaction to offers, persons, rules, or regulations that threaten or eliminate specific behavioral freedoms.

44
Q

Three effects of helplessness

A

Motivational deficits, Learning deficits, Emotional deficits

45
Q

Neural circuitry of goal setting

A

When active in a particular sequence gives rise to a particular behavior

46
Q

Four brain areas with neural circuitry

A

*Amygdala: fear/anxiety/avoidance
* Ventral Striatum/basal ganglia: initiating and preventing action
* Cortex
* Lateral prefrontal cortex: planning, thinking about things in different time scales
* Orbitofrontal cortex: emotionality in present state vs goal state

47
Q

What is happening in neural circuitry

A
  1. Value information
  2. Action
    Neuromodulator system: Dopamine
48
Q

Theories of goal setting

A

ABC Method (Larkin and Small)
* Achievable, believable, committed
SMART Method
* Specific, measurable, attainable, realistic, time bound
SMARTER Method
* Specific, measurable, attainable, realistic, time bound, ethical, and realistic

49
Q

What is a mindset?

A

A core belief or assumption that we have about a particular domain that orients us to a particular set of expectations, explanations, or goal setting

50
Q

Growth mindset

A

The belief that one’s personal qualities are malleable, changeable, and can be developed through effort.

51
Q

Fixed mindset

A

The belief that one’s personal qualities
are fixed, set, and not open to change

52
Q

Where do mindsets come from?

A
  • Upbringing
  • Culture
  • Influential others
  • Conscious choice
53
Q

What predicts motivational patterns?

A
  1. Intelligence vs effort praise
  2. Generic language: Focuses on the group as a whole vs individuals (e.g., ”girls are bad at math”)
  3. Gender
54
Q

Self-Efficacy

A

Judgment of how well (or poorly) one expects to cope with a situation, given the skills one possesses and the circumstances one faces.

55
Q

Self-efficacy theory

A

perceived inefficacy in coping leads to
anxiety

Motivation and Emotion (1 decks)

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