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PSYC1005 > Lecture 6: Autonomy > Flashcards

Lecture 6: Autonomy Flashcards

1
Q

Autonomy

A

= degree to which we are free to determine our thoughts, feelings, actions in accordance with our own values and standards

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2
Q

Characteristics of low autonomy

(5)

A
  • looks to others for what to think, feel and do
  • motivated by external pressures
  • conforms to social pressures & norms, even when they conflict with own standards
  • behaviour aligns with social pressures
  • self evaluated against social standards

on a continuum!!

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3
Q

Characteristics of high autonomy

(5)

A
  • decide for themselves what to think, feel and do = self-determining
  • self-motivated
  • resists social pressures & norms, including when they conflict with own standards
  • behaviour aligns with own standards
  • self evaluated against own standards
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4
Q

The Autonomy Scale (one of Ryff’s psychological wellbeing scales)

(5)
(Psychological Wellbeing Scales, Ryff & Keyes, 1995)

A

Likert scales (1 = strongly disagree to 6 = stronly agree)
1. I am not afraid to voice my opinions, even when they are in opposition to the opinions of most people
2. My decisions are not usually influenced by what everyone else is doing
3. I tend to worry about what others think of me
4. I tend to be influenced by people with strong opinions
5. I have confidence in my opinions, even if they are contrary to the general consensus
6. It’s difficult for me to voice my own opinions on controversial matters
7. I judge myself by what I think is important, not by the values of what others think is important

bold = reverse scored

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5
Q

SDT

Deci & Ryan, 1985

A

= Self-Determination Theory = autonomy is a basic psychological need associated with intrinsic motivation and pursuing intrinsic goals
- about extent to which people are “self governing”
- challenged key idea at time of behaviourism (dominated for decades up to 1970s)

Deci & Ryan, 1985

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6
Q

Behaviourism

A

= based on operant conditioning
operant conditioning = idea that rewards increase rewarded behaviours (Skinner, 1953)

Skinner, 1953

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7
Q

Operant conditioning

Skinner, 1953

A

= idea that rewards increase rewarded behaviours (Skinner, 1953)

Skinner, 1953

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8
Q

CET

Deci, 1971

A

= Cognitive Evaluation Theory = “effects of an event such as a reward depend on how it affects perceived self-determination” (Deci et al., 1999, p.628)
- emphasizes role of psychological needs in human motivation, as rewards can be interpreted as controlling

Deci, 1971

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9
Q

Study of effects of intrinsic and extrinsic motivation

A

longitudinal study of 11,320 military cadets over 1997-2006 to see probability of being considered for early promotion as a function of extrinsic motivation (increasing instrumental motive factor score: -2.5 to 2.5) for 3 levels of intrinsic motivations (3 levels of internal motive factor score: 95% quantile, median, 5% quantile)
findings: instrumental motivation/extrinsic motivation/external pressure –> lower probability of early promotion (worse performance), internal motive protects against effetcts
study:
- longitudinal, 1997-2006 training years
- n = 11,320 military cadets
- 3 levels of internal motive factor score:
- 95% quantile
- median
- 5% quantile
- Wrzesniewski et al., 2014

Wrzesniewski et al., 2014

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10
Q

Intrinsic motivation quote

Wrzesniewski et al., 2014, p.10994

A

“internal motives help to stem the deleterious effects of instrumental motives” (Wrzesniewski et al., 2014, p.10994)

Wrzesniewski et al., 2014, p.10994

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11
Q

Benefits of higher autonomy

A
  • better adjustment to relocation in older adults (Smider et al., 1996)
  • lower levels of depression symptoms in older adults in aged care (Davison et al., 2012)

Smider et al., 1996
Davison et al., 2012

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12
Q

Major developmental tasks to develop autonomy

(3)

A
  1. Understand self as seperate entity with unique perspective - early childhood
  2. Clear sense of “who I am”: values, purpose - adolescence
  3. Competencies, mastery of skills to follow self-determination - ongoing
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13
Q

ToM

A

= Theory of Mind = ability to see self as seperate entity with unique perspective
- developes ages 3-4
- tested with Sally/Anne task (Felisberti & King, 2017)

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14
Q

Sally/Anne Task

A

child shown scenario:
1. Sally puts ball in her basket
2. Sally walks away
3. Anne moves ball to her box
4. Where will Sally look for her ball?
- if child says in Annes’s box –> unable to step outside of own perspective, no theory of mind, failed test
- if child says in Sally’s box –> understands differing experience of Sally, has theory of mind, passed test

Felisberti & King, 2017

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15
Q

“Who I am” formation

A
  • occurs in adolescence
  • increas in exploratory behaviours e.g. trying identities, finding place in friendships and social world
  • psychologically and physically individuating from parents:
    - de-idealisation of parents –> imperfect (Beyers & Goossens, 1999)
    - formation of own belief system and values
  • +ve parent-child relationship supports process by transforming bonds instead of breaking them
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16
Q

Competencies/mastery development

A
  • ongoing
  • developing skills that support autonomy, e.g.:
    - learning assertiveness
    - refining sense of value and purpose in life
17
Q

Context and autonomy

A

= more capacity in some cotexts to act in ways that fit own valued direction
e.g.:
- single women higher autonomy than married (Ryff, 2014)
- middle-aged adults higher autonomy than younger or older adults (Ryff, 1991)
- formal religion –> lower autonomy (Greenfield et al., 2009)
- Russion students report less autonomy support from authority figures than US students do (Chirkov & Ryan, 2001)

(Ryff, 2014)
(Ryff, 1991)
(Greenfield et al., 2009)
(Chirkov & Ryan, 200

18
Q

Two types of motivation in Self-Determination theory

AHHHH IDK (the yt video)

A
  • Controlled motivation
  • Autonomous motivation

AHHHH IDK (the yt video)

19
Q

Controlled Motivation

yt vid

A
  • seduced
  • coerced
  • pressured
    –> causes tension –> negative consequences
    people tend to take shortest path to desired outcomes (–> -ve consequences)

yt vid

20
Q

Autonomous Motivation

A
  • volition + choice
  • endorsement
  • interest
  • deep values
    Two flavours:
    1. interest + enjoyment
    2. values and beliefs
    in both: fully willng to behave –> better performance (creativity, problem solving, performance, +ve emotions, physical and psychological health)
21
Q

Autonomy support

A

= getting people to be autonomously motivated (creating conditios so ppl motivate themselves)
1. take their perspective
2. provide choice, allow them to engage in decision-making
3. support their exploration
4. encourage them to be self-initiating
5. provide meaningful rationale when asking to do something
Contexts w/ implicit authority differential: teacher, doctor, coach, boss, parent

22
Q

Autonomy suppor teacher contextt

A
  • stduents learn deeper, more meaningful
  • enjoy learning
  • confident
  • competent
23
Q

Autonomy support doctor context

A
  • patients engage in health-promoting behaviour
24
Q

Autonomy support coach context

A
  • athletes persist longer in activity
  • feel better doing activity
  • better teamwork
25
Q

Autonomy support boss context

A
  • sub-ordinates perform better
  • more adjusted
26
Q

Autonomy support parent context

A
  • children stronger MH
  • better in school
  • cooperate more around house
27
Q

Autonomy in relationships misconception vs reality

yt video

A

misconception: to have a high quality relationship, you must relinquish autonomy
reality: research shows you can’t have a high quality relationship if you don’t feel autonomous in it

yt video

28
Q

Process Model of Emotion Regulation

(Gross & Thompson, 2007)

A

5 temporal stages where we can modify and regulate emotions:
1. Pre-situation - situation selection
2. Situation - situation modification
3. Attention - attentional deployment
4. Appraisal - cognitive change
5. Response - response modulation

(Gross & Thompson, 2007)

28
Q

Examples of context not being determinative of autonomy

A
  • lower autonomy support associated with lower well-being within both Russian and US samples (Chirkov & Ryan, 2001)
  • higher autonomy associated with wellbeing in Bulgarian workers in state-owned companies and in US workers in private companies (Deci et al., 2001)

person-environment alignment + how we perceive the world are important

Chirkov & Ryan, 2001
Deci et al., 2001

29
Q

Assertiveness Training: A Forgotten Evidence-Based Treatment

(Speed et al., 2017)

A
  • assertiveness is one of the building blocks of autonomy
  • not being aggressive, is knowing own boundaries and asserting them
  • assertiveness training developed by Wolpe, 1958
  • benefits:
    - anxiety
    - depression
    - serious mental illness
    - self-esteem
    - relationship satisfaction

(Speed et al., 2017)

30
Q

Viktor E. Frankl, Man’s Search for Meaning quote about cognitive reappraisal

(Viktor E. Frankl, Man’s Search for Meaning)

A

“Everything can be taken from a man but one thing: the last of human freedoms - to choose one’s attitude in any given set of circumstances, to choose one’s own way”
- in camps in WWII

31
Q

Cognitive Reappraisal

A

= “Cognitive reappraisal involves changing the way the individual thinks about a potentially emotion-eliciting situation in order to modify its emotional impact” (John & Gross, 2004, p.1302)

(John & Gross, 2004, p.1302)

32
Q

Cognitive reappraisal study

(Tomaka et al., 1997)

A

how different sets of instructions promoting different kinds of appraisal around a mental maths task changed outcome
- given mental maths task, under surveillance
- threat instructions: “emphasized the importance of completing the task as quickly as possible and that responses would be scored for speed and accuracy”
- challenge instructions: “think of the task as a challenge and… yourself as someone capable of meeting that challenge” –> more adaptive physiological response during task –> suggest physical health benefits

(Tomaka et al., 1997)

33
Q

Cognitive reappraisal benefits

A
  • Gross & John (2003) seminal study:
    - reduced negative emotion
    - increases positive emotion
    - better social functioning
    - increased psychological wellbeing
    • Aldae et al. (2010): reduced psychopathology (e.g. reduced depression, anxiety)

(Gross & John, 2003)
(Aldao et al., 2010)

34
Q

Situation-strategy fit

A

= whether or not a strategy is adaptive depends on the situation
CR context theoretical argument: CR most important for psychological wellbeing when situational control is low

35
Q

Situation-strategy fit evidence

(3)

A
  • Troy et al. (2016):
    - if uncontrollable stress: CR –> lower depression
    - if controllable stress: CR –> higher depression
  • Troy et al. (2017):
    - CR –> low depression for ppl with low SES but not high SES (assume low SES = less control)
  • Haines et al. (2016):
    - ppl who use CR more in uncontrollable situations, but less in controllable situations, reported decreased depression, anxiety, stress

(Troy et al., 2016)
(Troy et al., 2017)
(Haines et al., 2016)

36
Q

Evidence for using signature strengths in new ways

A
  • low mood symptoms same for placebo and SS at pre-test
  • low mood symptoms decreased for SS over 6 months but not for placebo
    (Seligman et al., 2005)

(Seligman et al., 2005)

PSYC1005 (3 decks)

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