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MIDTERM TEXTBOOK > Midterm 2 > Flashcards

Midterm 2 Flashcards

1
Q

Quasi need

A
  • extrinsic motivation; not full blown need; comes from situational demand
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2
Q

Baldwin moivated action

A

S:R –> C

situations sets context; then the response causes consequnces to happen

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3
Q

how are incentive diffeernt than consequences?

A

1) occur at dif.. times

2) precede beahviour (conseaquences come after response0

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4
Q

what are 2 types of consequences

A

1) reinforcers (pos and neg)

2) punishment

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5
Q

distinction between reard and reinforcer

A 
reward = not all rewards increase behviour 
reinforcers= all pos reinforcers are rewards
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6
Q

what are 3 strategies that can rplace punishemned?

A

1) explain
2) ignore
3) 2 step behavioural modification (differntial reinforcement)

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7
Q

3 aspects of intrinisc motiavation

A

1) autonomy
2) competence
3) relatedness

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8
Q

what does reward intefere with (3)?

A

1) intrinsic movaiton
2) quality of learning
3) automy
- -> but unepected rewards ae ok (extrinsic motivational orientation is problem)

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9
Q

rewards are only bad when (2)

A

1) expected

2) tangible

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10
Q

what is cognitive evaluative theory (2) and what 2 elelmetns of intrinsic motivation does it foster

A
  • all exyernal events have controling and informational aspects
  • control - autonomy
  • informational - competence
  • both need to ne high for intrinsic motivation
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11
Q

3 types of motication

A

1) amotication
2) extrinsic
3) intrinsic

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12
Q

4 types of extrinisc motivation

A

1) external regulation = external locus of control
2) introjected = someone external locus
3) identified = somewhat internal
integrated regulation = internal

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13
Q

interanlization

A
  • proess when person transforms edxternally prescribed behaviour into a internally endorsed one
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14
Q

4 aspects of amotivation

A
  • low ability
  • low effort
  • low vaue
  • unappealing task
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15
Q

2 strategies to motivate other people

A

1) provide rationale

2) sugest enhacing strateiges

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16
Q

3 psychological needs (intrinsic motivation)

A

1) automoy
2) competence
3) relatedness

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17
Q

person envir. synthesis (4)

A
  • envir is supporitive and inner motivation is optimal= synthesis
    1) engagement
    2) development
    3) health
    4) wellbeing
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18
Q

person envir conflict (4)

A
  • environment is furstrating = no inner motiavtion
    1) defiance
    2) dvelopmental regresion
    3) decay
    4) illl being
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19
Q

engagement

A

how active person is e.g. pay attention

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20
Q

developmental growth

A

how agentic and responsible person is

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21
Q

health

A

functional efficiency of mind and body

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22
Q

wellbeing

A

positive mental health and positive emeotions

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23
Q

autonomy (3)

A

1) locus of causlity
2) volitation - unpressured will
3) percieved choice
- promote using explantory rationale

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24
Q

competence (5)

A
  • desire to extend capacitie and skills to master challenge
    1) flow - deep invovledment
    2) optimal experinece - challengee and skills are perfectly matched
    3) strcture - envir offers clear goals
    4) feedback
    5) failure tolerance
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25
Q

feedback types (4)

A

1) task itself
2) compare to own past
3) compare to others
4) use other’s evaluations

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26
Q

relatedness

A
  • need to establish close meotional bonds

- social interaction = primary condition

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27
Q

2 perceptions of social bond that satisfy relatedness

A

1) this person cares about my welfare

2) this person likes me

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28
Q

2 types of relatedness relationship

A

1) exchange: acquatinaces; do business together

2) communal: keep track of eachother needs no matter what gain they can get

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29
Q

how to involved and satisfy autonomy

A

1) opportunity of self direction

2) autonomy support

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30
Q

how to invovle and saitsfy compteence

A

1) optimal challnege

2) progress feedback

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31
Q

how to invovle and satisfy relatedness

A

1) social interaction

2) communal relationships

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32
Q

engagement model of motivation

A
  • invovled satisfying needs for auhtonomy coptence, and relatedness
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33
Q

implicit motives

A
  • subconcious; eperience thorugh a pattern of affect or emotion e.g. need for acievmenet
  • early child hood is important for acquisition of implicit motives
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34
Q

explicit motives

A
  • conscious
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35
Q

acquired needs

A
  • learn to seek out these oppotunities from learned experience
  • not innate; created through socialization
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36
Q

development of need for achiemvent

A
  • child see positive and negative affect from toys - asociated with succcess of failure; next time child encournters a goal, they have a standsrd of excellence so they can feel positive
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37
Q

development for need for affiliation

A
  • relationships cause positive emotions so they have a prefernce for social relationships
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38
Q

develokent for need for power

A
  • children invovled themselve in social power and these produce pos emotions so they are lasting preferences in social infeucne sitautions
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39
Q

need for achievement

A

desire to do well to standard of excellence and feel positive

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40
Q

standard of excellence

A

any challenge to a person’s sense of competence that ends with success vs failure

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41
Q

how do high/low need for achievement respond to standards of excellence?

A
  • high need for achievment = approach oriented emotions

- low need for achiemvenet = avoidnace orientation emotions

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42
Q

Atkinson’s model (approach)

A

TS = MS x PS x IS

  • tendenc to approach success
  • motive to succeed
  • percieved probsbility of success
  • incentive value of success
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43
Q

Atikinson’s model (avoidance; fear of failure)

A

TAF = MAF X PF X IF

  • motive to avoid failure
  • probability of failure
  • negative incentive value for failure
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44
Q

combined apporach and avoidance tendencies

A

= when TS>Taf = approach
= when Taf > TS = avoidance
= forumula = TA = approach - avodance

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45
Q

future achievemnt orientation

A
  • distance from long term goal

- situations closer in future = more impact of approach

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46
Q

future time perspective

A

degree to whiic person anticipates and integrates future into their psychological present = beneficial .for motivation and goals

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47
Q

dynamics of action model (3)

A
  • extend atikinsons model by including 3 other factors: insitgation, inhibition and consummation
  • motivation is dynamic
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48
Q

instigation

A
  • give rise to approach by conffortin environmental associated with past reward
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49
Q

inhibition

A
  • give rise to avoidance because contron something that is assciated with past punishment
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50
Q

consummation

A

performing activity brings out cessation (decreaes motivation to keep going e.g. running)

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51
Q

motivation can tell us about # of time it takes to being task and persitence (3)

A

1) latency to begin task = motive strength
2) persistence = motive strength
3) switching to non task = occurs with rising consumption

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52
Q

conditions that are met for achievmenet (3)

A

1) moderalty hard task - esp. high achievers
2) competition - promote positive emotion in high achievers
3) entruepenruship - good feedback for high achievers -risk taking

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53
Q

affiliation (old and new view)

A

need for approval, fear of rejection

- new view = need for apporavl and need for intimacy

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54
Q

affiliation need and orientation motive

A
  • mostly about fear of rejection (predicted by parental neglect)
  • deficiency orientation motive
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55
Q

intimacy need and orientation motive

A
  • mostly about attract and positive relationships

- gorwht oreintation motive

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56
Q

conditions that invovled affliation and intamcy (3)

A

1) fear and anxiety - seeking support
2) establish interpersonal network -
3) maintin interpersonal network -

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57
Q

power (3)

A
  • high need for power (related to harsh parenting and supression of relatedness or intamcy) =
    1) impact others - establish
    2) control others - maintain
    3) infelunce others - expand
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58
Q

conditions that invovled satisfying need for power (4)

A

1) leadership
2) aggresion
3) influential occupations e.g. CEO
4) presitgous possesions

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59
Q

leadership motive pattern (3)

A

1) high need for power
2) low need for affiliation (acceptance)
3) high inhibtion (well controlled)

60
Q

4 additional social needs (acquired needs)

A

1) cognition
2) closure
3) structure
4) uncertainty orientation

61
Q

incongruity

A

any mismatch between ones present state and ideal state

62
Q

essential motiavtional process underlying a plan

A

incongruity makes peole uncomfortable so they forumate a plan to remove the incongruency

63
Q

TOTE: test operate test exit model

A

T: compare present again ideal
O: if mismatched; act on it
T: compare states again - if mismatch go back to O; if matched go to …
E: present state = ideal state

64
Q

corrective motivaton

A

activates deicion mkaing process for best posible wa to reduce incongruenecy

65
Q

plan directed beahviour

A

flexible process which corrrective motiagtion energize individualt o purseu most adpative course

66
Q

discrepancy

A

mismatch betwen one present and ideal state (larger the discrepency, more motivation there will be)

67
Q

positive affect

A

make saitsfactory progress to reduce goal discrepancy

68
Q

negative affect

A

making unsatisfactor progress towards reducing goal discrapnecy
- negative affect leads to pushing harder for transmation to positiv afffect

69
Q

discrepancy reudction

A
  • discrpancy detecting feebdack that plans corrective action
  • negative ffedback loop - terminate discrpenacy
70
Q

discrpenacy creation

A
  • use feedforward sysstem to look for more goals

- positive feedbackloop to energize further discrpeancy creaton

71
Q

goal

A

future orientated repsrentation of end state tthat guide behviour

72
Q

goal performance discrpeancy

A

attention on discrpency between present level of accomplishment and ieal level of accomlishment

73
Q

types of goal performance discrpency (3)

A

1) goal difficulty
2) goal specificity
3) goal congruence
* * difficulty, specific and congruent goals = max performance

74
Q

feedback

A
  • keep track of progres to goal
  • goal + feedback = best
  • satifaction = discrpancy creation
  • disattisfaction = discrpeancy reducing process
75
Q

implementation intetnion (2)

A
  • specify in advnace the goal striving process (increase chance of reaching goal)
    1) identify response that promote goal attainment
    2) anticiapte sutable occasion to intiate response
76
Q

3 self regualtion problems

A

1) getting started
2) staying on track
3) resuming

77
Q

2 goal disengagement

A

1) reuce effort
2) reduce committment
- -> 3 outcomes; best to give up both

78
Q

4 mindsets:

A

1) delberate - implemenation
2) Promotion - prevention
3) growth - fixed
4) performance approach - avoidance

79
Q

delibeartion - implemnation mindeset

A

1) open minded; weights pros and cons about goals (goal benefits)
2) Close minded thinking of only goals realted action (goal striving benfits)

80
Q

promotion - prevention mind set

A

1) focus on advancing self towards locomotion beahvioural strategy; concern for growth
- success = gain and no such thing as failure
- gain based strategy
2) focus on preventing self from not maintaing ones dutiies and adopt vigilint behvioural strategy; focus on security
- success - absenc eof loss and loss is painful
- satefy based strategy

81
Q

ideal self guide

A
  • goal of what one would like to become - regulatory style for growth
82
Q

ought self guide

A
  • goal specifiy of what you think others bevliev eyou should do
  • regulatry style oriented towards responsiblity and senstiive to loosing
83
Q

growth -fxied mindset

A

1) believe in growting and changing “incremental theories”
- more effort = more ability; attirube feeback to effort ; mastery goals
2) attributes are fixed “entity theories”
- no effort works; self handicap to protect self; attivute feedback to ability ; performance goals

84
Q

performance approach goals

A

goal to perofmrna better thn other = high need for achieeent

85
Q

performance avoidance goals

A

goal to avoid performaing poorer than others = high fear of failure

86
Q

4 ways to reduce conitive disssonacen

A

1) remove belief
2) reudce importance of belief
3) add new constonance believe
4) increase importance of the consonnt belief

87
Q

dissonance aroudun sitatons

A

1) choice - apprecaite alternatice
2) insufficient justification - add new belief
3) effort justifaction -extremely liking them
4) seek new information

88
Q

self perception theory

A
  • people develop and change beliefs for reasont hatt don’t invovle mindset - because of self observation = is true for new ideas that people use beahviour for inference but cog disssonace = beliefs are alreay strong
89
Q

expectancy

A

sujective prediction of how likely it is that an event will occur (strengtht that we attempt to exercise personal control = related to strength of expectancy of being able to do so)

90
Q

efficacy expectations

A

judgement of ones capacity to execute a particular act or course of action “can i do it?”

91
Q

outcome expectations

A

judemgnet that given action will cause a particular outcome “will it work”

92
Q

percieved control

A

self, action and control

93
Q

self control model

A

the self as the agent trying to achieve an end; control rolves around the self and can exert control “can i (self) earn a scholarship (efficacy expectation)?

94
Q

self efficacy vs self-doubt

A

capacity at which person can use their skills to cope with demands that they face vs. performaer copes poorly when their skills are stressed

95
Q

sources of self efficacy (4)

A

1) history of using that behaviour to cope (most influential)
2) observations of similar others
3) verbal persuasions from others
4) physiological states e.g. heart rate

96
Q

self efficacy beliefs affect

A

1) choice of activities and selected environments
2) effort put into performane
3) quality of thinking/decisions during performance
4) emotional reactions (stress and anxiety)

97
Q

self efficacy vs. psychological need for competence

A

self efficacy = speicfic to particular task/situation

psychological need for competence = general pan situational experience

98
Q

empowerment

A

possessing knowledge, skills that allow people to exert control over lives (influenced by level of self efficacy and engagement )

99
Q

mastery modeling program (empowerment)

A

1) expert measure novices skill and efficacy
2) expert models novices’ worries
3) novice models with guidance and feedback
4) novice stimulates performance with expert giving obstacles
5) notices gives pratice and peers watch
6) novice perform by themself in real life
7) expert models regualting techniques

100
Q

mastery beliefs

A

extent to which percieved control is used to get outcomes

101
Q

approach vs avoidance

A

take action toward prblem vs. avoid

102
Q

social vs. solita;ry

A

take action with team of other vs. act alone

103
Q

proactive vs reactive

A

take action to prevent problem beofre vs. afer it occurs

104
Q

direct vs indirect

A

taking action oneself vs. enlisting help of others

105
Q

control vs. escape

A

take charge approach vs. stay clear of situation

106
Q

alloplastic vs. autoplastic

A

taking action to change problem vs. taking action to change self

107
Q

problem focused vs. emotion focused

A

taking action to manage problem vs. regulating one’s emotional response to problem

108
Q

mastery motivational orientation

A

ressitant during failure and remains task oriented to focus on achiemevent
- focus on increasing effort

109
Q

helpless motivational orientation

A

fragile view of self during failure and respond by giving up
- focus on why they are failing

110
Q

learned helplessnss

A
  • outcomes expectancies are building blocks of learned helplessness (people expect outcomes to be out of their control)
111
Q

contingency

A

objective relation between person behaviour and environment

- uncontingent basis (outcomes are random) –> perfect synchronization (voluntary beahviour)

112
Q

cognition (3)

A

1) biases e.g. illusion of control
2) attributions: explanationf of control
3) expectancies: control beliefs we carry from pst experiences

113
Q

behaviour (coping response)

A
  • exist on contiuum e.g. lethargic and passive –> active and assertive
114
Q

helplesssness effects (3)

A

1) motivational deficitis - don’t try
2) learning deficits - pessimist about abilities
3) emotional deficits - affective disruption

115
Q

attribution

A

causal explanation for why particular success-failure outcome occured

116
Q

3 dimensional causal structure of attirbutions

A

1) locus- internal vs. external
2) stability - stable vs. unstable
3) controlability - controlalable vs. uncontrollable

117
Q

pessimistic explanatory style

A
  • person has a give up response style

- locus of control = internal, stable, uncontrollable

118
Q

optimistic explanatory style

A
  • person takes credit for success and accepts blame for failures
  • illusion of control and some narcissim (to protect self and esteem)
  • external locus, unstalble attributes, controllable
119
Q

learned helplness stly

A
  • uncontrollable and unpredictable
120
Q

reactance

A

psychological and behavioural attempt to re-estabish a threat

121
Q

reactance theory

A
  • when people expect to have control but then loose it -people first become reactance then helpless if envir continues to be uncontrollable
122
Q

hope

A

arise from motivation to pursue goals

- high self efficacy –> illusion of control –> agentic motivation

123
Q

expectancy

A

previous achiemevnet leads to perceptions of competence and emotional reactions that lead to future expectactions to apporach or avoid

124
Q

value (3)

A

percieved attractivness of tak 1) interest vluae - feeling

2) Utility value - how useful task is in advancing goals
3) attainment value - personal importance of doing well on take

125
Q

6 facets of psycological wellbeig

A

1) self acceptance
2) positive interpersonal realtions
3) autonomy
4) enbiornment
5) purpose in life
6) prsonal growth

126
Q

4 problems with motivation in the self

A

1) creating the self - self concept
2) discovering and developing potential
3) managing and regulating self
4) relating the self to society

127
Q

self esteem

A
  • best way to increase motivation but can’t actually morivate them to do anything - just feels god
  • exception = infalted self esteem = aggression
128
Q

self concept

A
  • mental represenation of themselves through collective of schemas
129
Q

2 ways that self schemas generate motivation

A

1) direct person’s behaviour in ways that elecit feebdack consistent with self schema (if not consistnt, discrepancy will gneerate discrepancy reduction)
2) generate motvation to move present self towards future

130
Q

consistent self

A
  • seek out info that is consistent with self and ignore inconsistent info bc it is distressing
  • use selective interaction to maintain and verify self view
131
Q

self concept certainity

A

having valid self concept that is stable

** only low self concept certainity and strong discrepant feedback can change self concept

132
Q

self verification crisis

A

conflict between uncertain self schema and discrepant feedback (so try to find relevent schema info)

133
Q

self verification processs

A
  • represent self -> represetn preference for self –> display signs and symbols that generate stream of self verification
134
Q

why people self verify (3)

A

1) cognitive reason - seek to know oneself
2) epistemic reason - strength perceptions that world is predictable
3) pragmatic resonse - want to avoid interactions that could have misunderstanding and unralistic deamnds (ppl know what to expect from you)

135
Q

possible selves

A
  • idea of what they would like to become

- social origin

136
Q

when there is no evidnece confiming emergence of possible seles (2)

A

1) lack of support evidence lead to abandomnmnet of possible self
2) promotoion action to engender possible self

137
Q

agnecy

A

personal causation and action from within as innate processes and motivation

138
Q

miniaml differentiation

A

person has unidimensional understaning of doman

139
Q

rich differentiaon

A

understaindg discrimination and unique aspects of doman

140
Q

internalization happens for 2 reasons

A

1) desire to create meaningful realtionships (relatedness)

2) desire to interact effectively in social world (competence)

141
Q

Self conordance goals

A

goals that align with self

142
Q

introjected gorlads

A

what you should do - obligation

143
Q

extrinsic goals

A

desire to erewards

144
Q

3 parts of limited strenght model of self control

A

1) amount of strenght and willpower
2) exertion of self control depletes some resources
3) subsequent attempts to control are likely to fail

145
Q

identity behaviours (3)

A

1) identity establishing behaviours
2) identity confirming behaviours
3) identity restoring beahviours

MIDTERM TEXTBOOK (2 decks)

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