Midterm 2 Flashcards
1
Q
Quasi need
A
- extrinsic motivation; not full blown need; comes from situational demand
2
Q
Baldwin moivated action
A
S:R –> C
situations sets context; then the response causes consequnces to happen
3
Q
how are incentive diffeernt than consequences?
A
1) occur at dif.. times
2) precede beahviour (conseaquences come after response0
4
Q
what are 2 types of consequences
A
1) reinforcers (pos and neg)
2) punishment
5
Q
distinction between reard and reinforcer
A
reward = not all rewards increase behviour reinforcers= all pos reinforcers are rewards
6
Q
what are 3 strategies that can rplace punishemned?
A
1) explain
2) ignore
3) 2 step behavioural modification (differntial reinforcement)
7
Q
3 aspects of intrinisc motiavation
A
1) autonomy
2) competence
3) relatedness
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)
9
Q
rewards are only bad when (2)
A
1) expected
2) tangible
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
11
Q
3 types of motication
A
1) amotication
2) extrinsic
3) intrinsic
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
13
Q
interanlization
A
- proess when person transforms edxternally prescribed behaviour into a internally endorsed one
14
Q
4 aspects of amotivation
A
- low ability
- low effort
- low vaue
- unappealing task
15
Q
2 strategies to motivate other people
A
1) provide rationale
2) sugest enhacing strateiges
16
Q
3 psychological needs (intrinsic motivation)
A
1) automoy
2) competence
3) relatedness
17
Q
person envir. synthesis (4)
A
- envir is supporitive and inner motivation is optimal= synthesis
1) engagement
2) development
3) health
4) wellbeing
18
Q
person envir conflict (4)
A
- environment is furstrating = no inner motiavtion
1) defiance
2) dvelopmental regresion
3) decay
4) illl being
19
Q
engagement
A
how active person is e.g. pay attention
20
Q
developmental growth
A
how agentic and responsible person is
21
Q
health
A
functional efficiency of mind and body
22
Q
wellbeing
A
positive mental health and positive emeotions
23
Q
autonomy (3)
A
1) locus of causlity
2) volitation - unpressured will
3) percieved choice
- promote using explantory rationale
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
25
feedback types (4)
1) task itself
2) compare to own past
3) compare to others
4) use other's evaluations
26
relatedness
- need to establish close meotional bonds
| - social interaction = primary condition
27
2 perceptions of social bond that satisfy relatedness
1) this person cares about my welfare
| 2) this person likes me
28
2 types of relatedness relationship
1) exchange: acquatinaces; do business together
| 2) communal: keep track of eachother needs no matter what gain they can get
29
how to involved and satisfy autonomy
1) opportunity of self direction
| 2) autonomy support
30
how to invovle and saitsfy compteence
1) optimal challnege
| 2) progress feedback
31
how to invovle and satisfy relatedness
1) social interaction
| 2) communal relationships
32
engagement model of motivation
- invovled satisfying needs for auhtonomy coptence, and relatedness
33
implicit motives
- subconcious; eperience thorugh a pattern of affect or emotion e.g. need for acievmenet
- early child hood is important for acquisition of implicit motives
34
explicit motives
- conscious
35
acquired needs
- learn to seek out these oppotunities from learned experience
- not innate; created through socialization
36
development of need for achiemvent
- 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
37
development for need for affiliation
- relationships cause positive emotions so they have a prefernce for social relationships
38
develokent for need for power
- children invovled themselve in social power and these produce pos emotions so they are lasting preferences in social infeucne sitautions
39
need for achievement
desire to do well to standard of excellence and feel positive
40
standard of excellence
any challenge to a person's sense of competence that ends with success vs failure
41
how do high/low need for achievement respond to standards of excellence?
- high need for achievment = approach oriented emotions
| - low need for achiemvenet = avoidnace orientation emotions
42
Atkinson's model (approach)
TS = MS x PS x IS
- tendenc to approach success
- motive to succeed
- percieved probsbility of success
- incentive value of success
43
Atikinson's model (avoidance; fear of failure)
TAF = MAF X PF X IF
- motive to avoid failure
- probability of failure
- negative incentive value for failure
44
combined apporach and avoidance tendencies
= when TS>Taf = approach
= when Taf > TS = avoidance
= forumula = TA = approach - avodance
45
future achievemnt orientation
- distance from long term goal
| - situations closer in future = more impact of approach
46
future time perspective
degree to whiic person anticipates and integrates future into their psychological present = beneficial .for motivation and goals
47
dynamics of action model (3)
- extend atikinsons model by including 3 other factors: insitgation, inhibition and consummation
- motivation is dynamic
48
instigation
- give rise to approach by conffortin environmental associated with past reward
49
inhibition
- give rise to avoidance because contron something that is assciated with past punishment
50
consummation
performing activity brings out cessation (decreaes motivation to keep going e.g. running)
51
motivation can tell us about # of time it takes to being task and persitence (3)
1) latency to begin task = motive strength
2) persistence = motive strength
3) switching to non task = occurs with rising consumption
52
conditions that are met for achievmenet (3)
1) moderalty hard task - esp. high achievers
2) competition - promote positive emotion in high achievers
3) entruepenruship - good feedback for high achievers -risk taking
53
affiliation (old and new view)
need for approval, fear of rejection
| - new view = need for apporavl and need for intimacy
54
affiliation need and orientation motive
- mostly about fear of rejection (predicted by parental neglect)
- deficiency orientation motive
55
intimacy need and orientation motive
- mostly about attract and positive relationships
| - gorwht oreintation motive
56
conditions that invovled affliation and intamcy (3)
1) fear and anxiety - seeking support
2) establish interpersonal network -
3) maintin interpersonal network -
57
power (3)
- 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
58
conditions that invovled satisfying need for power (4)
1) leadership
2) aggresion
3) influential occupations e.g. CEO
4) presitgous possesions
59
leadership motive pattern (3)
1) high need for power
2) low need for affiliation (acceptance)
3) high inhibtion (well controlled)
60
4 additional social needs (acquired needs)
1) cognition
2) closure
3) structure
4) uncertainty orientation
61
incongruity
any mismatch between ones present state and ideal state
62
essential motiavtional process underlying a plan
incongruity makes peole uncomfortable so they forumate a plan to remove the incongruency
63
TOTE: test operate test exit model
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
corrective motivaton
activates deicion mkaing process for best posible wa to reduce incongruenecy
65
plan directed beahviour
flexible process which corrrective motiagtion energize individualt o purseu most adpative course
66
discrepancy
mismatch betwen one present and ideal state (larger the discrepency, more motivation there will be)
67
positive affect
make saitsfactory progress to reduce goal discrepancy
68
negative affect
making unsatisfactor progress towards reducing goal discrapnecy
- negative affect leads to pushing harder for transmation to positiv afffect
69
discrepancy reudction
- discrpancy detecting feebdack that plans corrective action
- negative ffedback loop - terminate discrpenacy
70
discrpenacy creation
- use feedforward sysstem to look for more goals
| - positive feedbackloop to energize further discrpeancy creaton
71
goal
future orientated repsrentation of end state tthat guide behviour
72
goal performance discrpeancy
attention on discrpency between present level of accomplishment and ieal level of accomlishment
73
types of goal performance discrpency (3)
1) goal difficulty
2) goal specificity
3) goal congruence
* * difficulty, specific and congruent goals = max performance
74
feedback
- keep track of progres to goal
- goal + feedback = best
- satifaction = discrpancy creation
- disattisfaction = discrpeancy reducing process
75
implementation intetnion (2)
- 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
3 self regualtion problems
1) getting started
2) staying on track
3) resuming
77
2 goal disengagement
1) reuce effort
2) reduce committment
- -> 3 outcomes; best to give up both
78
4 mindsets:
1) delberate - implemenation
2) Promotion - prevention
3) growth - fixed
4) performance approach - avoidance
79
delibeartion - implemnation mindeset
1) open minded; weights pros and cons about goals (goal benefits)
2) Close minded thinking of only goals realted action (goal striving benfits)
80
promotion - prevention mind set
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
ideal self guide
- goal of what one would like to become - regulatory style for growth
82
ought self guide
- goal specifiy of what you think others bevliev eyou should do
- regulatry style oriented towards responsiblity and senstiive to loosing
83
growth -fxied mindset
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
performance approach goals
goal to perofmrna better thn other = high need for achieeent
85
performance avoidance goals
goal to avoid performaing poorer than others = high fear of failure
86
4 ways to reduce conitive disssonacen
1) remove belief
2) reudce importance of belief
3) add new constonance believe
4) increase importance of the consonnt belief
87
dissonance aroudun sitatons
1) choice - apprecaite alternatice
2) insufficient justification - add new belief
3) effort justifaction -extremely liking them
4) seek new information
88
self perception theory
- 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
expectancy
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
efficacy expectations
judgement of ones capacity to execute a particular act or course of action "can i do it?"
91
outcome expectations
judemgnet that given action will cause a particular outcome "will it work"
92
percieved control
self, action and control
93
self control model
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
self efficacy vs self-doubt
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
sources of self efficacy (4)
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
self efficacy beliefs affect
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
self efficacy vs. psychological need for competence
self efficacy = speicfic to particular task/situation
| psychological need for competence = general pan situational experience
98
empowerment
possessing knowledge, skills that allow people to exert control over lives (influenced by level of self efficacy and engagement )
99
mastery modeling program (empowerment)
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
mastery beliefs
extent to which percieved control is used to get outcomes
101
approach vs avoidance
take action toward prblem vs. avoid
102
social vs. solita;ry
take action with team of other vs. act alone
103
proactive vs reactive
take action to prevent problem beofre vs. afer it occurs
104
direct vs indirect
taking action oneself vs. enlisting help of others
105
control vs. escape
take charge approach vs. stay clear of situation
106
alloplastic vs. autoplastic
taking action to change problem vs. taking action to change self
107
problem focused vs. emotion focused
taking action to manage problem vs. regulating one's emotional response to problem
108
mastery motivational orientation
ressitant during failure and remains task oriented to focus on achiemevent
- focus on increasing effort
109
helpless motivational orientation
fragile view of self during failure and respond by giving up
- focus on why they are failing
110
learned helplessnss
- outcomes expectancies are building blocks of learned helplessness (people expect outcomes to be out of their control)
111
contingency
objective relation between person behaviour and environment
| - uncontingent basis (outcomes are random) --> perfect synchronization (voluntary beahviour)
112
cognition (3)
1) biases e.g. illusion of control
2) attributions: explanationf of control
3) expectancies: control beliefs we carry from pst experiences
113
behaviour (coping response)
- exist on contiuum e.g. lethargic and passive --> active and assertive
114
helplesssness effects (3)
1) motivational deficitis - don't try
2) learning deficits - pessimist about abilities
3) emotional deficits - affective disruption
115
attribution
causal explanation for why particular success-failure outcome occured
116
3 dimensional causal structure of attirbutions
1) locus- internal vs. external
2) stability - stable vs. unstable
3) controlability - controlalable vs. uncontrollable
117
pessimistic explanatory style
- person has a give up response style
| - locus of control = internal, stable, uncontrollable
118
optimistic explanatory style
- 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
learned helplness stly
- uncontrollable and unpredictable
120
reactance
psychological and behavioural attempt to re-estabish a threat
121
reactance theory
- when people expect to have control but then loose it -people first become reactance then helpless if envir continues to be uncontrollable
122
hope
arise from motivation to pursue goals
| - high self efficacy --> illusion of control --> agentic motivation
123
expectancy
previous achiemevnet leads to perceptions of competence and emotional reactions that lead to future expectactions to apporach or avoid
124
value (3)
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
6 facets of psycological wellbeig
1) self acceptance
2) positive interpersonal realtions
3) autonomy
4) enbiornment
5) purpose in life
6) prsonal growth
126
4 problems with motivation in the self
1) creating the self - self concept
2) discovering and developing potential
3) managing and regulating self
4) relating the self to society
127
self esteem
- best way to increase motivation but can't actually morivate them to do anything - just feels god
- exception = infalted self esteem = aggression
128
self concept
- mental represenation of themselves through collective of schemas
129
2 ways that self schemas generate motivation
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
consistent self
- 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
self concept certainity
having valid self concept that is stable
| **** only low self concept certainity and strong discrepant feedback can change self concept
132
self verification crisis
conflict between uncertain self schema and discrepant feedback (so try to find relevent schema info)
133
self verification processs
- represent self -> represetn preference for self --> display signs and symbols that generate stream of self verification
134
why people self verify (3)
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
possible selves
- idea of what they would like to become
| - social origin
136
when there is no evidnece confiming emergence of possible seles (2)
1) lack of support evidence lead to abandomnmnet of possible self
2) promotoion action to engender possible self
137
agnecy
personal causation and action from within as innate processes and motivation
138
miniaml differentiation
person has unidimensional understaning of doman
139
rich differentiaon
understaindg discrimination and unique aspects of doman
140
internalization happens for 2 reasons
1) desire to create meaningful realtionships (relatedness)
| 2) desire to interact effectively in social world (competence)
141
Self conordance goals
goals that align with self
142
introjected gorlads
what you should do - obligation
143
extrinsic goals
desire to erewards
144
3 parts of limited strenght model of self control
1) amount of strenght and willpower
2) exertion of self control depletes some resources
3) subsequent attempts to control are likely to fail
145
identity behaviours (3)
1) identity establishing behaviours
2) identity confirming behaviours
3) identity restoring beahviours
