Module 3, Motivation Part 2 Flashcards
Social Cognitive Theory
- exercise behaviour is influenced by both personal and environmental factors, particularly self-efficacy
- social cognitive theory has produced some of the most consistent results in predicting exercise behaviour
motivated behaviour is influenced by: - self efficacy beliefs: situational self-confidence
- outcome expectation: what outcome does the person expect based on specific actions
- both positive and negative
*two of the key concepts that impact someone’s motivated behaviour
Self-Confidence vs Self-Efficacy
self-confidence: a general feeling of trust in ones’ abilities, qualities and judgement
self-efficacy: belief is one’s capabilities to organize and execute the courses of action required to produce given levels of attainment
- influenced by:
◦ perceived cognitive and physical abilities
◦ perceived situational demands
Self-Efficacy Beliefs and Theory
act on other determinants of behavioural regulation:
- enhance acquiring skills (harder to acquire skill if we do not have the motivation which arises from self-efficacy)
- goals people set (cannot set goals cause you may think you cannot reach them - low self-efficacy)
- strength of commitment
- outcomes expected
- self-hindering or self-enhancing cognitions
- persistence and intensity of action
performance accomplishments, vicarious experiences, verbal persuasion and physiological & affective states -> efficacy expectations -> behaviour patterns (choice, effort and persistence) and thought patterns (goal, worry and attributions
Sources of Self-Efficacy: performance accomplishment
- most dependable information; most powerful effects for both sport and exercise
- coaching tactics to elicit feelings of a successful performance
- are past behaviours that have been accomplished in the past
- have done something similar before, you can do it again type thinking
- ex. you have been able to complete a 10k and been able to train, so you will gain self-efficacy and build it knowing that you may be able to do it again or do more
Sources of Self-Efficacy: vicarious experiences
- watching someone else accomplish the skill (build self-efficacy through watching someone else accomplish it)
◦ model similarity leads to stronger impact (better if
someone is at the same skill level when watching
someone) - reduce worry, enhance confidence
- not as effective as experience
Sources of Self-Efficacy: verbal persuasion
- less powerful (if someone feels the feedback is not strong or decietful it can be less powerful and lower self-efficacy)
- deception (danger of undermining credibility and trust)
- verbal and non-verbal feedback (can be significant if they are credible and knowledgable people)
◦ ex. feedback from coaches, teammates,
spectators, trainers etc
Sources of Self-Efficacy: physiological and affective states
- mechanism less clear
- perceptions of arousal/nervousness may influence efficacy
- ex. you are running and heart rate shots up, can be treated as effort (increasing heart rate) and lead to increased self-efficacy or you can also see it as being unfit which can lead to less self-efficacy
◦ all about perceiving the physiological states
Outcomes Expectancies and Expectations (self-efficacy)
- expectations about how the effects of behaviour an influence behaviour
physical: - pleasant and unpleasant sensory experiences
- pain and physical discomfort
- how we perceive these things above is going to influence our outcome expectancies
social sanctions: - social esteem
- social approval
- social rejection
people adopt personal standards - seek self-satisfaction
- avoid negative self-reactions
Research on Social Cognitive Theory and Exercise
- SCT constructs account for 40-55% of physical activity behaviour
- self-efficacy is linked to behavioural outcomes such as exercise adherence and sport performance
- SCT variables predicted over 50% of the individual differences in PA activity behaviour in diabetics
Self-Determination Theory: Organismic Integration Theory
- suggests motivation is best understood as a multidimensional concept along a continuum
- it is a spectrum of motivation states with three primary division
◦ amotivation, extrinsic motivation, intrinsic
motivation
Self-determination Theory: Organismic Integration Theory: amotivation
- lack of intent to act at all, or the passive engagement in activities
stems from:
◦ lack of experience
◦ the belief that an activity in unimportant
◦ OR no contingency between their
behaviour/efforts and their desired outcomes
“I do not why I play ball anymore. No matter how hard I try or what I do, we always lose, and I never get any better”
Self-determination Theory: Organismic Integration Theory: extrinsic motivation (not self-determined) -> external regulation
external regulation
- behaviours are controlled by restraints or rewards
- performing an activity to receive a reward or avoid a punishment
“I was motivated to sign up for the 20k race because they are giving away nice running shirts to every participant”
Self-determination Theory: Organismic Integration Theory: extrinsic motivation -> introjected regulation
introjected regulation
- internalization in which the person “takes in” (external source) a value but does NOT accept it as their own
◦ attempting to avoid negative feelings (eg. guilt,
anxiety) or to maintain a sense or self-worth
◦ reflects: “I have to…“I ought to…”
“working out to keep an attractive physique with the goal of impressing others”
Self-determination Theory: Organismic Integration Theory: extrinsic motivation -> identified regulation
identified regulation
- behaviour is valued, deemed important, and is done out of choice but is still for extrinsic reasons
◦ reflects: “I want to…” “I choose to…”
“being healthy is valued, so I exercise”
“the benefits of sport are important to me”
Self-determination Theory: Organismic Integration Theory: extrinsic motivation -> integrated regulation
integrated regulation
- activity is personally important and directed towards a valued outcomes
◦ becomes a part of one’s sense of self
“I am a soccer player, and playing hard, training everyday, and eating healthy is what a good soccer player goes”
Self-determination Theory: Organismic Integration Theory: intrinsic motivation (self-determined)
- behaviour which a person engages in to feel competent and self-determined
- people are intrinsically motivated by tasks that:
◦ demonstrate competency
◦ individuals have control over
◦ are fun, challenging and provide excitement
“I play sports/exercise because it is fun”
Self-Determination Theory: Basic Psychological Needs Theory
for an individual to experience the highest levels of intrinsic motivation on a task, they need to have 3 psychological needs fulfilled:
- competence: the need to feel effective at achieving desired outcomes
- autonomy: the need to perceive that one has choice and are in control of one’s own behaviour
- relatedness: the need to authentically connect with others and feel involved in the social context
Why is it important to understand where one’s motivation comes from?
- purpose of understanding motivation is to help improve behaviour:
◦ initiation (start new activities/habits)
◦ maintain activities
◦ change activities when necessary
◦ cessation (stop old activities/habits) - understanding why people are motivated and what keeps them motivated help us to sustain behaviour change!
Achievement Goal Theory
interactionist motivation theory that considers:
1. person’s achievement goals
2. person’s perceived ability
3. motivational climate
4. resultant achievement behaviour
competence is a major focus in AGT
Achievement Goal Theory: two goal dispositions
two goal dispositions:
1. outcome goals (aka ego goals)
A. focus on normative social comparison
a. comparing with others to gain social status
b. “if I lose, that means I have low ability”
B. being better than others is the primary source of
motivation
- task oriented goals (aka mastery goals)
- focus on self-improvement and personal mastery
- perceived ability is not lied to normative comparisons
- failure to beat opponent/teammate does not
necessarily lead to a decrease in motivation or
perceived ability
Ego Goal Orientation Items
I feel most successful when..
- I’m the only one who can do the play or skill
- I can do better than my friends
- the other cannot do as well as me
- other mess up and I do not
- I score the most points/goals/hits
- I am the best
Task Goal Orientation Items
I feel most successful when:
- I learn a new skill and it makes me want to practice more
- I learn something that is fun to do
- I learn a new skill by trying hard
- I work really hard
- Something I learn makes me want to go and practice more
- A skill I learn really feels right
- I do my very best
The Value of Task Orientation
- beating others is often out of your control
- personal effort is within our control
highly task-oriented individuals can still feel successful even when they lose AND there is less likely to be a drop in motivation
-> growth mindset
Possible Dangers of High Ego Orientation
- high ego orientation + low perceived ability = maladaptive behaviours
- these behaviours include choosing very easy or very difficult tasks, or self-protecting behaviours
Motivational Climate (3 types)
perceived motivational climate:
- athletes’ perceptions of achievement goals promoted by coaches (and significant others such as parents)
task or mastery-based climate:
- an emphasis on mastery learning, effort, individual improvement and cooperation tend to evoke a task involvement
ego or outcome-based climate:
- environments that stress interpersonal competition, winning and social comparison tend to evoke ego involvement
Motivational Climate Research Findings
perceived task/mastery climate
* higher competence
* higher confidence
* autonomy and relatedness
* intrinsic motivation
* positive effect
* positive attitudes and intentions to participate in sport
* prosocial behaviours
* better performance
perceived ego/performance climate
* norm-referenced competence evaluations
* amotivation, external regulation
* negative affect, thoughts, worries
* antisocial behaviours
* lower autonomy and relatedness
* no relationship or negative relationship with
performance
Behaviour Outcomes
task involvement
* choose learning opportunities at risk or displaying mistakes
* put forth high levels of effort
* persist in the face of failure
* continue to problem solve when encountering failure
ego involvement
* avoid learning opportunities that have a risk of displaying error
* put in just enough effort to socially compare well; or to disguise poor ability
* give up in the face of failure
* quality of problem solving during failure in maintained or deteriorates over time
