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Social psychology 2 > Motivation > Flashcards

Motivation Flashcards

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1
Q

what is motivation?

A
  • the origins and drives of behaviour
  • driving force behind active chosen behaviours
  • determines how much and how often you make effort
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2
Q

what are the biological theory of motivation?

A

Serves the evolutionary purpose of ‘survival’ and are a powerful influence on motivation

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3
Q

what are the Psychological theory of motivation?

A
  • ‘Self-actualization’ or ‘autonomy’.
  • Explains motivated behaviour such as exploratory behaviour (e.g., seeking tasks).
  • looking to enhance yourself
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4
Q

general theory of motivation

A
  • Needs → wants →tension
  • desire to remove tension is motivation
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5
Q

Maslow’s Hierarchy of needs

A

a theory of motivation which states that five categories of human needs dictate an individual’s behavior. Those needs are: (bottom to top or pyramid)
- physiological needs
- safety needs
- love and belonging needs
- esteem needs
- self-actualization needs

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6
Q

critisisms of Heirachy of needs?

A
  • babies start at love and belonging as should already have safety and physiological needs so don’t even start at the bottom
  • can do down the pyramid e.g. Elon Musk
  • its Westernised
  • hard to know when actually self-actualised
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7
Q

what contributes to your motives of social judgement (motivation)? Dunning, 2001

A
  • desire for knowledge
  • desire of coherence
  • affirmation of competence
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8
Q

Desire of knowledge as an example of motiavtion

A
  • power of curiosity → the need to know more
  • curiosity mediated by knowledge and accountability
  • enables prediction and control
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9
Q

desire of coherence as an example of motivation

A
  • relates to cognitive dissonance
  • want to reduce contradictions
  • we value things we work hard for (effort justification)
  • we might devalue alternatives after making a choice
  • BUT → only some things appear to produce dissonance; we can live with some inconsistencies
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10
Q

Affirmation of Competence as an example of motivation

A

we attribute positive behaviours to ourselves and negative behaviours to external factors

e.g. most over estimate their IQ
Drivers: think you are a better than average driver
Jailed criminals: kinder, more honest and more trustworthy than most

BUT
- Attribution biases likely driven by more than self esteem motives.
- Self-affirmation often not supported by empirical evidence.

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11
Q

what is self-determination theory?

A
  • achieved by building autonomous motivation
    autonomous motivation = motivation to do something regardless of prompts
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12
Q

How is autonomous motivation achieved?

A
  • autonomy
  • competence
  • relatedness (e.g. support networks)

meet these needs to enhance intrinsic motivation and promote psychological growth, integrity and well being

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13
Q

what are the 2 types of motivation in self-determination theory?

A
  • intrinsic motivation → Aim of mastery, brings joy/satisfaction
  • extrinsic motivation → Aims for reward, brings external pressures/demand
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14
Q

what is amotivation?

A

No inclination to do anything either way.

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15
Q

what is cognitive evaluation theory?

A
  • one fo 6 sub theories of SDT
  • it focuses on the interaction between intrinsic motivation and other factors
  • specifically interested in competence and autonomy
  • looks at how reward will be the sole driver of behaviour or as indicators of competence
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16
Q

What is self determination theory (SDT)?

A

refers to a person’s ability to make choices and manage their own life. Being self-determined means that you feel in greater control, as opposed to being non-self-determined, which can leave you feeling that your life is controlled by others.

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17
Q

outline self-determination theory study (Deci, 1971; Deci & Ryan, 1985) using students and pay

A

College students asked to solve problems across 3 sessions.
- 1st: Unpaid
- 2nd: Paid-per-answer. Second half of study, experimenter called away.
- 3rd: “Oops, no money left!” Then experimenter called away again
Results
- Paid students spent more time solving puzzles
- But when reward removed, spent less time
- Intrinsic motivation may be undermined if they are induced to engage as a means to an extrinsic goal.
- Rewarding people for an interesting activity => attribute their behaviour to the extrinsic reward rather than to intrinsic interest.
=> Undermining effect

18
Q

how do rewards affect intrinsic motivation?

A
  • cue value - make competence information salient. e.g. You got that prize because you’re so good at that! Most people didn’t manage that!
  • verbal rewards - informational aspect salient and increases intrinsic motivation → can be perceived as controlling leads to undermining IM. e.g. you must keep up the good work
  • importance of interpersonal context
19
Q

what is then over justification effect?

A

Rewards indicate that cause of behaviour is external, causes focus on rewards in advance of task completion.
- interchangeably called undermining effect

20
Q

Over justification effect (Lepper, Green & Nisbett, 1973)

A

Field study: 51 children aged 3–5 yrs.
- Expected reward condition: group asked to draw pictures and rewards promised for the best drawing
- Non-rewarded condition: group drew pictures, without the promise of a reward.
- Unexpected reward condition: group drew pictures and given a surprise reward
- Average quality ratings for pictures also significantly lower in the expected award group compared to unexpected and non-rewarded groups.

21
Q

what does the over-justification effect indicate?

A
  • salient rewards undermine (IM)
  • When positive competence information provided, less likely to undermine IM
22
Q

what is the undermining effect?

A

focus on perception if being controlled (diminished autonomy)

23
Q

what are not expected reward effect on intrinsic motivation?

A

not predicted to affect intrinsic motivation

24
Q

what are the expected reward effects on intrinsic motivation?

A
  1. Task non-contingent rewards: IM not affected.
  2. Engagement-contingent rewards: Rewards controlling, little / no competence affirmation -> undermine IM.
  3. Completion-contingent rewards: Reward indicates competence but not strong relative to controlling aspect -> undermine IM.
  4. Performance-contingent rewards: Perceived as controlling -> strong undermining of IM. Can convey competence info -> IM effects mixed. Interpersonal context can influence.
25
Q

alternative explanations of rewards

A
  • behaviours rewarded are culturally valued
  • when rewarded are unrelated to performance→people feel helpless
  • rewarded people may attribute performance less to themselves
26
Q

what are values?

A
  • Trans-situational goals which serve as guiding principles in life of a person or group
  • they are different from attitudes as they are more general and abstract
  • 10 basic values relevant to all societies
27
Q

Study on values (Schwartz, 1992, 2012)

A
  • Tested universality of values through self-report using cross sectional surveys.
  • Samples drawn from 20 countries within every inhabited continent.
  • Includes members of 8 religions and athiests.
    Primarily teachers and undergraduates.
  • Analysed using Smallest Space Analysis (SSA).
    FINDINGS
  • actions in pursuit of values can be compatible or may conflict with the pursuit od other values
28
Q

what are the critiques of values?

A
  • Whilst values appeared in most cultures examined, not all grouped in the same way
  • Values don’t always predcit behaviour. Low predictive power. Therefore, low value?
  • Values as cultural norms, not personal beliefs
  • Spirituality neglected e.g. religion
29
Q

what are the motivations to engage with energy behaviour?

A
  • save cost = self enhancement values
  • save carbon = self transcendence values
  • Schwartz theory predicts a clash
  • clash could make the message communication ineffective
    no evidence of difference = no evidence of clash
30
Q

what is self-regulation theory?

A
  • purposeful, self corrective judgments to pursue personal goals
  • goals as reference values for feedback purposes
    possible future self (goals)
  • unrealised future potential; what you might be
  • gives us direction and purpose
31
Q

Discrepancy theory (Higgings, 1987)

A
  • compare ‘actual’, ‘ideal’ and ‘ought’ self
  • actual self = how you are
  • ideal self = personal desires for ideal self. promotion focused, results in happiness or sadness
  • ought self = defined by duty, responsibility to others.
32
Q

what are incentives?

A

high order desired outcome
e.g. gain money

33
Q

what are needs?

A

personal forces that narrow down classes of incentives
e.g. gain social power

34
Q

what are assigned goals?

A

can be transformed into personal goals if:
- integrated with other existing goals
- perceived as desirable and feasible
- they are personally refined

35
Q

what are set goals?

A
  • tend to be desirable and feasible
35
Q

what is Automotive theory?

A

Goals can become activated without awareness (Bargh, 1990)
- Mental links form between situations and goals often pursued.
- Situation subsequently activates goal.
- Requires an initial reflective goal that is repeated over time

36
Q

Fantasy realisation theory (Oettingen, 200)

A
  • 143 ppts
  • told they had to imagine an attractive student ‘Michael’ at a party
  • The fantasy reality condition had to elaborate 2 positive and 2 negative aspects of the real situation. Group weighed up the positive and negative
  • positive fantacy condition had to elaborate 4 positive aspects. No n ecessity to act is experienced, success is independent if need to change
  • negative reality - elaborate 4 most important negative aspects. Ignore aspects of the future. No direct act
  • control were asked to do arithmetic tasks
37
Q

when are goals more likely to be supported?

A

if have implemental mindset
- focus in relevant information (less distracted)
- Process desirability information in a biased manner (less doubts).
- Process feasibility information in a biased manner (more optimisitc)

38
Q

example of planning for goal achievement

A

‘If I encounter situation x, then I will perform the goal directed
behaviour Y’ (If – then plans).

39
Q

what is implementation intentions?

A
  • Delegate control of behaviour to the environment.
    – Action representation activated by cues – automate behaviour.

Social psychology 2 (10 decks)

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