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social psychology year 2 > motivation > Flashcards

motivation Flashcards

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1
Q

what is motivation?

A

the driving force behind our decision making behaviour

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2
Q

why do we have motivation?

A

due to our biological and psychological needs

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3
Q

what is Maslow’s hierachy of needs?

A

model to understand the motivation for human behaviour

split into deficiency needs and growth needs

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4
Q

what are the stages of Maslow’s hierachy of needs?

A

psychological needs
safety needs
belonging and love needs
esteem needs
self actualisation

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5
Q

what is the desire for coherence?

A

relates to cognitive dissonance

want to reduce contradictions and keep information consistent

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6
Q

what is affirmation of competence?

A

like to think about ourselves positively and feel like we are good at what we do

expect ourselves to be better than average

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7
Q

what is desire for knowledge?

A

curiosity motivates us as we want more information

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8
Q

what is self determination theory?

A

looks at how autonomy, competence and relatedness underly intrinsic motivation

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9
Q

what is autonomy?

A

feeling like you have choice over your actions

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10
Q

what is competence?

A

if you feel like you are good at something

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11
Q

what is relatedness?

A

if you feel like you belong with others/have a support network around you

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12
Q

what is intrinsic motivation?

A

aims for mastery, brings enjoyment and satisfaction

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13
Q

what is extrinsic motivation?

A

aims for reward, brings external pressure/demands

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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 locus of control?

A

how much control we believe we have over a situation

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16
Q

what is cognitive evaluation theory?

A

sub theory of self determination theory

explains the effect of external consequences on internal motivation

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17
Q

deci and ryan (1985) self determination theory= procedure

A

college students asked to solve problems across 3 sessions
1st= unpaid, 2nd= paid per answer, 3rd= halfway through told there was no money left

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18
Q

deci and ryan (1985) self determination theory= results

A

paid students spent more time solving puzzles

when the reward was removed, spent less time solving the puzzles

intrinsic motivation may be undermined if they are induced to achieve an extrinsic goal

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19
Q

what is the undermining effect?

A

detrimental impact that rewards can have on the intrinsic motivation to engage in a behaviour

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20
Q

jang, kim and reeve (2016) self determination theory= procedure

A

in South Korea looked at high school students

looked at autonomy control, need satisfaction/frustration and engagement/disengagement

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21
Q

jang, kim and reeve (2016) self determination theory= results

A

autonomy support led to engagement

teacher control led to frustration predicting disengagement

when you think you are doing a task by yourself and are capable of doing it- become better at doing it

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22
Q

what is the over justification effect?

A

an expected external incentive like money or a prize decreases a person’s intrinsic motivation to perform a task

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23
Q

lepper, green and nisbett (1973) overjustification effect= procedure

A

field study with children
expected reward condition= groups drew pictures without the promise of a reward
no reward condition= drew pictures without the promise of a reward
unexpected reward condition= groups drew pictures and were given a surprise reward

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24
Q

lepper, green and nisbett (1973) overjustification effect= results

A

ratings for pictures were significantly lower in the expected reward group
destroyed their motivation for the task, and affected their enjoyment
undermining effect occurred

25
Q

what are three types of rewards?

A

engagement contingent rewards
completion contingent rewards
performance contingent rewards

26
Q

what were the results in a meta analysis of undermining effects?

A

theory supported
however, doesnt occur in all cases, eg) boring tasks
stronger effect for children

27
Q

what are alternative explanations for the undermining effect?

A

rewarded people may attribute performance less to themselves

when rewards are unrelated to performance people feel helpless

28
Q

what are values?

A

goals which are consistent across situations
act as guiding principles in an individual’s life

29
Q

what are the 10 universal values?

A

self direction
stimulation
hedomism
achievement
power
security
conformity
tradition
benevolence
universalism

30
Q

what is hedonism?

A

pleasure for oneself- self indulgent

31
Q

what is universalism?

A

understanding, appreciation and tolerance for the welfare of all people and nature

32
Q

what are the 4 categories of values?

A

openess to change
self transcendence
conservation
self enhancement

33
Q

what are critiques of the concept of values?

A

do not predict behaviour

often considered to be cultural norms, not personal beliefs

34
Q

value clashes, maio et al 2009

A

participants were asked to rank values
shown made up average ratings from the rest of the participants
most people repeated the values they had just seen

35
Q

combination of messages possible: spence et al, 2014

A

looked at motivations to engage with reducing energy behaviour

saving cost= self enhancement value

saving carbon= self transcendence value

Schwartz theory predicts a clash which makes the idea ineffective- however no evidence of a clash occuring

36
Q

what is self regulation theory?

A

we make purposeful, self-corrective judgements to pursue personal goals

goals are used as references to refer back to

37
Q

what is the control theory of self regulation?

A

difference between our current self/ideal self/ought self

38
Q

what is disturbance?

A

things that affect us from achieving our ideal self which we cannot personally control

39
Q

what is our actual self?

A

how we actually are

40
Q

what is our ideal self?

A

personal ideas for want we want to be

41
Q

what does the ideal self result in?

A

sadness or happiness

42
Q

what is our ought self?

A

how society tells us we should be

43
Q

what can the ought self result in?

A

anxiety, guilt or relief

44
Q

what is an incentive?

A

high order desired outcome

45
Q

what is a need?

A

personal forces that narrow down classes of incentives

46
Q

what is a goal?

A

lower order aims that serve incentives

47
Q

what is the automotive theory?

A

goals can become activated without awareness

48
Q

how can goals become activated without awareness?

A

mental links form between situations and goals

situation subsequently activates the goal

49
Q

what does the existence of implicit motives mean?

A

natural incentives that do not require awareness

50
Q

oettingen, 2000 goal setting: fantasy realisation theory procedure

A

female participants imagine meeting an attractive student ‘Michael’ at a party

fantasy reality- elaborate 2 positive and 2 negative aspects of the situation

positive reality- elaborate 4 positive aspects of the situation

negative reality- elaborate 4 negative aspects of the situation

control= arithmetic tasks

51
Q

oettingen, 2000 goal setting: fantasy realisation theory results

A

fantsasy reality group was most eager to meet Michael as they had contrasted the positives and negatives

52
Q

what are the four stages of achieving goals?

A

predecisional
preactional
actional
post actional

53
Q

what is the predecisional stage of achieving goals?

A

deliberating goals and choosing between them

54
Q

what is the preactional stage of achieving goals?

A

planning goal directed actions and getting started

55
Q

what is the actional stage of achieving a goal?

A

successfully achieving the goal

56
Q

what is the post-actional stage of achieving a goal?

A

evaluating the outcome

57
Q

what is an implemental mindset?

A

focussing on relevant information
process desirable information in a biased manner
process feasability information in a biased manner

58
Q

Brandstatter et al, 2001: goal planning procedure

A

heroin addicts at a German hospital

20 experiencing withdrawal
21 no longer in withdrawal

all unemployed and agreed to compose a CV

half randomly assigned to make irrelevant implementation intention, other half assigned to make a relevant implementation intention

59
Q

Brandstatter et al, 2001: goal planning results

A

relevant information group significantly more likely to hand in a CV

helpful to have conditions relevant to the task to trigger your behaviour

social psychology year 2 (4 decks)

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