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Psychology of Learning and Applied Behaviour Analysis > Motivation > Flashcards

Motivation Flashcards

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1
Q

What is motivation?

A

an internal state made of factors that direct and energize

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2
Q

What are the functions of motivation? (3)

A
  • arouses us to action
  • pushes us into particular directions
  • keeps us engaged in certain activities
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3
Q

What are the effects of motivation? (3)

A
  • increases energy and activity levels
  • promotes initiation and persistence in activities
  • affects learning strategies and cognitive processes
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4
Q

What was motivation considered as in the 18th century? (3)

A
  • complete control over the self to direct and inhibit behaviour
  • religious or moral influence
  • hedonistic (man is a pleasure seeking and pain avoiding creature)
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5
Q

What is the Instinct Theory?
Who’s theory is it?
What is it’s limitation?

A
  • People are born with pre-programmed, biologically determined behaviour which is essential for survival
  • McDougall
  • it does not explain the diversity of human behaviour
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6
Q

What is the Drive Theory? (2)
Who’s theory is it?

A
  • drive is an internal state of need that entails the body to bring itself back to physiological homeostasis
  • drives (motivational arousal) are produced to fulfil basic biological needs or to remover unpleasantness
  • Woodworth
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7
Q

What is the Drive Reduction Theory? (2)
Who’s theory is it?

A
  • when drive is aroused, one will behave in ways that serve to reduce the drive and satisfy the need
  • strength of behaviour = habit x drive
  • Hull
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8
Q

What are the 2 types of drives?

A

Acquired (external)
Biological (internal)

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9
Q

What is the Opponent Process Theory? (2)
Who’s theory is it?

A
  • the brain avoids extremes of emotional experience by countering the stimulation it receives with an opposite or “opponent” reaction
  • emotions and experiences work in pairs, such as happiness-sadness or fear-relief
  • Solomon
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10
Q

Explain the Pendulum Effect and the Spring Effect (2)

A
  • Pendulum effect: Emotions swing between opposites, like a pendulum - e.g., intense fear (one extreme) may lead to strong relief or joy (the opposite) after the fear subsides
  • Spring effect: Repeated exposure works like stretching a spring - initially, the primary emotion is strong, but over time, the “spring” rebounds harder, making the opposite emotion more dominant
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11
Q

What is the psychoanalytical theory of motivation? (3)
Who’s theory is it?

A
  • human behavior is driven by unconscious desires and instincts which are rooted in two key forces:
  • Eros (life, sex, hunger, thirst)
  • Thanatos (death and aggression)
  • Freud
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12
Q

What is the Arousal Theory? (2)
Who’s theory is it? (2)

A
  • we try to maintain certain levels of stimulation, increasing and reducing as necessary
  • simpler tasks require more arousal
  • difficult tasks require less arousal
  • Yerkes and Dodson
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13
Q

What are 4 types of anxiety (2 performance affecters - 2 situation related)

A
  • facilitating anxiety - helps performance
  • debilitating anxiety - hinders performance
  • state anxiety - related to a particular situation
  • trait anxiety - a stable reaction to an activity
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14
Q

What are 3 sources of anxiety?

A

physical damage
personal appearance
social image and impression

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15
Q

What is intrinsic motivation? (2)

A
  • a motivation source from within the individual
  • self-initiated interest
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16
Q

What are some advantages of intrinsic motivation? (8)

A
  • no prodding
  • cognitive engagement
  • creativity
  • coping skills
  • self evaluation and metacognition
  • persistence in the face of failure
  • pleasure
  • acceptance of external stress level
17
Q

What are some motivational cognitions? (4)

A
  • value of subject
  • attractive surroundings
  • non-competitiveness
  • high expectation of success
18
Q

Distinguish between learning and performing (2)

A

Learning - involves attention, processing information and engaging in activities

Performing - involves the pre-occupation of their image in front of their peers - which impedes the learning process

19
Q

How does emotional involvement affect memory?

A

high emotional involvement results in better long-term memory retrieval

20
Q

What are some ways in which people avoid failure? (5)

A
  • refusal to accept it
  • interpreting it as unimportant
  • setting low expectations
  • making excuses for low performance
  • self handicap
21
Q

What are ways in which people self handicap (sabotage)? (5)

A
  • setting impossible goals
  • procrastinating
  • reducing effort
  • cheating
  • substance abuse
22
Q

What are the 3 dimensions of Weiner’s theory of attribution

A
  • locus of control
  • temporal stability
  • controllability
23
Q

Explain the locus of control (2)

A

the cause of a person’s success or failure can be perceived as:

  • internal (due to personal factors, like effort or ability)

or

  • external (due to situational factors, like luck or task difficulty)
24
Q

Explain temporal stability (2)

A

interpreting events as a result of stable or unstable factors

  • stable - factors that won’t change in the future
  • unstable - factors which may change from time to time
25
Q

Explain controllability (2)

A

Controllable factors - we can influence and change them

Uncontrollable factors - we have no control over them

26
Q

Explain luck in terms of

  • locus of control
  • temporal stability
  • controllability
A
  • external
  • unstable
  • uncontrollable
27
Q

Explain effort in terms of

  • locus of control
  • temporal stability
  • controllability
A
  • internal
  • unstable/stable
  • controllable
28
Q

Explain inherited ability in terms of

  • locus of control
  • temporal stability
  • controllability
A
  • internal
  • stable
  • controllable
29
Q

What are the entity and incremental views of intelligence? (2)

A

entity view - intelligence is permanent and unchangeable

incremental view - intelligence can improve with effort and practice

30
Q

What factors influence attributions? (4)

A
  • past successes and failures
  • reinforcement and punishment
  • situational cues
  • others’ expectations
31
Q

How does Maslow’s hierarchy of needs relate to motivation? (2)

A
  • Satisfied needs do not motivate
  • Motivation comes from trying to satisfy a need
32
Q

What is extrinsic motivation? (2)

A
  • The motivation source is external to the individual
  • The work is done only for the outcome
33
Q

What are the parents of high achievers like? (5)

A
  • High standards
  • Demanding
  • Encourage independence
  • Quick to praise
  • Tolerate failure
34
Q

What are traits of high affiliators? (5)

A
  • Sensitive to relationships
  • Like working with friends
  • Pay attention to social relationships within work settings
  • Become nervous when others observe their performance
  • Lower grade-point average
35
Q

What is the need for affiliation?

A

The need to establish and maintain relationships

36
Q

What are traits of people with a strong need for approval? (6)

A
  • Strong desire to look good
  • Seeking peer and boss recognition
  • People pleasing behaviour
  • No satisfaction from own doings due to low self esteem
  • End up unpopular from trying too hard
  • Too much effort in trying ends up being counterproductive

Psychology of Learning and Applied Behaviour Analysis (6 decks)

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