Motivation Flashcards
Motivation
the internal and/or external forces that produce the initiation, intensity, and persistence of behavior
Participant-centered approach
Situation-centered approach
- motivation is a function of relatively stable individual personal characteristics
- motivation is determined primarily by situational factors
interactionalist approach
motivation arises from the interaction of participant and situational factors
Behavioral approach to changing behavior
- environmental contingencies and conditioning
1. operant conditioning: where behavior is the product of its consequences (reward/punishment/avoidance of aversive stimuli
2. vicarious conditioning: where behavior is learned through observed punishment or reward
Cognitive approach to changing behavior
- takes into account differences in appraisal
- identifying dysfunctional thoughts and learning to think differently leads to feeling and behaving differently
- automatic thought processes (assuming too much responsibility, thinking you are alone in your problem), core beliefs, and cognitive errors can be altered
Cognitive approach A-E model
A-activating event (missed shot) B-belief system (now i'm a loser) C-consequences (neg emotion) D-dispute beliefs E-reappraise event
Cognitive-Behavioral approach to changing behavior
- thoughts can lead to behaviors and vice versa
- built in rewards and social reinforcement
- more individualized reward systems
Social Cognitive theory
person’s efficacy beliefs and outcome expectancies influence behavior
Self-efficacy beliefs
belief in one’s capabilities to organize/execute the actions required to produce given levels of attainment
influence by perceived abilities and situational demands
Self-efficacy influences
- performance accomplishments
- vicarious experience (might reduce worry/enhance confidence)
- verbal persuasion
- somatic/emotional stress
role of goals
- self-efficacy and outcome expectancies influence goals
- high self-efficacy affects goals
- goals directly affect behavior and outcomes
achievement goal theory
depends of developmental and situational factors
-emphasizing winning and competition evokes ego state
-emphasizing mastery and effort evokes task state
motivation influence by: perceptions of ability, motivational climate, and disposition goal orientations
disposition goal orientations
- task goal/mastery: self-reference goals based on learning/mastery
- ego goal/outcome: set norm-referenced goals focused on outperforming others or performing equally with less effort (goal is approval from others)
concept of ability
- undifferentiated concept of ability=an inability to or a choice not to differentiate between ability and effort. (hard work=ability)
- differentiated=the opposite (children can at age 12-13)
motivational climate
athlete’s perception of goals promoted by coaches/others
- mastery based
- performance based
self-determination theory
- examines how psychological needs drive motivation (emphasis on the self)
- composed of cognitive evaluation theory, organizing integration theory, basic needs theory, and causality orientations theory
Psychological needs (SDT)
-autonomy-need for choice and control of one’s behavior
-competence-need to feel effective at achieving
-relatedness-need to connect with others
-
extrinsic motivation
- not self-determined
- behaviors are controlled by constraints or rewards
Types of external regulation
- introjected regulation=internalisation but not acceptance of a value (“i have to, i ought to)
- identified regulation=behavior is valued and done out of choice but still for extrinsic reasons (exercising: appearance, fitness, etc)
- integrated regulation=when activity is personally important and becomes part of one’s sense of self
intrinsic motivation
- self-determined
- motivation by task that demonstrate competency and individuals can control and enjoy
- accomplishment, knowledge, stimulation
cognitive evaluation theory and rewards
- critical factor is interpretation of reward
- controlling aspect (undermines autonomy need)
- informational (related to need for competence)
Controlling coaching behaviors
- tangible rewards
- controlling feedback (anger)
- excessive personal control
- intimidation
- promoting ego-involvement
- conditional self-regard (guilt)
