Motivation and emotion part 5 Flashcards
What are needs?
A need is a fundamental condition necessary for life, development, and well-being.
When needs are met, we experience well-being.
When needs are neglected, it leads to harm in our physical or psychological state.
Needs motivate us to act before harm happens.
Think of it like hunger. When your body lacks food, you feel discomfort, which pushes you to seek food. The same principle applies to psychological needs, but instead of food, the deficiency is in personal growth, competence, autonomy, or relationships.
3 Types of need
Physiological Needs → Basic survival (e.g., food, water, sleep)
Psychological Needs → Growth and well-being (e.g., competence, autonomy)
Social Needs → Shaped by experiences and socialization (e.g., achievement, power, affiliation)
What is Psychological Needs?
Psychological needs push us toward learning, exploration, and challenge. They are not about survival, but about thriving.
Three key psychological needs:
Autonomy (self-determination)
Competence (mastery of skills)
Relatedness (meaningful connections)
What are the 2 Characteristics of Psychological Needs?
Mechanistic View (Left Side)
A mechanistic approach sees human motivation as pre-programmed responses to stimuli.
It assumes people are passive, responding only when forced by external pressures.
Motivation is seen as a machine: you give an input (reward or punishment), and the output is behavior.
💡 Example of Mechanistic Thinking:
A student studies only because they will be punished if they fail.
An employee works hard only because of a salary increase.
Organic View (Right Side)
The organic approach says people are active organisms that engage with their environment.
Instead of waiting for external forces, they seek out experiences that fulfill their psychological needs.
This perspective sees motivation as a dynamic process—we change, adapt, and grow based on experiences.
💡 Example of Organic Thinking:
A student chooses to study psychology because they enjoy learning about human behavior.
An athlete trains hard because they love the challenge and the feeling of improvement.
📌 Key Takeaway: The organic approach recognizes that humans are not passive robots responding to commands—we actively shape our experiences.
Explain the Psychological Need (Autonomy = self determination)
Autonomy is the need to regulate one’s own behavior and feel like actions come from personal choice rather than external control.
💡 Example:
High autonomy: You choose to study psychology because it excites you.
Low autonomy: You study psychology because your parents force you to.
Difference between physiologiacal and psychological needs
Physiological needs (like hunger, thirst, and sleep) arise from biological deficiencies.
These force us to act to restore balance (e.g., eating when hungry).
They are reactive—we only address them when they become urgent.
Psychological needs (like autonomy, competence, and relatedness) are different:
Instead of being driven by a deficiency, they proactively push us toward personal growth, challenge, and learning.
These needs motivate us to engage with the environment in meaningful ways.
They are considered “growth needs” rather than survival needs.
What are the three fundamental psychological needs
Autonomy → Feeling in control of your own actions.
Competence → Feeling capable and effective.
Relatedness → Feeling connected and valued by others.
What is autonomy?
Autonomy is the need to experience control over one’s own actions.
You feel autonomous when your actions align with your interests and values.
If you are forced or pressured, you feel a lack of autonomy.
📌 Example:
High autonomy: Choosing to study psychology because you love the subject.
Low autonomy: Studying psychology because your parents told you to
What are the Three Components of Autonomy in the psychological need?
Perceived Locus of Causality (PLOC):
Definition: The belief about what causes your behavior.
Exists on a continuum:
Internal PLOC → You believe you are in control of your actions.
External PLOC → You feel that external forces (parents, teachers, society) control you.
📌 Examples:
Internal PLOC: Playing a sport because you enjoy it.
External PLOC: Playing a sport because your parents make you.
______________________
Volition (Free Will):
Definition: The feeling of willingness in your actions.
If you want to do something, you feel volition.
If you feel forced, you lack volition.
High volition: Learning a new language because you love it.
Low volition (lacking): Learning a language because your teacher forces you.
______________________
Perceived Choice:
Definition: The feeling of having meaningful options.
Not all choices increase autonomy—the options must be personally meaningful.
📌 Examples:
High perceived choice: Choosing a university major that aligns with your passions.
Low perceived choice: Choosing a major because it’s one of the only options available.
Does choice always give you high autonomy?
Giving someone a choice does not always mean they feel truly autonomous or motivated. The choice must be meaningful and aligned with their values and interests.
Example 1: A Fake Choice
Imagine you go to an ice cream shop, excited to pick a flavor. But when you get there, they only offer vanilla and strawberry—and you hate both.
Even though you technically have a choice, it doesn’t feel satisfying.
Since the options don’t match what you want, you don’t feel true autonomy.
💡 Moral of the story:
If the options are too limited or don’t matter to you, they don’t increase real autonomy.
________________________________________
Its when choices reflect what we truly care about, they increase autonomy and motivation!!!
How to Support Autonomy?
(teachers, parents, friends) can either support or undermine autonomy.
Autonomy-supportive relationships: ✔ Encourage self-expression.
✔ Offer meaningful choices.
✔ Provide guidance without pressure.
Controlling relationships: ❌ Use pressure and force.
❌ Demand obedience.
❌ Ignore personal interests.
📌 Example:
A teacher who lets students choose their own research topics = autonomy-supportive.
A teacher who forces everyone to write on the same topic = controlling.
how can we help others feel autonomous?
✔ Taking their perspective (listening to their needs).
✔ Providing explanations (explaining why something is important).
✔ Encouraging choices (giving meaningful options).
✔ Allowing mistakes (supporting learning and failure).
📌 Example: A parent who explains why homework is important and offers study choices supports autonomy. A parent who forces their child to study without explanation undermines it.
What is Competence?
Competence is the need to feel capable and effective in dealing with challenges in our environment.
Why is Competence Important?
It drives us to develop and refine skills.
We seek challenges that help us grow.
Mastering these challenges keeps us motivated.
What Helps People Feel Competent?
Three main factors boost the feeling of competence:
A. Optimal Challenge
📌 Definition:
Tasks should be challenging but achievable—not too easy, not impossible.
📌 Example:
Too easy → Solving a math problem you already mastered = boring.
Too hard → Being asked to solve an advanced problem you’ve never seen = frustrating.
Optimal challenge → A problem that makes you think, but you have the skills to solve it = exciting & motivating.
_________________________
High Structure:
📌 Definition:
A structured environment helps people know what’s expected of them and how to improve.
📌 3 Key components of structure:
✔ Clear expectations (knowing what success looks like).
✔ Guidance (support and direction when needed).
✔ Feedback (knowing how to improve).
📌 Example:
A student learning a new skill:
Low structure: “Just figure it out.” → Frustrating 😕
High structure: “Here are the steps, and I’ll guide you.” → Encouraging 👍
________________________
High Tolerance for Failure
📌 Definition:
To feel competent, people must feel safe to fail and try again.
📌 Why is this important?
If failure is punished, people avoid challenges.
If failure is accepted, people take risks and improve.
📌 Example:
A teacher who encourages mistakes as part of learning = high tolerance for failure.
A teacher who punishes every mistake = low tolerance for failure.
What is flow in competence in the psychological need?
Flow: The Ultimate State of Competence!!!
Flow is a psychological state of deep focus and enjoyment that happens when challenge and skill are perfectly balanced.
📌 Characteristics of Flow: ✔ Complete focus
✔ Time feels like it disappears
✔ Feeling of effortless control
✔ High satisfaction
📌 Example:
A musician lost in playing a song.
A gamer so focused they forget time.
An athlete completely in the zone.
What is Relatedness in the psychological need?
Definition:
Relatedness is the fundamental psychological need to feel close to and emotionally connected with others. It’s not just about being around people; it’s about forming meaningful and supportive relationships.
Warm and Caring Relationships Matter – Relatedness is best met in relationships where both interest and affection are present. Just being in a group isn’t enough; you need to feel valued and understood.
Internalization – When we have strong, meaningful relationships, we start to adopt the beliefs, values, and behaviors of those we feel close to. This helps us grow emotionally and psychologically.
Does love = relatedness?
Not necessarily! Someone can be in a romantic relationship but still feel lonely if emotional connection, support, and mutual appreciation are missing. Love should come with mutual care, appreciation, and validation.
Hikikomori: The Absence of Relatedness
Hikikomori (modern-day hermits, often in Japan) are individuals who isolate themselves from society for long periods. Their extreme lack of relatedness leads to psychological distress, reinforcing the idea that human connection is vital for well-being.
What Are Social Needs?
Social needs are not something we are born with; instead, they develop as we interact with people and experience different social situations. Unlike physiological needs (such as hunger or thirst), social needs emerge based on our upbringing, culture, and socialization.
Key idea: Social needs are learned through experiences rather than being hardwired in us at birth.
Example: A child might not naturally seek recognition, but over time, they may develop a need for achievement when praised for good grades.
Implicit Needs (Social Needs as Implicit Motives)
Implicit needs refer to motivations we may not be fully aware of, but they still shape our actions and decisions. These needs evolve over time and drive behavior without conscious awareness.
Implicit = hidden or unconscious motivations.
Example: Someone may not realize they enjoy leadership roles until they are put in a situation where they take charge successfully.
Implicit needs originate from social interactions and are shaped by:
Cultural norms – what society values (e.g., competition vs. cooperation).
Expectations from others – what family or peers encourage.
Personal experiences – what we have been exposed to.
What are The Three Main Social Needs?
Achievement:
The desire to accomplish something difficult and do things better than before and achieve compotence.
Activated by Doing something well and receiving recognition for competence.
Affiliation:
The need to form relationships and be accepted by others.
Activated with Opportunities to bond, form friendships, and feel appreciated.
Power:
The desire to influence and impact others.
Activated in stituations where one can lead, inspire, or have control over events.
How Do Social Needs Develop?
They are not formed early in life but evolve over time based on life experiences.
They act as emotional and behavioral potentials, meaning that they stay dormant until a situation activates them.
Example:
A person might not feel a strong need for affiliation until they move to a new city and feel lonely.
A need for power might emerge when someone is put in charge of a project.
Explain Achievement in the social need
The need for achievement is what pushes people to set and reach goals, often in a competitive way. This could be in sports, academics, business, or personal challenges. a person is judged based on success or failure.
what are the 2 Ways People React to Achievement Goals
Hope for Success:
People with a high need for achievement see challenges as opportunities.
They feel hope, pride, excitement, and motivation.
This makes them take an active approach, meaning they work hard to improve and succeed.
Fear of Failure:
People with a low need for achievement often worry about failure, shame, or embarrassment.
They take a passive approach, meaning
they avoid challenges to escape negative emotions!!!!
Instead of trying their best, they might give up or avoid competition.
What Influences Achievement Motivation?
A person’s achievement motivation is shaped by socialization, especially during childhood. Parents, teachers, and society can shape how much a person values achievement by providing:
Realistic standards of excellence (goals that are challenging but possible).
A positive attitude towards achievement (teaching kids to see success as rewarding).
A stimulating environment (books, experiences, and encouragement).
The Perfectionist Trap
Some people develop an unhealthy obsession with perfection, which can be harmful. Perfectionism means:
They set impossibly high standards for themselves.
They never feel satisfied, even when they succeed.
Fear of failure can make them feel stressed, anxious, or discouraged.
Instead of aiming for perfection, it’s healthier to set realistic, moderately difficult goals.
How to Satisfy the Need for Achievement
To feel fulfilled and motivated, people need to engage in activities that challenge their skills. Three key ways to satisfy achievement motivation:
Moderately Difficult Tasks – Tasks that are hard enough to be rewarding but not impossible.
Competition – Competing with oneself or others can be motivating.
Entrepreneurship – Taking risks, being innovative, and striving for success in business or projects.
What is affiliation in social needs?
Think of this as wanting to be part of a team—whether it’s a friend group, family, or community.
People high in affiliation need constantly seek approval and security in relationships.
This can sometimes lead to anxiety and fear of rejection.
There are two types of affiliation needs:
Approval-seeking: Needing others to accept you.
Intimacy-seeking: Desiring deep, warm, and close relationships.
🔹 Example: People who join cults often have an overwhelming need for belonging and security, which cult leaders manipulate.
What is power in social needs?
Definition: The need for power is the desire to influence, control, or impact others. This can happen in relationships, groups, workplaces, or society.
People who have a strong need for power want to be leaders, make decisions, and have authority over others.
This drive can come from dominance, reputation, social status, or leadership roles.
Why Do People Seek Power?
Positive Feelings: People who enjoy power feel strong emotions when they get to lead or influence others.
Authority and Influence: Watching powerful figures, such as political leaders or motivational speakers, can increase people’s excitement and desire for power.
Physical and Emotional Energy: Having power can give people a sense of vigour and confidence.
Are Powerful Leaders Always Good Leaders?
Not always! Even though people with a high need for power are often vocal and influential, they are not always the best decision-makers.
Why?
They may not listen to others or consider different opinions.
They might make fast decisions without thinking about all the possibilities.
Sometimes, their goal is control, not success.
Example: A CEO who refuses to listen to employees and makes all decisions alone may fail to run the company well.
What is Quasi needs?
Temporary Needs
Quasi-needs are short-term, situational needs that disappear once satisfied.
Example: Needing an umbrella when it rains.
Unlike fundamental needs, quasi-needs are triggered by specific situations.
🔹 Example: You don’t always need a vacation, but after working non-stop for months, you suddenly feel like you must take a break.
What are four additional acquired social needs identified by researchers?
Need for Cognition – The desire to engage in and enjoy thinking (Cacioppo, Petty, Feinstein, & Jarvis, 1996).
Need for Closure – The preference for definitive answers over ambiguity (Webster & Kruglanski, 1994).
Need for Structure – The desire for a clear, organized, and predictable environment (Neuberg & Newsom, 1993).
Uncertainty Orientation – How individuals approach uncertainty and new experiences (Sorrentino, 2013).
