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Social Psychology > Motivation and Goals > Flashcards

Motivation and Goals Flashcards

1
Q

What are Maslow’s (1954) 5 hierarchy of needs? (from the bottom)

A

Physiological needs (food/water/warmth/rest)
Safety needs (security/safety)
Belongingness and love needs (relationships/friends)
Esteem needs (prestige/feeling of accomplishment)
Self-actualisation (achieving one’s full potential)

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2
Q

What percent is thought to make it to the top of Maslow’s hierarchy of needs?

A

2%

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3
Q

What are Dunning’s (2001) Motivations?

A

Desire for coherence - Valuing things we work hard for
Desire for knowledge - More knowledge we have allows us the predict/control a situation
Affirmation of competence - We like to think of ourselves positively
These 3 lead to motivation.

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4
Q

Explain Deci’s (1971) study into intrinsic motivation.

A

Paid students spent more time solving puzzles, but when the reward was removed, they spent less time.

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5
Q

Who came up with Self-Determination Theory?

A

Deci & Ryan, 1985.

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6
Q

What is Self-Determination Theory?

A
  1. Autonomy – self-determination
  2. Competence– successful attainment of goals
  3. Relatedness – development/maintenance of close personal relationships
    => These are essential for psychological growth, integrity and wellbeing.

Continuum of motivation: perceived locus of regulation
Intrinsic motivation = enjoyment/satisfaction
Extrinsic motivation = external pressure/demands/rewards

Our needs interact with social context

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7
Q

What is Cognitive Evaluation Theory?

A

It examines the effects of rewards, feedback and other external events on intrinsic motivation.

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8
Q

According to Cognitive Evaluation Theory, what causes intrinsic motivation?

A
  1. Competence
  2. Autonomy
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9
Q

What were the 3 conditions of Lepper, Greene & Nisbett’s (1973) study?

A
  1. Expected reward condition: group asked to draw pictures and rewards were promised for the best drawing
  2. Non-rewarded condition: group drew pictures without the promise of a reward
  3. Unexpected reward condition: group drew pictures and given a surprise reward
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10
Q

Which condition spent the most time drawing in the nursery study? What effect is this an example of?

A

The unexpected reward condition. This is an example of the overjustification effect.

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11
Q

What is the overjustification effect?

A

The overjustification effect is the idea that the children were only drawing because of the reward. Rewards suggest that the cause of behaviour is EXTERNAL.

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12
Q

What is the undermining effect?

A

Rewards undermine intrinsic motivation. The undermining effect focuses on the perception of being controlled (diminished autonomy).

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13
Q

What are Ryan et al.’s (1983) 4 typologies of reward contingencies to explain the effects of rewards on intrinsic motivation?

A
  1. Task non-contingent rewards
    - intrinsic motivation not affected
  2. Engagement-contingent rewards
    - rewards are controlling/undermines intrinsic motivation
  3. Completion-contingent rewards
    - reward indicates competence but still controlling/undermines intrinsic motivation
  4. Performance-contingent rewards
    - controlling/strongly undermines intrinsic motivation
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14
Q

What did Deci et al. (1999) find in their meta analysis of undermining effects?

A
  • Undermining does not occur for boring tasks
  • Rewards result in stronger undermining effect
  • Tangible rewards produce a greater undermining effect for children
  • Verbal rewards increase intrinsic motivation for college students but not for children
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15
Q

What are values?

A

Values are trans-situational goals which serve as guiding principles in life of a person/group. They are less changeable than attitudes.

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16
Q

How many countries did Schwartz (1992) carry out his study of values on?

A

20.

17
Q

What method of data collection did Schwartz (1992) use?

A

Self-report through cross sectional surveys

18
Q

What are the 4 genres of Schwartz’s (1992) values?

A
  1. Openness to change (stimulation, self-direction)
  2. Self Transcendence (universalism, benevolence)
  3. Self Enhancement (achievement, power)
  4. Conservation (security, conformity/tradition)
19
Q

What is self-regulation?

A

Purposeful, self-corrective adjustments taken to pursue personal goals.

20
Q

What is self-discrepancy theory (Higgins, 1987)?

A

We compare our actual self to our ‘ideal’ or ‘ought’ self.

21
Q

What is the ‘ideal’ self in self-discrepancy theory?

A

Personal desires for the self
- Promotion focused
- Resulting in sadness/happiness

22
Q

What is the ‘ought’ self in self-discrepancy theory?

A

Defined by duty/responsibility to others
- Acting to avoid punishment/disapproval
- Resulting in anxiety/grief or relief

23
Q

What is an incentive?

A

High order desired outcome

24
Q

What is a need?

A

Personal forces that narrow down classes of incentives

25
Q

What is a goal?

A

Lower order aims that serve incentives

26
Q

How can assigned goals be transformed into personal goals?

A
  • They are desirable and feasible
  • They are personally redefined
  • They are integrated with other existing goals
27
Q

What is Bargh’s (1990) automative theory of goals?

A

Goals can become activated without awareness.

28
Q

What is the existence of implicit motives? (Carver & Scheier, 1999)

A

Natura incentives that do not require awareness.

29
Q

What is the existence of implicit motives? (Carver & Scheier, 1999)

A

Natura incentives that do not require awareness.

30
Q

Explain Oettingen’s (2000) method for the fantasy realisation theory study.

A

143 female participants were given information about an attractive student (Michael). They had to imagine they met him at a party.

31
Q

What were the findings from the fantasy reality study? (Oettingen, 2000)

A

Fantasy reality participants were more eager to meet Michael.

31
Q

What were the findings from the fantasy reality study? (Oettingen, 2000)

A

Fantasy reality participants were more eager to meet Michael.

32
Q

What are Heckhausen & Gollwitzer’s (1987) 4 model of action phases for achieving goals?

A
  1. Pre-decisional - deliberating goals and choosing between them
  2. Pre-actional - planning goal directed actions and getting started
  3. Actional - successfully achieving the goal
  4. Post-actional - evaluating the outcome
33
Q

What is the name of the mindset that makes achievement more likely?

A

Implemental mindset.
- Focus on relevant info (less distracted)
- Process desirability info in a less biased way (less doubts)
- Process feasibility info in a less biased way (more optimistic)

34
Q

What was the method of Brandstatter et al.’s (2001) study on achieving goals in heroin addicts?

A

41 unemployed heroin addicts at a German hospital were randomly assigned to 2 groups. They either had to compose a CV while having lunch or with the specific details of where they would compose it/when.

35
Q

What were the findings of Brandstatter et al.’s (2001) study on achieving goals in heroin addicts?

A

The relevant group were significantly more likely to hand in a CV the next day.

Social Psychology (4 decks)

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