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year 12 psychology > motivation and wellbeing > Flashcards

motivation and wellbeing Flashcards

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1
Q

Define ‘Motivation’

A

The conscious or unconscious drive leading the behaviours that individuals initiate, direct, and maintain.

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2
Q

Define ‘Motive’

A

The desires behind goal-directed behaviour.

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3
Q

Explain ‘Physiological motive’

A

Biological needs necessary for survival that motivates most human behaviour and drives us to maintain body’s internal balance.

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4
Q

Examples of physiological motive

A

Thirst, hunger, need for sleep.

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5
Q

Explain ‘Cognitive motive’

A

Intellectual challenges due to the intrinsic satisfaction they produce, and the drive to satisfy curiosity and explore personal interests.

Our thoughts, beliefs and expectations.

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6
Q

Examples of cognitive motive

A

The personal values an individual holds, their goals in life, and their expectations.

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7
Q

Explain ‘Emotional motive’

A

Motivation that stems from trying to avoid pain and from seeking happiness.

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8
Q

Examples of emotional motive

A

Fear, anger, happiness, pleasure

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9
Q

Explain ‘Social motive’

A

The need to be with other people, and what drives humans to develop social relationships and belong to groups.

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9
Q
A
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10
Q

Examples of social motive

A

Peer pressure, conforming to societal norms, receiving approval from other.

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11
Q

Define ‘Amotivation’

A

The lack or absence of intrinsic or extrinsic motivation.

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12
Q

How do people become amotivated?

A

When the environment does not allow the behaviour to be carried out competently.

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13
Q

Define ‘Extrinsic motivation’

A

Motivation that stems from a desire for external rewards or to avoid punishment.

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14
Q

Examples of extrinsic motivation

A

Respect from other people, social recognition, money, awards, or recognition.

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15
Q

Define ‘Intrinsic motivation’

A

Motivation driven by an inner desire for self-satisfaction arising from achieving a specific goal.

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16
Q

Example of intrinsic motivation

A

Self-gratification.

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17
Q

Define ‘Autonomy’

A

The need for people to feel in control of their own actions.

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18
Q

What does satisfying the autonomy need lead to?

A

Improved well-being and increased motivation.

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19
Q

Define ‘Competence’

A

The desire to feel capable of mastering new skills and experiencing a sense of achievement.

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20
Q

What does satisfying the competence need lead to?

A

Increases likelihood an individual will feel satisfaction from overcoming obstacles and engaging in their pursuits.

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21
Q

Define ‘Relatedness’

A

Having a longing to form social connections and be part of positive relationships with others.

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22
Q

What does satisfying the relatedness need lead to?

A

Contributes to overall wellbeing.

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23
Q

Name the two strengths of the ‘Self-determination’ theory (Deci and Ryan 1985)

A
  1. Theory is widely applicable across different cultures and contexts as the three fundamental psychological needs are viewed as being universal.
  2. Intrinsic motivation supports the tendency for people to participate in activities that they find personally enjoyable and satisfying.
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24
Q

Name the two limitations of the ‘Self-determination’ theory (Deci and Ryan 1985)

A
  1. The strong emphasis on autonomy is argued to minimise the influence that external rewards have on motivation.
  2. The multiple components within the theory are complex and may limit the ability to not only comprehend the theory but be able to apply it.
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25
Q

Explain the three types of cognitive motivation

A
  1. Goal setting
    - Setting specific and measurable goals to guide actions and stay motivated.
  2. Expectations
    - Beliefs about our ability to achieve a goal influences motivation.
  3. Attributions
    - How the causes of our successes and failures are perceived.
    - If we attribute a failure to an internal factor like lack of effort, we may be more motivated to try harder next time.
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26
Q

Explain the three social factors of social motivation

A
  1. Social comparison
    - Motivation to improve performance by comparing ourselves to others
  2. Social support
    - Encouragement, praise, and support from others can boot motivation to pursue goals
  3. Social norms
    - Conforming to societal expectations of cultural norms
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27
Q

What does the Self Determination Theory Deci and Ryan suggest?

A

The need for growth is what drives behaviour, where mastering challenges is essential to developing a strong sense of self. (Intrinsic motivation)

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28
Q

Define ‘Self-actualisation’

A

The ultimate state of being that all individuals are striving to attain.

Striving to reach ones full potential and continually seek personal growth.

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29
Q

Explain ‘Deficiency needs’

A

Basic needs people are motivated to fulfil due to their absence.

Important for survival.

Motivation decreases when deficiencies are met.

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30
Q

Example of situation involving deficiency needs

A

Once someone has eaten and are no longer hungry, food ceases to be a motivator.

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31
Q

Explain ‘Growth needs’

A

Needs that once met, act as the motivation for people to continue fulfilling them.

They develop the personality of each individual.

Motivation increases as each growth need is met.

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32
Q

Example of situation involving growth needs

A

An artist that has satisfied all of his lower level needs will feel the need to do whatever it takes to reach his fullest potential as an artist

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33
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL ONE’

A

PHYSIOLOGICAL NEEDS
- Basic biological requirements providing individuals with energy, physical contentment, and health.

  • Motivation disappears when needs are met.
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34
Q

Examples of physiological needs (Maslow)

A

Food, water, sleep, shelter

35
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL TWO’

A

SAFETY NEEDS
- Physical: stability, order, and limits
- Emotional: feeling free from chaos, threats, and fear. PROVIDES SECURITY ALLOWING INDIVIDUALS TO DISPLAY THEIR AUTHENTIC SELF WITH OTHERS.

  • If safety needs are not met, individuals may experience anxiety, and lack of confidence in their environment.
36
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL THREE’

A

LOVE AND BELONGINGNESS NEEDS
- Receiving love: feeling accepted and loved, having a place in family or group
- Giving love: feelings of love and affection for others

  • The lack of connection with others can results in feelings of isolation and loneliness.
37
Q

Examples of love and belongingness needs (Maslow)

A

Loving others and being loved, acceptance, identification with groups, affectionate relationships with people, being part of a family.

38
Q

Examples of safety needs (Maslow)

A

Security, protection, stability, order, laws, structure, limits, freedom from anxiety and fear, dependency, feelings of peace.

39
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL FOUR’

A

ESTEEM NEEDS
- Self-esteem: desire for achievement, to feel confident when face with challenges, and to experience freedom and independence.
- Respect from others: receiving recognition, attention and appreciation from other people.

  • Unfulfillment results in feeling weak, helpless, and inferior.
  • Satisfaction results in feeling they have a purpose in the world and feel self confident.
40
Q

Examples of esteem needs (Maslow)

A

Self-respect, self-esteem, independence, self-reliance, attention, competence, recognition, importance, achievement, mastery, reputation, confidence.

41
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL FIVE/SEVEN’

A

SELF ACTUALISATION
- Meeting ones potential and experiencing feelings of self-realisation.

42
Q

When can individuals dip in and out of self-actualisation?

A

Transcendence level

43
Q

Examples of self-actualisation needs (Maslow)

A

Self-fulfilment, being true to oneself.

E.G. the birth of a child for a woman who believes her ultimate purpose in life is to become a mother.

44
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL SIX’

A

COGNITIVE NEEDS
- Desire to gain knowledge through curiosity and a goal to understand.

45
Q

Define ‘Cognition’

A

The mental process of gaining knowledge and understanding through the senses, personal experiences, and mental activity.

46
Q

Define ‘Understanding’

A

The need for the theological, philosophical, and a set of beliefs that one can use to make decisions.

47
Q

Examples of cognitive needs (Maslow)

A

Learning, awe, satisfying curiosity, educational growth, knowledge.

48
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL SEVEN’

A

AESTHETIC NEEDS
- Finding solace in aesthetically pleasing environments
- Contributes to sense of fulfilment and well-being, some experience discomfort when exposed to ugliness

49
Q

Define ‘Aesthetic’

A

Beauty as well as the appreciation of anything beautiful.

50
Q

Examples of aesthetic needs (Maslow)

A

Symmetry, perfection, delight, rightness, beauty

51
Q

Explain the needs and reason for type of need of ‘Hierarchy of Needs: LEVEL EIGHT’

A

TRANSCENDENCE
- Religious, supernatural, mystical, and transcendent encounters.

52
Q

Define ‘Transcendence’

A

The experience of going beyond the limitations of physical human experience.

53
Q

Explain the term ‘Peakers’

A

Individuals who have had a peak experience and recognised these encounters.
Often seek to encounter something they do not have, and are more accepting, loving, and honest.

54
Q

Explain the term ‘Non-peakers’

A

Individuals who do not experience peak experience.
Often supress or deny having them for fear of being viewed as mentally unstable.

55
Q

Explain the two strengths of ‘Hierarchy of Needs’ theory (Maslow 1954, 1970)

A
  1. Theory focused on healthy humans psychological development which was uncommon at the time.
  2. Humanistic concept that individuals have the capacity to undergo personal growth is supported by a meta-analysis conducted by Alexander and colleagues in 1991.
56
Q

Explain the three limitations of ‘Hierarchy of Needs’ theory (Maslow 1954, 1970)

A
  1. Sample of participants was small and purposefully selected to be made up of those he believed to have self-actualised.
  2. Only subjective measures were used.
  3. Hierarchy (using a neat pyramid shape) oversimplifies complex human behaviour and may not be suitable for describing Maslow’s theory.
57
Q

Define ‘Subjective wellbeing’

A

The mixture of negative and positive measure and overall cognitive and emotional assessment of life that is personal to the individual.

58
Q

What is subjective wellbeing based on?

A

The personal experience of an individual

59
Q

Explain ‘Life satisfaction’

A

The overall assessment a person makes of their life and their own life experiences

These global judgements of ones life make up the cognitive measure of wellbeing (achievement)

60
Q

Define ‘Affect’

A

The experience and outward expression of emotions

61
Q

Explain ‘Affective balance’

A

People undergo both positive and negative affect and attempt to enhance their lives by reducing negative affect and increasing positive affect.

The moods and emotions individuals experience make up the emotional measure of wellbeing.

62
Q

Define ‘Positive affect’

A

Pleasant emotions such as happiness, excitement, joy, and contentment.

63
Q

Define ‘Negative affect’

A

Distressing emotions such as anger and sadness.

64
Q

What are the two strengths of ‘Subjective wellbeing Diener 1984’ theory?

A
  • Cultural universality: Applicable across multiple cultural contexts, as main components can be applied to different cultures.
  • Theory has a comprehensive and holistic approach to wellbeing due to the three components it entails.
65
Q

What are the two limitations of ‘Subjective wellbeing Diener 1984’ theory?

A
  1. Strong focus on emotions and personal experience ignores the affect of external factors on wellbeing like social relationships, finances, work conditions.
  2. Self report measures specifically assess explicit attitudes (conscious judgements) which are less accurate representations of true attitudes, as holder may exaggerate responses to seem socially desirable.
66
Q

What does the ‘Subjective wellbeing Diener 1984’ theory suggest?

A

Everyone evaluates their own life against a cognitive measure of wellbeing - life satisfaction, and an emotional measure of wellbeing - affective balance.

67
Q

Explain Diener’s study

A

Subjective wellbeing (and definition) is based on the personal experiences of an individual therefore is subjective to each person.

Describe the three components

The absence of negative affect is not the same as the presence of positive affect.

68
Q

Describe ‘Autonomy’ according to Ryff’s Psychological Wellbeing Scale

A

Seeking personal evaluation from others and yourself using your own standards

69
Q

What does high autonomy lead to?

A

Independence and making choices based on self-accepted moral principles.

70
Q

What does low autonomy lead to?

A

Dependent on others opinions, makes choices based on others opinions and social norms.

71
Q

Describe ‘Environmental mastery’ according to Ryff’s Psychological Wellbeing Scale

A

Manipulating surroundings to best suit personal needs

72
Q

What does high environmental mastery lead to?

A

Confidence in manipulating environment and managing complicated tasks

73
Q

What does low environmental mastery lead to?

A

Inability to manipulate environment, finds complex tasks overwhelming.

74
Q

Describe ‘Personal growth’ according to Ryff’s Psychological Wellbeing Scale

A

Using past and present experiences to develop as a person.

75
Q

What does high personal growth lead to?

A

Continual development, and welcomes new experience

76
Q

What does low person growth lead to?

A

Feelings of stagnation, no motivation to try better themselves.

77
Q

Describe ‘Positive relations with others’ according to Ryff’s Psychological Wellbeing Scale

A

Forming empathetic and positive relationships with others and guiding generativity.

78
Q

What does high positive relations with others lead to?

A

Understands relationships involve give and take, is empathetic and affectionate.

79
Q

What does low positive relations with others lead to?

A

Difficulty forming trusting and intimate relations with others and unable to make compromises

80
Q

Describe ‘Purpose in life’ according to Ryff’s Psychological Wellbeing Scale

A

Meaning in life evolves over time and requires individual to continually re-evaluate intentionality and direction.

81
Q

What does high purpose in life lead to?

A

Sets life goals to follow and has a sense of direction.

82
Q

What does low purpose in life lead to?

A

No life goals or sense of direction

83
Q

Define ‘Self-acceptance’ according to Ryff’s Psychological Wellbeing Scale

A

An individual’s acknowledgement of their personal strengths, weaknesses, and past decisions and behaviour.

84
Q

What does high self acceptance lead to?

A

High self-esteem and positive view on the life they have lived.

85
Q

What does low self-acceptance lead to?

A

Low self-esteem and disappointed in the life they have lived.

86
Q

What are the characteristics of a self-actualised person?

A
  • Open to new experiences
  • Concerned for welfare of humanity
  • Accepts themselves or others for who they are
  • Looks at life objectively (open mind, considering facts, not personal opinions)
  • Accepts the positive and negative experiences and work through the negative ones

year 12 psychology (6 decks)

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