Motivation Exam Flashcards
1
Q
what is motivation?
A
to be moved to do something. Involved in every intentional act. To act in a way that is goal directed.
2
Q
What are the 2 main themes of motivation?
A
1) energy that is goal directed
2) reasons for acting??
3
Q
How does SDT categorize motivation?
A
Into types and kinds of motivation - and talks about the qualities
4
Q
True or False?
Theories other than SDT talk about the qualities of motivation.
A
False
5
Q
What are the 3 basic psychological needs in SDT?
A
1) autonomy - to act volitionally and on one’s own reasons and values. “I’m doing it because I want to”
2) competence - to feel effective, to meet challenges, broaden one’s capacities, and experience mastery. more than ability
3) relatedness - to feel a close connection
6
Q
What is organismic psychological theory?
Is it part of SDT?
A
- its interested innate psychological needs and desires that cross cultures and age groups.
- Yes
7
Q
The process by which an individual acquires an attitude, belief, or behavioral regulation and progressively transforms it into a personal value, goal, or organization.
What is this?
A
Internalization
8
Q
What facilitates internalization?
A
- a sense of relatedness to others
- a sense of competence to the regulation. a grasp of the meaning/rationale. belief in the ability to enact it
- A sense of autonomy in adopting it. freely process and endorse transmitted value/regulation. free to modify or transform it.
9
Q
what is the relationship between internalization and and different kinds of motivation?
A
- promotes deeper internalization.
- people pursue goals, domains, and relationships that allow/support their need satisfaction.
- satisfying psychological needs promotes positive psychological states
10
Q
What type of motivation?
doing something for the outcome; you may enjoy what you’re doing, but you value the outcome you are working toward
A
Extrinsic
11
Q
What type of motivation?
The act itself is the reason for doing it; it’s enjoyable, interesting, satisfying; the prototype of autonomous forms of motivation
A
Intrinsic
12
Q
What’s the difference between controlled and autonomous forms of motivation?
A
Controlled is doing something bc we feel pressured to do so (threats/punishment). Can also be pressure to secure rewards (want a professor to like you). Autonomous on the other hand is doing something because you genuinely want to
13
Q
What are the outcomes associated with needs support?
A
- more autonomous/intrinsic motivation, improved engagement
- higher quality learning and task performance
- improved psychological health
- preference for challenge
14
Q
SDT:
Other theories only describe whether a person is motivated or not and how strong the motivation. SDT is the first the to describe the quality - that is _______ vs. _______
A
autonomous vs controlled
15
Q
True or False:
Intrinsic motivation is always autonomous, and extrinsic is always controlled.
A
False - extrinsic can be both autonomous and controlled
16
Q
If a person is experiencing more controlled motivation then they will not receive the benefits associated with more autonomous/intrinsic motivation. What are these benefits?
A
- better engagement
- improved psychological well being
- persistance
- deeper learning
17
Q
What are the ramifications of psychological needs innate?
A
Having these needs met lead to greater psychological well being (even if individuals do not consciously perceive these needs as important). So, using them to guide therapy could be beneficial to any client regardless of their diagnosis.
18
Q
what is the relationship between psychological needs and motivation?
A
Satisfying these needs influence motivation.
- because these needs are innate, we will be motivated to do those things that happen to satisfy those needs
- humans pursue different activities and goals throughout life because they are motivated to fulfill these three basic psychological needs.
19
Q
What is the difference between autonomous and controlled motivation?
A
autonomous is doing something because you genuinely want to vs. controlled which is doing something because you feel some sort pressure
20
Q
Describe intrinsic motivation.
A
doing something because we find it enjoyable, interesting or satisfying.
21
Q
Describe extrinsic motivation.
A
we are acting because we value the goal/outcome, we might not find the activity particularly interesting or enjoyable. E.g. school
22
Q
Whats the difference between intrinsic autonomous and extrinsic autonomous?
A
Intrinsic A is participating because the task is enjoyable - not a specific goal. Whereas extrinsic A is participating because you really care about the outcome, not because the task is fun.
23
Q
Describe extrinsic controlled.
A
Pressure, feeling like they should.
24
Q
Name the type of motivation.
- Reflects the natural propensity to develop through exploration and play, and in doing so, expands capabilities.
- occurs under conditions of optimal challenges
- behaviors performed in the absence of any apparent external contingency (the act itself is interesting
A
Intrinsic (autonomous)
25
Name the type of motivation.
| People acting in pursuit of a goal for very reasons such as avoiding punishment or gaining some reward.
Extrinsic controlled: most extreme
26
Name the type of motivation.
- pressure not from outside, its pressure from within
- pressure Pos put on themselves to work toward a specific goal in therapy. A voice in their head that says "we should" do this even if we don't want to.
Extrinsic controlled: introjected
27
Name the type of motivation.
- Participating because you really want to achieve goal, not because it is fun or enjoyable.
- internalizes values and goals of rehab (or whatever) and becomes part of their identity
Autonomous forms of extrinsic motivation: integrated regulation
28
Pressure, guilt, and shame are associated with what type of motivation?
Extrinsic Introjected regulation
29
What is amotivation?
no motivation - when clients don't value their goals, and don't believe the therapy they are asked to do will result in them achieving the goal.
30
What are the benefits of intrinsic motivation?
- Engagement - inquisitive. More persistent in the face of challenges
- Creativity
- Higher quality learning/deeper conceptual manner
- Optimal functioning/well-being - sense of vitality
31
What is the difference between controlled and autonomous forms of motivation?
Controlled is comprised of external regulation in which behavior is directed by external rewards ( seeking a therapists approval) or avoiding punishment. Or, directed by external introjected regulation which is behavior guided by avoided shame or guilt - pressure from within. Little to no autonomy is experienced.
Whereas autonomous motivation includes internalized intrinsic motivation - but can also extrinsic sources if the individual identified with an activity's values and feels it aligns with their sense of self. When an individual is driven by autonomous motivation, they are self-directed.
32
True or false:
| A person can feel both internal and external pressure.
True
33
What are some of the benefits of autonomous forms of motivation?
- superior goal progress
- greater persistence in the face of adversity
- more effective coping
- better learning
- superior task performance
- improved sense of well-being
34
Do clients typically experience only one kind of motivation at a time or can someone experience both some controlled and autonomous motivation.
Both. What's important is which is predominant.
35
Social Cognitive Theory:
| What are the key processes contributing to motivation?
- self-efficacy
- outcome expectancies
- nature and qualities of self evaluation
- value/importance placed on activity/goal
36
What is self-efficacy?
refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments.
37
True or false:
Our confidence in our ability to do things we need to do to achieve some end or perform at a certain level to achieve a goal describes self-efficacy
True
38
Self efficacy beliefs are very task/context specific or is a global confidence you feel?
task/context specific
39
True or False:
Self-efficacy does not effect behaviors in a reciprocal fashion. e.g. anxiety influencing performance, then interpreting poor performance as a confirmation of lack of ability
False. It does effect behavior in a reciprocal fashion.
40
What are the four sources of self-efficacy information?
1) Mastery experience
2) Vicarious experience
3) Verbal Persuasion
4) Psychological and affective states
41
Describe the four sources of self-efficacy information?
1) Mastery experience (most important!) I've been successful at task and am likely to be successful again and at similar tasks.
2) Vicarious experience - someone similar to me in important ways can do a task, so I have more confidence that I can do it.
3) Verbal Persuasion (weaker form) Usually must come from a trusted source
4) Psychological and affective states - info/sensations we get from our body that influence beliefs/confidence. e.g. being tired is going to influence my ability to do XXX
42
How do self-efficacy beliefs influence motivation?
- Motivation influences standards individuals set for themselves and their commitment to those goals.
- Persistence - people will expend more effort over longer periods of time toward goals/tasks they believe they can accomplish. Even if there is difficulty
- Interpretation - people interpret failures differently when they have high vs. low self efficacy. e.g. high SE = failure seen in a positive light. Low SE = failure seen as confirmation of their ability
43
True or False:
| Self efficacy does not influence interpretation of performance.
False
44
True or False:
| Self-efficacy beliefs influence whether we approach/avoid goals
True
45
Self efficacy - True or False:
Accomplishing meaningful goals tend to promote creating more challenging goals in an attempt to experience greater reward
True
46
Self efficacy -True or False:
| Frequent failures to meet goals does not lead to discontentment and lack of motivation
False
47
True or False:
Persons with high self-efficacy are more optimistic about therapy and tend to perceive therapy as more of a positive change mechanism rather than something they need to do
True
48
True or False:
Self efficacy beliefs or predictions of how I will do, whereas competence in SDT is a need that is either satisfied or not.
True
49
The degree to which our patients will internalize our recommendations, beliefs, and therapy values will be influenced by how completely their _____ _____ are met during treatment. If we only satisfy one or two needs, we increase the chance that internalization may only be partial and, therefore a _____ form of motivation.
- Psychological Needs
| - Controlled
50
What are examples of partial need support associated with introjected regulation?
- satisfying competency but not autonomy
| - satisfying relatedness but not autonomy
51
What are the main ways that autonomy support is accomplished?
1) Taking the client's perspective - foundation.
-the foundation of
successful needs support
- depends on the quality of
our listening
- let client tell their story
and encourage opinions
- acknowledge clients'
perspective as valid
2) Encourage reflection, exploration, and questioning
- increases self-awareness
-helps avoid expert trap or
righting reflex
- guide client toward goal
ID and self-endorsements
of insights and reasons for
engaging in therapy,
pursuing goals
3) Offer choice and support meaningful input
- support choice/autonomy
vs. independence.
- the nature and extent of
choice will vary based on
the client and the context
Choices
-allows actions to reflect
personal values, goals, or
interests which will have the
greatest effect on motivation.
- provide choices that are
achievable
- support client's ability to
make good choices
- Choice should not be
perceived as too
burdensome
- avoid communicating a
preference
4) Provide meaningful rationales for strategies and activities
- rationale-related features
- specific & concrete vs
vague and abstract
- intrinsic or extrinsic goal
- self-evident vs novel
-autonomy supportive
climate
-accepting neg feelings
- inviting v pressuring lang
- client generated rationale
vs clinician generated
5) Minimize pressure
- avoid contingencies of all
kind
- avoid using controlling
language
- follow client's lead
- roll with resistance
52
Describe how to give meaningful rationales in autonomy supportive ways.
Meaningful Rationales:
- should be specific and concrete
- give intrinsic vs extrinsic goal-oriented rationales
- Novel vs self-evident (stating the obvious is not motivating)
Autonomy Supportive:
- acceptance of negative feelings and resistance to the task/goal
-inviting vs. pressuring language
-client generated rational vs clinician generated rationale
53
Describe the basic approach to minimizing pressure on clients.
- avoid contingencies of all kind - such as preferences regarding choices or using approval/praise to control behavior
- avoid using controlling language ("you should" "you must")
- Follow the client's lead
- Roll with resistance
54
Describe the main ways competency is supported in SDT.
1) provide education and structure.
2) Focus on optimal challenge
3) Identify and manage barriers
4) promote self-monitoring, self-evaluation and experience of success
5) Informational feedback
55
Describe how "providing education and structure" is a main way competency is supported in SDT.
- clients need to be oriented as if to a new job because all the info may be confusing.
- receiving info allowed pt/families to understand their condition, have realistic levels of hope, and stay motivated in the face of challenges during rehab.
- pts often lack confidence in their ability to engage in goal-setting
- shared decision making most effective when its recognized importance of incorporating their preferences.
56
What is meant by "structure"
| when "providing education and structure" - a main way competency is supported in SDT.
- develop a clear plan of action with specific STG and LTG
- Client should feel they have necessary supports/help to perform well and achieve goals.
- ensure understanding of task/home practice instructions
- clear understandable feedback
- dupport for communication and/or cognitive impairments may be critical support structure for our clients (ex: supported conversation for adults w aphasia or AAC)
57
What is meant by optimal challenge?
```
challenges that are readily but not easily mastered.
-clients should be successful
most of the time
-intermittently pushing people
to their envelope may
heighten intrinsic motivation.
```
58
What are 2 basic approaches to setting optimally challenging goals/tasks?
1) set a % above baseline
| 2) let client choose what is optimally challenging
59
True or False:
| When given a choice, people tend to gravitate toward optimally challenging activities.
True
60
What is "intention- behavior gap"?
There is an intention but a barrier that gets in the way. Example: someone may want to exercise but they don't get around to doing it
61
How can the "intention-behavior gap" be managed?
Ask patients:
1) what do you think/predict your barriers will be
2) Can you rank the order of the barriers mentioned that could be the most disruptive
3) "lets talk about what you think you can do to manage this barrier"
62
Helping people feel confident to manage problems they may face which will only slightly help increase competency of PT.
False- it will help them overall
63
What is informational feedback?
behaviorally relevant information in the absence of pressure; offered rather than imposed.
ex: instead of saying "yes that right" you say "that sounded great I noticed you did this this time"
64
What is controlling feedback?
Interpreted as attempting to induce or coerce the recipient into acting in a specific manner and/or achieve a specific outcome
65
Describe mastery experiences of self-efficacy.
Our past successes and failures are the most influential determiners of self-efficacy beliefs
66
What can an SLP do to influence self-efficacy beliefs?
- ensure early experiences of success
- encourage patient participation toward setting a level of task and goal difficulty that is challenging and achievable
- address LTGs through a progression of achievable STGs
- break complex skills into treatable sub-skills
- practice strategies and skills in progressively more challenging contexts
- promote the use of self-regulatory skills to manage barriers to successful performance
- frame gradual improvements as expected and as a sign of good rehabilitation potential
- Encourage attribution of success to the patient's efforts and abilities, not the skills of the clinician
67
Describe vicarious experience as it relates to self-efficacy.
observing someone who is similar to yourself in meaningful ways successfully achieve a task increase your confidence in your own ability to achieve that same task
68
Describe verbal persuasion as it relates to self-efficacy.
weakest form of self-efficacy. When it works it usually comes from a trusted source.
69
Describe physiological & affective states as it relates to self-efficacy.
physical and emotional experiences tend to color whether we feel confident that we can do something
70
Describe how the need for relatedness is supported.
- unconditional positive regard
- show genuine interest and concern
- acknowledge/accept com=nflict (ambivalence, disappointment
- be honest and transparent
71
How can awareness issues influence self-efficacy beliefs?
- self-awareness and self-efficacy are interrelated - when deficit awareness is poor, beliefs and judgements about what one is capable of may become distorted.
- overestimation of abilities can lead to unexpected difficulties performing a task and erode self-efficacy
- underestimation of abilities can lead to avoidance of appropriately challenging goals
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