MOTIVATION Week 8 Flashcards
the driving force behind behaviour which leads us to pursue some things and avoid others
motivation
positive or negative feeling (or response) that typically includes some combination of physiological arousal, subjective experience and behavioural expression.
emotion
the words ‘motivation’ and ‘emotion’ share the same Latin root, movere, which means to —-.
move
Motives can be divided into —— needs and ——- needs (such as needs for dominance,
power, achievement and relatedness to others), although few motives are strictly biological or learned.
biological
psychological
PSYCHODYNAMIC APPROACH MOTIVATION The psychodynamic perspective emphasises the ——– basis of motivation
biological
PSYCHODYNAMIC APPROACH MOTIVATION internal tension states that build up until they are satisfied (Freud).
drives,
PSYCHODYNAMIC APPROACH MOTIVATION Frued proposed two basic drives:
sex (desires for love, lust and intimacy, )
and
aggression. (not only blatantly aggressive or sadistic impulses but desires to control or master other people
and the environment. Self preservation)
PSYCHODYNAMIC APPROACH MOTIVATION psychodynamic theorists now emphasise two other motives
in particular
the need for relatedness to others (independent of sexual desires)
and
the need for selfesteem (feeling good about oneself)
PSYCHODYNAMIC APPROACH MOTIVATION many have also moved away from his abstract notion of ‘drives’ to two concepts that seem closer
to the data of clinical observation:
wishes and fears
PSYCHODYNAMIC APPROACH MOTIVATION To study unconscious motives, researchers often use the Thematic Apperception Test to test:
Unconscious motives. The Thematic Apperception Test (TAT) consists of a series of ambiguous pictures about which participants make up a story.
BEHAVIOURIST PERSPECTIVE MOTIVATION
——— motivation operates unconsciously over time; ——–motivation emerges when attention is directed to tasks.
Implicit
explicit
BEHAVIOURIST PERSPECTIVE MOTIVATION
operant conditioning offers (if only ‘implicitly’) one of the clearest and most empirically supported views of:
motivation
BEHAVIOURIST PERSPECTIVE MOTIVATION
Humans, like other animals, are motivated to:
produce
behaviours rewarded by the environment and to avoid behaviours that are punished.
BEHAVIOURIST PERSPECTIVE MOTIVATION
—- ——–theories propose that motivation
stems from a combination of drive and reinforcement, and is based on the concept of homoeostasis which is
the tendency of the body to maintain itself in a state of balance or equilibrium
Drive-reduction
BEHAVIOURIST PERSPECTIVE MOTIVATION
deprivation of basic needs creates an unpleasant state of tension; as a result, the animal begins producing behaviours is an example of
Drive Reduction
BEHAVIOURIST PERSPECTIVE MOTIVATION
the tendency of the body to maintain itself in a state of balance or equilibrium
homoeostasis which is
BEHAVIOURIST PERSPECTIVE MOTIVATION
if the animal in this state happens to perform an action that reduces the tension (as when a hungry dog finds food on the dinner table), it will associate this behaviour with
drive reduction.
BEHAVIOURIST PERSPECTIVE MOTIVATION
that is, an innate (or biological) drive such as hunger, thirst
and sex
primary drive
BEHAVIOURIST PERSPECTIVE MOTIVATION
earning a living, playing or studying - the motives for these behaviours are:
secondary,
or
acquired drives
BEHAVIOURIST PERSPECTIVE MOTIVATION
a drive learned through conditioning and other learning mechanisms such as modelling
A secondary drive
BEHAVIOURIST PERSPECTIVE MOTIVATION
neutral stimulus comes to be associated with drive reduction and thus itself becomes a .
motivator
BEHAVIOURIST PERSPECTIVE MOTIVATION
the desire for money is a secondary drive that ultimately permits the satisfaction of many other
primary and secondary drives
BEHAVIOURIST PERSPECTIVE MOTIVATION
Some behaviours seem motivated more by the presence of an external stimulus or reward called: ——
(rather than an internal need state.)
incentive
BEHAVIOURIST PERSPECTIVE MOTIVATION
When a person not previously hungry is enticed by
the smells of a bakery In this case, stimuli ——- drive states rather than eliminate them.
activate
BEHAVIOURIST PERSPECTIVE MOTIVATION
theories which assert that deprivation of basic
needs create an unpleasant state of tension
drive-reduction theories,
BEHAVIOURIST PERSPECTIVE MOTIVATION
Some primary drives, are ——
innate
BEHAVIOURIST PERSPECTIVE MOTIVATION
——– ——— are learned through their association with primary drives.
secondary drives,
BEHAVIOURIST PERSPECTIVE MOTIVATION ——– ——– ——–view motivation as a joint function of the value people place on an outcome and the extent to which they believe they can attain
Expectancy–value theories (cognitive Theory)
(we are driven to attain goals that
matter a lot to us but that we also believe we can accomplish.)
COGNITIVE PERSPECTIVE MOTIVATION
Cognitive approaches to motivation often focus on
goals
COGNITIVE PERSPECTIVE MOTIVATION
desired outcomes established through social
learning — such as getting good marks or making a good impression at a party
goals —
COGNITIVE PERSPECTIVE MOTIVATION
The core proposition of goal-setting theory
is that conscious goals regulate much of —- ——-, especially performance on work task
human behaviour
COGNITIVE PERSPECTIVE MOTIVATION
the enjoyment of and interest in an activity for one’s
own sake
intrinsic motivation
COGNITIVE PERSPECTIVE MOTIVATION
likely to perform the behaviour when they can expect an
external reward
extrinsic motivation
COGNITIVE PERSPECTIVE MOTIVATION
theory that suggests that
people have three innate needs — competence, autonomy and relatedness to others
self-determination theory
COGNITIVE PERSPECTIVE MOTIVATION
three innate needs of self-determination theory
competence,
autonomy and
relatedness to others
COGNITIVE PERSPECTIVE MOTIVATION
According to the self determination theory: If she perceives a reward (such as praise) as an indicator of her competence and not as a bribe or threat, the reward is likely to:
increase intrinsic motivation.
COGNITIVE PERSPECTIVE MOTIVATION
parents who want to foster intrinsic motivation in school would do well to praise and support their children’s interests and successes. If they do reward success (e.g., with cash for a good report card), they should emphasise the child’s
competence rather than her compliance.
COGNITIVE PERSPECTIVE MOTIVATION
—- —— theory is a theory of human motivation and personality that focuses on the degree to
which an individual’s behaviour is self-motivated and self-determined
Self-determination
COGNITIVE PERSPECTIVE MOTIVATION
motives that can be activated and expressed outside of awareness.
Implicit motives
COGNITIVE PERSPECTIVE MOTIVATION
Goal-setting theory argues that conscious
goals regulate much of
human action
COGNITIVE PERSPECTIVE people have innate needs for competence,
autonomy and relatedness. Intrinsic motivation flourishes when these needs are fulfilled.
self-determination theory
HUMANISTIC PERSPECTIVE:
Theory that emphasise dignity, individual choice and self-worth as playing key roles
in explaining human behaviour.
Humanistic Approach
HUMANISTIC PERSPECTIVE:
Self-actualisation needs differ from all the previous levels in that they are not deficiency
needs; that is, they are not generated by:
by a lack of something
HUMANISTIC PERSPECTIVE:
ERG Theory focuses on: E R G
existence, relatedness and growth (hence ERG).
EVOULUTIONARY PERSPECTIVE:
In the early part of the twentieth century, psychologists assumed that most motivated behaviour in humans,
as in other animals, was a result of:
instincts,
,EVOULUTIONARY PERSPECTIVE:
relatively fixed patterns of behaviour produced without
learning
instincts
EVOULUTIONARY PERSPECTIVE:
Evolutionary psychologists abandoned instinct theory as human behaviour varies so much across:
cultures, motives that seemed ‘instinctive’ in one culture
(such as motives for wealth in the West) did not seem so powerful in others.
EVOULUTIONARY PERSPECTIVE:
many psychologists came to argue that
——-, not instinct, motivates behaviour in humans
learning
EVOULUTIONARY PERSPECTIVE:
Some fundamental motivational mechanisms likely evolved to assist organisms in choosing actions that support survival, reproduction, and the care of relatives. These mechanisms should direct behaviour so that the level of investment corresponds roughly to the degree of ——–.
relatedness
EVOULUTIONARY PERSPECTIVE:
Recent research indicates that certain species possess chemical mechanisms (—————) for recognizing kin
pheromones
EVOULUTIONARY PERSPECTIVE:
——- are similar to hormones, except that they allow cell-to cell communication between rather than within organisms
Pheromones
EVOULUTIONARY PERSPECTIVE:
responses that come from pheramones
Hypothalamic and pituitary responses,
including hormonal responses
EVOULUTIONARY PERSPECTIVE:
an organisms own reproductive success plus their influence on the reproductive success of genetically related individuals
inclusive fitness
EVOULUTIONARY PERSPECTIVE:
innate response tendencies,
motivational
systems —
EVOULUTIONARY PERSPECTIVE:
describing friends as “like a brother’ or ‘like a sister’. may not be accidental and demonstrates
inclusive fitness
PSYCHOSOCIAL MOTIVES
personal and interpersonal motives for achievement, power, self-esteem, affiliation, intimacy and the like are:
psychosocial needs
PSYCHOSOCIAL MOTIVES
sometimes called ‘communion’, referring to motives for connectedness with others is known as
relatedness
PSYCHOSOCIAL MOTIVES
motives for achievement, autonomy, mastery, power and other self-oriented goals is known as
agency
PSYCHOSOCIAL MOTIVES
refers to the desire for physical and psychological proximity (closeness) to another person, so the individual experiences comfort and pleasure in the other person’s presence.
Attachment motivation
PSYCHOSOCIAL MOTIVES
a special kind of closeness characterised by self-disclosure, warmth and mutual caring is known as
intimacy
PSYCHOSOCIAL MOTIVES
need for ———–, or interaction with friends or acquaintances
affiliation
(Most people need to be with and communicate with other people, whether that means obtaining support after
an upsetting experience, sharing good news or playing sports together)
PSYCHOSOCIAL MOTIVES
humans have an innate need to know
and understand the world around them and to feel competent in the exercise of their
knowledge
PSYCHOSOCIAL MOTIVES
the need to do well, to succeed and to avoid failure
need for achievement
From a cognitive perspective, motives may
be expressed selectively because they are ——— organised,
hierarchically organised, (with some sections of the hierarchy carrying more motivational weight than others)
PSYCHOSOCIAL MOTIVES
type of goals that appear to reflect a blend of at least three motives: performance approach,
performance-avoidance and mastery
Achievement goals
PSYCHOSOCIAL MOTIVES
type of goal that motives to achieve at a particular level, usually a socially defined standard,
such as getting an A for an assignment The emphasis is on
the outcome — on success or failure in meeting a standard
performance goals
PSYCHOSOCIAL MOTIVES
motivated to attain a goal = performance——- goals whereas others are more
motivated by the fear of not attaining it (performance——- goals).
approach
avoidance
PSYCHOSOCIAL MOTIVES
Performance goals, whether for approach or avoidance, are about achieving a
concrete outcome —
obtaining success or avoiding failure
PSYCHOSOCIAL MOTIVES
type of goal that motives are to increase one’s
competence, mastery or skill, interest is in developing my skill or technique
mastery goals are
PSYCHOSOCIAL MOTIVES
Performance-approach goals are linked to ———- reinforcement and positive (pleasurable) emotions,
such as pride and excitement.
positive
PSYCHOSOCIAL MOTIVES
Performance-avoidance goals are linked to punishment, ———-reinforcement (avoidance of aversive
consequences) and negative (unpleasant) emotions such as anxiety, guilt, shame and sadness
negative
PSYCHOSOCIAL MOTIVES
The need for achievement is primarily a —– motive
learned
