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regulation and motivation Flashcards

1
Q

what is motivation

A

the process that initiates, guides and maintains goal directed behavior
-has been studied for years and applies to many areas of life

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2
Q

how is motivation best conceptualized

A

on a continuum

-according to self-determination theory there are two different types of motivation

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3
Q

what are the two different types of motivation according to self determination theory

A

extrinsic and intrinsic motivation

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4
Q

difference between intrinsic and extrinsic motivation

A

extrinsic: engage in these behaviors because of external rewards or pressures
intrinsic: engage in these behaviors because we enjoy them or find them interesting

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5
Q

why do we care about different types of motivation

A

because they have different implications for persistence and engagement

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6
Q

why do people enjoy behaviors in intrinsic motivation

A

for a sense of achievement, curiosity, interest and pride

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7
Q

what are intrinsically motivated behaviors considered

A

considered to be a natural inclination (inherent) that all humans have
ex. behavior of children -> kids do things for own sake (explore challenges, novel things, etc)

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8
Q

what is important for intrinsic motivation

A

supportive conditions

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9
Q

what are supportive conditions

A

conditions that elicit and sustain the natural inclination of intrinsic motivation

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10
Q

why do people do behaviors for extrinsic motivation

A

money, grades, career, praise and exam scores

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11
Q

explain motivation with age

A

when we get older intrinsic motivation is curtailed by responsibilities and social pressure and most of the behaviors we do become extrinsically motivated

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12
Q

what do extrinsic behaviors vary in and an example

A

vary in amount of autonomy

ex. doing homework -> student does homework because they understand it is important for learning, another student does it because parents will yell if they do not do it
- the student who does it because it is important for learning gives more of a personal endorsement

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13
Q

explain study of the different kinds of motivations Vansteenkiste et al., 2004

A

high school students in gym class did a kickboxing unit, randomly assigned to conditions that varied in whether the instructor assigned intrinsic or extrinsic goals and whether goals were communicated in supportive or controlling manner

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14
Q

IVs for study of the different kinds of motivations Vansteenkiste et al., 2004

A

IV1: goal emphasis

1) intrinsically motivated goals
ex. told to do kickboxing to keep self healthy
2) extrinsically motivated goals
ex. told to do kickboxing to look good for others

IV2: conditions in which messages were portrayed

1) autonomous
ex. instructors would say “do your best”, “you can try this”, “do what works for you”
2) controlling
ex. instructors would say “you should do X” “ you have to do Y”

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15
Q

DV for study of the different kinds of motivations Vansteenkiste et al., 2004

A

persistence
-assessed this by asking students if they’d be willing to demonstrate kickboxing to other students after the unit (2 classes total_ was done (1 week after, 1 month after, and 4 months after)

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16
Q

results for study of the different kinds of motivations Vansteenkiste et al., 2004

A

best outcome for persistence by far was the intrinsic goal and supportive context class (80% of students said yes to helping others)

graph on paper

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17
Q

explanation for study of the different kinds of motivations Vansteenkiste et al., 2004

A

so the reasons why we do something (intrinsic vs. extrinsic) are important for persistence
and the way expectations are communicated to us (supportive v. controlling) also matters in persistence

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18
Q

explain what normally happens when people get paid for an activity they already enjoy

A

they tend to enjoy it less

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19
Q

explain the method of the study that looks at the effect of extrinsic factors on intrinsic motivation

A

nursery school children who exhibited interest in playing with markers came to lab and were told they could play with the toys of their choosing in the room, they were randomly assigned to conditions

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20
Q

IVs of the study that looks at the effect of extrinsic factors on intrinsic motivation

A

reward (presence and type)

1) expected reward: told if you play with markers you get award
2) unexpected reward: if kid plays with markers they are surprised with an award at the end
3) no reward

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21
Q

DVs of the study that looks at the effect of extrinsic factors on intrinsic motivation

A

-behaviors during free play (do they play with markers)

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22
Q

results of the study that looks at the effect of extrinsic factors on intrinsic motivation

A

those in the expected reward condition played with markers significantly less than the unexpected reward and no reward group
-so kids who play with markers for their own sake continue to do so

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23
Q

what were the results of the study that looks at the effect of extrinsic factors on intrinsic motivation the opposite of and what is the explantion

A

the results were the opposite of what would be predicted by behaviorism (reward influence on behavior)
-explanation is the over-justification effect

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24
Q

what is the over-justification effect

A

intrinsic interest in an activity is undermined by extrinsic factors
-if intrinsic interest is already high and an extrinsic factor is introduced, people tend to discount intrinsic reasons for doing behavior (activity becomes means to an end rather than doing it for its own sake)

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25
Q

explain why you cannot just give unexpected rewards and not have the over-justification effect

A

because if unexpected rewards are given consistently overtime they eventually become expected

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26
Q

what was the quality result in the study that looks at the effect of extrinsic factors on intrinsic motivation

A

the children who are intrinsically motivated also produced higher quality drawings
-intrinsic motivation is important for quality and persistence

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27
Q

what is self-determination theory

A

says that people have 3 basic needs (psychological)

  • they are universal
  • when these needs are met the likelihood of intrinsic motivation increases
  • everyone has intrinsic motivation, we look for the conditions that suppress it or allow it
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28
Q

what are the 3 basic needs in self-determination theory

A

1) autonomy: people feel they can freely choose what they pursue
2) competence: people feel they can achieve mastery at tasks (self-efficacy)
3) relatedness: people require meaningful relationships with others

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29
Q

how are the three basic needs in self-determination theory satisfied (in general)

A

fostered by aspects of the environment one is in

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30
Q

how is support for autonomy provided

A

1) providing choice (ex. parents giving choice of veggies)
2) encouraging initiative (people choose what to do and how to do it without fear of repercussions and criticism, ex. allow kids to pick out clothes to wear)
3) setting autonomy supportive limits (when choice is not possible you can communicated limits in a way that does not undermine autonomy, ex. language, avoid “you have to”)

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31
Q

how is competence fostered

A
  • appropriate task levels (not too easy or hard)
  • clear task steps and expected outcomes
  • realistic goals
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32
Q

what can optimal challenge lead to

A

when tasks are optimally challenging, it can lead to a state called FLOW (satisfied need for competence)

33
Q

explain the FLOW chart

A

on paper

34
Q

what are the characteristics needed to achieve FLOW

A

1) complete concentration of task (fully focused)
2) clarity of goals (aware of what they are trying to do)
3) transformation of time (speed up or slow down of time)
4) intrinsically rewarding (difficult to stop task, do it for own sake)
5) feeling of effortlessness or ease (in the zone, flows out of you)
6) optimal balance between challenge and skill
7) people lose sense of self-consciousness
8) person has feeling of control over task

35
Q

how often does FLOW occur

A
  • relatively rare

- theory of expertise (more experience = increased likelihood of FLOW)

36
Q

how is relatedness (quality of people’s relationships) fostered

A

builds on attachment theory = having secure base at attachment gives people confidence to engage in the world which satisfies this need

  • involvement by others (others involved in lives)
  • interest in someone, spending time with someone, or exerting energy on someone (feeling connected to someone makes it easier to feel motivated)
37
Q

what happens if someone has relatedness

A

if someone experiences this they have an increased likelihood their other needs (autonomy and competence) will be met

38
Q

can we ever give positive or negative feedback without undermining intrinsic motivation

A

-rewards can be presented in a way that promotes autonomy and competence (so does not undermine intrinsic motivation)

39
Q

how can rewards be presented without undermining autonomy (example)

A

present reward in a way that does not send the message “you are only doing this activity because i am giving an award”

40
Q

how can rewards/feedback be presented in a way without undermining competence

A

information can be presented in a way that still fosters competence (giving feedback)
-info on how they are doing; “you only have three problems left”

41
Q

thesis example for how rewards/feedback can be given without undermining intrinsic motivation

A

autonomy: pick own topic and when to work on thesis
competence: constantly given feedback, “you’re on the right track”

these things do not undermine intrinsic motivation

42
Q

what does the self-determination continuum range from

A

amotivation (non self-determined behavior) to intrinsic (slef-determined behavior)

43
Q

what does the self-determination continuum include

A

-regulatory styles, perceived locus of causality (where it comes from), and relevant regulatory processes (why people do these)

44
Q

what is amotivation

A

lack of motivation, no motivation

45
Q

what is amotivation regulatory style

A

non-regulation (nothing to regulate)

-can be presented as apathy or alientation

46
Q

what are the relevant regulatory processes in amotivaion

A

non intentional behaviors (going through the motions), nonvaluing (do not value something), incompetence (feel like you cannot do something- undermines motivation), lack of control

47
Q

what is intrinsic motivation regulatory style

A

intrinsic regulation, engage in activity for own sake

48
Q

what is intrinsic motivation perceived locus of causality

A

internal, self determined

49
Q

what is intrinsic motivation relevant regulatory processes

A

interest, enjoyment, and inherent satisfaction

50
Q

what are the 4 regulatory styles within extrinsic motivation

A
  • varied levels of autonomy
    1) external regulation (least autonomy)
    2) introjected regulation
    3) identified regulation
    4) integrated regulation (most autonomy)
51
Q

what is the perceived locus of causality in external regulation

A

external (behavior controlled outside of self)

52
Q

what are relevant regulatory processes in external regulation and toothbrush example

A

compliance (listen to rules) and external rewards and punishments

ex. I brush my teeth because if i do i can watch a tv show

53
Q

what is the perceived locus of causality in introjected regulation

A

someone external perceived locus of causality

-can be about guilt, anxiety, or pride (feel these because of external standards or rules)

54
Q

what are the relevant regulatory processes in introjected regulation and toothbrush example

A

self-control, ego involvement, internal rewards, and punishments

ex. i brush my teeth because i feel good about myself when i do, i feel prideful; if i do not brush my teeth i feel guilty

55
Q

what is the perceived locus of causality in identified regulation

A

more valuing of behavior, somewhat internal perceived locus of causality

56
Q

what are the relevant regulatory processes in identified regulation and toothbrush example

A

personal importance and conscious valuing

ex. i brush my teeth because i see the value of the behavior even when i do not feel like it

57
Q

what is the perceived locus of causality in integrated regulation and why is it not considered intrinsic motivation

A

internal
-not intrinsic because person is not doing behavior for own enjoyment, but it is the most autonomous of extrinsic motivation

58
Q

what are the relevant regulatory processes in integrated regulation and toothbrush example

A

congruence, awareness, and synthesis with self (person has integrated the value of behavior into self-concept)

ex. i brush my teeth because being healthy is a part of my self-schema and brushing teeth is a part of being healthy

59
Q

why are you in college? example for amotivation, external regulation, introjected regulation, identified regulation, integrated regulation, and intrinsic motivation

A 
amotivation: i do not know and i hate it, cannot answer that i am not in class today
external regulation: because family made me, to get a job and make money
introjected regulation: to avoid feeling like a failure, to feel good about myself
identified regulation: i believe education is important, i want to better myself
integrated regulation: i am a smart person, i am a high achiever
intrinsic motivation: learning is inherently enjoyable, i do not know but i love it
60
Q

explain self determination as an individual difference

A

people differ in their general causality orientations (ways of self-regulating)
-people use all 3 of the orientations to some extent, but people might have one stronger than others (tend to use more often)

61
Q

what are the three different orientations of self-determination theory

A

autonomous, controlled, and impersonal

62
Q

what is autonomous orientation

A
  • developed when all 3 basic human needs are regularly met (autonomy, competence, and relatedness)
  • people tend to see selves as in charge of own destinies, show greater initiative, autonomous regulation
  • associated with good performance and psychological well being
63
Q

what is controlled orientation

A
  • developed when some degree of competence and relatedness needs are met, but not autonomy
  • tend to be influenced by situational demands and contingencies
  • lack intrinsic motivation, influenced by rewards and punishments and the control exhibited by others
64
Q

what is impersonal orientation

A
  • developed when all 3 needs are consistently not met
  • characterized by amotivation, apathy and detachment
  • feel there is not much they can do to obtain outcomes (lack of control and self efficacy)
65
Q

what is the way causality orientations are assessed

A

general causality orientations scale

66
Q

what is the general causality orientations scale

A

participants are exposed to scenarios and asked how likely they are to respond to scenarios in particular ways
-12 scenarios with three possible responses, each response corresponds with one of the 3 orientations, scale of 1-7

67
Q

example of 3 responses on general causality orientations scale (about daughter not doing schoolwork)

A

1) talk it over with her to see what problem is (autonomous)
2) scold her and hope she does better (impersonal)
3) make sure she does assignments (controlled)

68
Q

what are some criticisms of self determination theory

A
  • are the 3 needs really “basic needs” and how would you test whether a need is “basic/fundamental”?
  • why are just these 3 considered basic physiological needs
69
Q

explain researchers POV on basic needs

A

many researchers say if a lack of something results in a physiological deficit it is a basic need
-so is it possible for psychological variables to be basic needs? depends who you ask, but people look at if not having it creates a sense of deprivation

70
Q

what is Maslow’s hierarchy from bottom to top

A

physiological needs, safety, love/belonging, esteem, self actualization

71
Q

explain examples of physiological needs, safety needs, and love/belonging needs

A

physiological: breathing, food, water, sleep
safety: security of health, resources, family, property
love/belonging: friends, family, intimacy

72
Q

explain examples of esteem and self actualization needs

A

esteem: self esteem, confidence, achievement

self-actualization: morality, creativity, problem solving

73
Q

why is Maslow’s hierarchy in a pyramid

A

needs at the bottom must be met before needs up the pyramid are met
-not everyone experiences self-actualization (only a few people) all of the other needs have to be met first

74
Q

difference between bottom 4 needs and top need in Maslow’s pyramid

A

the bottom 4 needs are called deficit needs where the 5th need is a growth need

  • deficit: if not met there is a sense of deprivation
  • growth: going beyond the absence of negatives and move into existence of positives
75
Q

what are criticisms of Maslow’s hierarchy

A

theory based not research based

-Maslow looked at case studies of people he considered to be self-actualized

76
Q

what does Kenrick et al’s rennovated hierarcy do

A

tweaks Maslow’s hierarchy

77
Q

Kenrick’s hierarchy from bottom to top

A

immediate physiological needs, self-protection, affiliation, status/esteem, mate acquisition, mate retention and parenting

78
Q

similarities between Maslow and Kenricks hierarchies

A
  • kept hierarchy structure with more basic needs on bottom

- basic needs on Maslow’s are same on the bottom (physiological needs, self protection, affiliation, status/esteem)

79
Q

differences between Maslow and Kenricks hierarchies

A
  • evolutionary psych perspective (not humanistic) where most important thing is passing on genes
  • top 3 goals are reproduction related (acquiring mate, mate retention, parenting)
  • goals are not stacked on each other, but they are overlapping (unlikely that earlier needs are truly replaced, rather the more basic needs continue to be important)

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