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Analysing Attitudes > Week 9 > Flashcards

Week 9 Flashcards

1
Q

What is motivation?

A

The process that initiates, guides and maintains behaviours.

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2
Q

What are the components of motivation?

A

Activation - a choice to initiate that behaviour
Intensity - high effort
Persistence - lengthy effort

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3
Q

What are the three theories of motivation?

A
  • achievement motivation theory
  • achievement goal theory
  • self-determination theory
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4
Q

Why is motivation important to understand in the workplace?

A
  • not all motivation is created equal - quality depends on why and how we engage in work.
  • what motivates people to perform well.
  • what work conditions foster motivation.
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5
Q

Achievement Motivation Theory (AMT) Atkinson, 1964, 1974

A

The motivation for accomplishment (achievement) through mastery of skills.
Achievement motivation is based on personality:
- Motive or Need to Achieve Success (NACH)
- Motive or Need to Avoid Failure (NAF)
as well as situational factors.

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6
Q

Achievement Motivation equation - NACH

A

Individual’s level of motivation depends on personality and situational factors.
Ts = Mas X Ps x Is
Ts = tendency to achieve success
Mas = ‘Need/Motive to achieve’ (NACH)
Ps = probability of success
Is = importance to achieving success (incentive) e.g. what do they get from it if they succeed.

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7
Q

Achievement Motivation equation - NAF

A

Individual’s level of motivation depends on personality and situational factors:
Tf = Maf X Pf X If
Ts = tendency to avoid failure
Maf = ‘Need/Motive to avoid failure; (NAF) tendencies
Ps = probability of failure
Is = Importance of avoiding failure e.g. consequences if they fail.

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8
Q

Achievement Motivation Theory: impact on performance - supporting studies.

A
  • studies involving competititive, game-like situations achievement-orientated individuals consistently showed a greater tendency to choose alternatives or perform tasks which had an intermediate probability of success.
  • tendency of achievement-orientated and failure-threatened individuals to opt for challenge versus non-challenge was also exhibitied in curricular and job.
  • need for achievement is positively related to entrepreneurial attitude in Mangement students.
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9
Q

Criticisms of Atkinson’s Theory

A
  • doesnt specify how Mas and Maf develop.
  • over-emphasises personal factors (Mas and Maf are constant) as crucial.
  • cant account for cross-cultural differences.
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10
Q

Achievement Goal Theory (AGT)

A

Predicts that achievement is linked to the type of focus people place on the goal (goal orientation).
- task-oriented orientation (e.g. developing a skill for own’s sake).
- ego-oriented orientation (e.g. beating others).

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11
Q

Situational context

A
  • mastery (task-involving) climate places emphasis on self-referenced improvement and cooperation,
  • performance (ego-involving) climate places emphasis on winning, outperforming others and reward/punishment.
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12
Q

What is dispositional tendency?

A

An attitude.

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13
Q

What dispositional tendency does the AGT achieve?

A

Task-oriented
Goal-oriented

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14
Q

What are some supporting studies for Achievement Goal Theory?

A
  • Mastery goals are more beneficial to academic achievement, though some studies have not shown the expected positive direct relations between mastery goals and achievement.
  • Performance-avoid goal orientations are consistently and negatively related to achievement.
  • Students who hold mastery goals are likely to be more congnitively, emotionally, and behaviourally engaged with tasks.
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15
Q

Critisms of Activation Goal Theory

A
  • effects of performance goals may depend on how they are defined. Normative goals (social comparison).
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16
Q

What is self-determination theory (SDT), Deci and Ryan, 1985, Ross.

A
  • a conceptualisation of locus of motivation —- intrinsic, extrinistic, A-motivation = ‘non-existent’, motivation, SDT also posits several levels in between.
17
Q

What is the Intrinsic level of SDT?

A
  • within individual
  • performing a task for the joy of it
  • learning
  • developing abilities
  • mastery and maximisation of skills
18
Q

What is the extrinistic level of SDT?

A
  • external force
  • achieving desireable outcomes, often material rewards.
  • achieving social rewards
  • avoiding punishment, adverse consequences.
19
Q

What are the 6 levels in between Intrinisic and Extrinistic?

A
  • Intrinsic motivation - due to enjoyment desired from the behaviour itself.
  • integrated regulation - motivation to engage in behaviours which are congreuence with other central personal goals and values.
  • identified regulation - motivation reflecting internal pressures such as self-worth, guilt, shame, need for approval.
  • External regulation - motivation to comply with external pressures on rewards.
  • Amotivation - the state of lacking intention to act.
20
Q

True or false: individuals with self-determined reasons to engage in their chosen activity have more positive experiences, less negative affect, and greater persistence.

A

True.

21
Q

How can we promote intrunisic motivation?

A
  • innate psychologyical nutriments that are essesntial for on going psychological growth, integrity and well-being.
    1) Autonomy - personal control and volition, sense of voice and choice, freedom, chance to be oneself.
    2) Relatedness (Belongingness) - feeling connected, belonging, valued, supported, understood.
    3) Competence - feeling efficacious and competent.
22
Q

What are the three innate fundamental propersites/ basic psychological need satisfaction?

A

Autonomy, Relatedness (belonging), competence.

23
Q

Supporting studies of SDT?

A
  • A belgium based survey, 745 employees from 150 organisations found that satisfaction of the 3 needs led to less exhaustion.
  • Frustration of the basic needs predicted poorer work-related well-being, as indexed by greater exhaustion.
24
Q

Critisms of SDT?

A
  • lack of research comparing basic psychological needs vs other possible need candidates (i.e. need for power).
  • lack of comparative studies against other motivation theory constructs (i.e. other motivational mechanisms affecting well-being and performance).
  • lack of cross-cultural research: individuals mostly benefit from the satisfaction of those needs that are explicitly valued in their culture.

Analysing Attitudes (11 decks)

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