Week 9

Question 1

mindset

Answer 1

• varies in people, even with the same goal
• it is a cognitive framework:
• • guides a person’s attention, information processing, and decision making
• • includes a person’s thinking about the meaning of effort, success, and failure
• • it includes a person’s own personal qualities
• it functions as a cognitive motivational system that produces many downstream consequences in one’s thinking, feeling, and acting

Question 2

deliberative-implemental mindset

Answer 2

• two sequential ways of thinking to differentiate the patterns of thought that occurs during goal-setting versus that which occurs during goal-striving
• deliberative and implemental

Question 3

deliberative

Answer 3

• open minded way of thinking to consider the desirability and feasibility of a range of possible goals that one might or might not pursue
• goal deliberation and formulation of what to do (goal setting)
• focus on motivation

Question 4

implemental

Answer 4

• post-decisional close-minded way of thinking that considers only information related to goal attainment and shields against non-goal-related considerations
• planning and action to attain the goal (goal striving)
• focus on volition

Question 5

promotion-prevention mindset

Answer 5

• two different orientations people adopt during goal striving to distinguish an eager improvement-based regulatory style from a vigilant security-based regulatory style
• promotion and prevention

Question 6

promotion

Answer 6

• focus on advancing the self toward ideals by adopting an eager locomotion behavioural strategy
• involved a sensitivity to positive outcomes
• striving to attain what one does not yet have
  Antecedents:
• attention to improvement needs
• goals are seen as ideals: hopes and aspirations
• situations signaling possible gain
  Consequences:
• sensitivity is to positive outcomes
• motivational orientation is to attain gains
• behavioural strategy is fast, eager, locomotion
• emotionality: cheerfulness versus dejection

Question 7

prevention

Answer 7

• focus on preventing the self from not maintaining one’s duties and responsibilities by adopting a vigilant behavioural strategy
• involves a sensitivity to negative outcomes
• striving to maintain and not lose what one already has
  Antecedents:
• attention to security needs
• goals are seen as oughts: obligations, responsibilities
• situations signaling possible loss

Question 8

growth-fixed mindset

Answer 8

• two contrasting ways of thinking about the nature of one’s personal qualities
• growth: belief that one’s personal qualities are malleable, changeable, and can be developed through effort; incremental theorists - the more you try and the more you learn the, better you get
• fixed: belief that one’s personal qualities are fixed, set, and not open to change; entity theorists - you either have it or yu don’t

Question 9

fixed mindset

Answer 9

• high effort means low ability
• on difficult endeavors, they tend to adopt maladaptive motivational patterns by withholding effort, engaging in self-handicapping to protect the self, never really understanding or appreciating what effort expenditures can do for them in life
• tend to attribute poor performance to low ability so the typical response is to withdraw effort

Question 10

growth mindset

Answer 10

• effort is a tool; the means by which people turn on and vitalize the development of their skills and abilities
• tend to attribute poor performance to not trying hard enough, so the typical response is to increase effort

Question 11

consistency-dissonance mindset

Answer 11

• near universal self-view that one is a competent, moral, and reasonable person
• consistency, dissonance
• magnitude of the dissonance has motivational properties; when intense and uncomfortable enough, the person begins to seek ways to eliminate, or at least reduce it

Question 12

consistency

Answer 12

• information and behavioural actions that, yes, one is a competent, moral, and reasonable person
• two beliefs are consonant when one follows from the other

Question 13

4 ways to reduce experienced dissonance

Answer 13

• remove the dissonant belief
• reduce the importance of the dissonant belief
• add a new consonant belief
• increase the importance of the consonant belief
• reality, importance, and personal costs work to support one’s current beliefs, while dissonance puts pressure on hypocritical ways of thinking and behaving
• dissonance-arousing situations: choice, insufficient justification, effort justification, new information

Question 14

personal control beliefs

Answer 14

• the motivation to exercise personal control over what does and does not happen to us - having control over the environment and life’s outcomes
• strength with which one tries to exercise personal control is directly related to the strengths of one’s expectancies of being able to do so

Question 15

two kinds of expectancies

Answer 15

efficacy expectations - Can I do it?: expectations of being able to enact the behaviours one needs in order to cope effectively with the situation at hand
- Outcome expectations - Will it work? : expectations that one’s behaviour will produce positive outcomes (or prevent negative outcomes)

Question 16

Self-Efficacy

Answer 16

• one’s judgment of how well (or poorly) one will cope with a situation, given the skills one possesses and the circumstances one faces

Question 17

sources of self-efficacy

Answer 17

• personal behaviour history
• vicarious experience
• verbal persuasion
• physiological state

Question 18

Self-efficacy effects on behaviour

Answer 18

• choice (approach versus avoid)
• effort and persistence
• thinking and decision making
• emotional reactions (stress, anxiety)

Question 19

mastery beliefs

Answer 19

• reflect the extent of perceived control one has over attaining desirable outcomes and preventing aversive ones

Question 20

coping with failure

Answer 20

• mastery motivational orientation refers to a hardy, resistant portrayal of the self during encounters of failure - so a person remains task-oriented and focused on achieving mastery in spite of difficulties and setbacks
• helpless motivational orientation refers to a fragile view of the self during encounters of failure - so a person gives up and withdraws, acting as if the situation were out of control
• • the self-denigration, negative mood, and immature strategies signal the presence of helplessness is how quickly and how emphatically the performer gives up

Question 21

Learned helplessness

Answer 21

• it is the psychological state that results when an individual expects that life’s outcomes are uncontrollable
• mastery orientation: my behaviour controlled the outcome that happens to me, other (uncontrollable) influences have some effect as well
• learnedd helplessness: my behaviour has little effect of outcomes that happen to me and other(uncontrollable) influences controls this outcome

Question 22

self-regulation

Answer 22

• aka self-control is the capacity: to override natural and automatic tendencies, desires, or behaviours; to pursue long-term goals, even at the expense of short-term attractions; to follow socially prescribed norms and rules
• it can be conceptualized from various perspectives: cognitive-affective processing model or hot/cool systems; feedback or TOTE loops

Question 23

delay of gratification paradigm

Answer 23

series of experiments on delayed gratification
- dilemma = get smaller reward immediately or wait for a larger reward
- predictive of various long-term outcomes
Role played by temporal discounting - perceived subjective value of a delayed reward decreases systematically as the length of the expected delay interval increases
Mechanisms underlying delayed gratification (self-regulation): cognitive “cool” system and emotional “hot” system

Question 24

Hot and cool systems

Answer 24

Hot system = impulses (go system) that enables quick emotional processes of information (automatic information)
Cool system = opposite of hot

Question 25

Limited strength model

Answer 25

• construct of self-regulatory strength (willpower) is relevant at the stage of the TOTE model, when a person has detected a discrepancy and is ready to initiate actions to reduce it
  Model:
• people are able to control their urges to some extent but after a certain point the energy available to do so becomes depleted
• all self-regulatory acts draw upon the same pool of energy
• subsequent attempts at self-regulation are increasingly likely to fail
  Ex. the radish experiment

Question 26

Ego depletion

Answer 26

• ego strength becomes depleted by extended bouts of self-regulation
• empirical evidence: self-control and dieting, self-control and addiction, emotional regulation thought suppression
• a physiological account of ego depletion: glucose hypothesis