Week 9: PID and motivation

Question 1

What are the five personality traits in the Big Five model (Five Factor Model)?

Answer 1

The Big Five personality traits are:

Openness – Intellectual curiosity, interest in new ideas.
Conscientiousness – Organized, efficient, disciplined approach.
Extraversion – Energetic and positive approach to life.
Agreeableness – Trusting, easy-going attitude towards others.
Neuroticism – Prone to emotional instability.

Question 2

How is “Openness” defined in the Five Factor Model?

Answer 2

Openness refers to intellectual curiosity, unconventionality, and interest in new ideas. Example: “I see myself as someone who is curious about many different things.”

Question 3

How is “Conscientiousness” defined in the Five Factor Model?

Answer 3

Conscientiousness indicates someone who is organized, efficient, and disciplined. Example: “I see myself as someone who does things efficiently.”

Question 4

How is “Extraversion” defined in the Five Factor Model?

Answer 4

Extraversion refers to having an energetic, sociable, and positive approach to life. Example: “I see myself as someone who is outgoing and sociable.”

Question 5

How is “Agreeableness” defined in the Five Factor Model?

Answer 5

Agreeableness shows a trusting and easy-going approach to others. Example: “I see myself as someone who is generally trusting.”

Question 6

How is “Neuroticism” defined in the Five Factor Model?

Answer 6

Neuroticism means being prone to emotional instability, including feelings like anxiety or sadness. Example: “I see myself as someone who is depressed or blue.”

Question 7

What was the aim of Hart et al.’s (2007) study on the Big Five and achievement motivation?

Answer 7

The study aimed to investigate whether personality traits in the Big Five are associated with motivation, using two questionnaires: the Big 5 Inventory and the CLAMS (Cassidy & Lynn Achievement Motivation Scale).

Question 8

What did Hart et al. (2007) find in their study on the Big Five and achievement motivation?

Answer 8

Both types of motivation (achievement and intrinsic) could be reliably predicted by the Big 5 personality traits. However, the study had limitations such as not testing variables like age range, SES, or gender differences.

Question 9

What is Carol Dweck’s Growth Mindset Theory?

Answer 9

Dweck’s theory suggests a continuum between two mindsets:

Entity (fixed) mindset: The belief that intelligence is fixed and unchangeable.
Incremental (growth) mindset: The belief that intelligence can be developed with effort, leading to higher motivation and more ambition.

Question 10

What are the differences between the entity and incremental mindsets?

Answer 10

Incremental (growth) mindset: Relishes challenges, views failure as an opportunity to develop, and values hard work.
Entity (fixed) mindset: Avoids challenges, views failure as insurmountable, and believes hard work is unnecessary because ability is fixed.

Question 11

What are Dweck’s strategies for fostering a growth mindset?

Answer 11

Emphasize challenges rather than success.
Provide a sense of progress.
Grade for growth, not for achievement.

Question 12

What criticism has Dweck’s growth mindset theory faced?

Answer 12

Empirical studies have not reliably supported the theory, and Dweck has been criticized for using pseudoscience to explain the effects of growth mindset.

Question 13

What was Liu’s (2021) study on intelligence and achievement goals about?

Answer 13

Liu (2021) aimed to understand the motivation and academic performance of lower-achieving high school students in Singapore, particularly in mathematics. The study used the Implicit Theories of Intelligence Scale, Achievement Goal Questionnaire, and Intrinsic Motivation Inventory.

Question 14

What were the findings of Liu’s (2021) study on intelligence and achievement goals?

Answer 14

Incremental mindset predicted a mastery approach, which in turn predicted intrinsic motivation and better test scores.
Entity mindset predicted a performance approach and performance avoidance goals, which then predicted lower intrinsic motivation and test scores.

Question 15

How do implicit theories of intelligence (growth vs. fixed mindsets) relate to achievement goals?

Answer 15

Growth mindset (incremental): Encourages mastery goals, which lead to greater intrinsic motivation and achievement.
Fixed mindset (entity): Leads to performance-based goals, which may foster avoidance behaviors and lower motivation.

Question 16

How does a growth mindset influence intrinsic motivation and performance?

Answer 16

A growth mindset encourages students to embrace challenges and focus on learning, which leads to higher intrinsic motivation and better academic performance, as seen in Liu’s (2021) study.

Question 17

What is amotivation?

Answer 17

Amotivation is an absence of motivation where individuals do not see links between actions and consequences, or when consequences are out of their control. It can also occur when no value is placed on an action, or when someone feels incompetent. It is characterized by a lack of “intention to do.”

Question 18

What are the three basic psychological needs according to Self-Determination Theory (SDT)?

Answer 18

The three basic psychological needs in SDT are:

Autonomy – the feeling of choice.
Competence – the experience of mastery.
Relatedness – the need for belonging.

Question 19

How does satisfying the basic psychological needs in SDT affect wellbeing?

Answer 19

Satisfaction of these needs leads to increased wellbeing.

Question 20

In which areas has Self-Determination Theory (SDT) been applied?

Answer 20

SDT has been applied to various areas including:

Parenting
Sports
Health behaviors (e.g., vaccination adherence)
Teaching and learning
Academic motivation

Question 21

What are the benefits of intrinsic motivation in academic settings?

Answer 21

Intrinsic motivation is associated with:

Higher academic achievement
Increased productivity and persistence
Greater student wellbeing

Question 22

What are the consequences of extrinsic motivation in academic settings?

Answer 22

Extrinsic motivation is associated with:

Higher drop-out rates
Shorter-term motivation

Question 23

What is amotivation’s effect on academic motivation?

Answer 23

Amotivation is associated with:

Lower student engagement
The presence of mental health issues in students

Question 24

What was the aim of Clark & Schroth’s (2010) study on personality and academic motivation?

Answer 24

The study aimed to investigate whether personality traits are associated with academic motivation among college students.

Question 25

How many participants were in Clark & Schroth’s (2010) study on academic motivation?

Answer 25

451 first-year undergraduates participated in the study, with a mean age of 18.76 years and 56% female.

Question 26

What questionnaires were used in Clark & Schroth’s (2010) study?

Answer 26

Participants completed:

The 50 Big Five Factor Markers Scale
The Academic Motivation Scale

Question 27

What were the results of Clark & Schroth’s (2010) study on academic motivation?

Answer 27

The study found that:

Intrinsic motivation was predicted by extraversion, agreeableness, conscientiousness, and openness to new experiences.
Extrinsic motivation was predicted by extraversion, agreeableness, conscientiousness, and neuroticism.
Amotivation was predicted by disagreeableness and carelessness.
Most students were extrinsically motivated, followed by intrinsic motivation, with fewer students showing amotivation.

Question 28

What was one limitation of Clark & Schroth’s (2010) study on academic motivation?

Answer 28

The authors expected to find more variation in motivation than they did. They used a short form of the Academic Motivation Scale and noted that few students claimed to be amotivated. This could be due to a social bias or lack of engagement.

Question 29

What was the potential issue with students reporting amotivation in Clark & Schroth’s (2010) study?

Answer 29

The study found that few students reported being amotivated, which could have been influenced by social bias or the students’ reluctance to admit a lack of motivation.