Motivation and Emotion 1 PDF

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TYPES OF MOTIVATION. DRIVES AND NEEDS PSY3021 Motivation & Emotions Lecture 1 1

Aims of the module This module extends the level two biological psychology work on motivation and emotion, and places it in a multiperspective context. • show a critical understanding of theories and research concerned with motivation and emotion. • appraise issues and controversies associated with motivation and emotion literature. • apply insights gained from biopsychological and positive psychology approaches to new problems and novel situations. 2

Assignment Coursework 2000 words  You are to make recommendations to achieve a successful outcome in the suggested scenario;  Your recommendations should be informed by motivation and emotion research;  Your assignment will take the form of a project plan, where each stage in the plan is justified academically by drawing on appropriate motivation and emotion theory and research findings.

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Exam

Section A: Two structured 30 minute questions requiring students to demonstrate familiarity with key motivation and emotion terms, associated research and key workers; Section B: A one hour essay. Questions? 4

Presentations in class All students should choose one topic from the list in the study guide, find recent research article on this topic and make 10 minutes ppt presentation to report about findings; You can do it individually or in group up to three students; Your presentation will be scheduled on the last session of this module; Confirm your topic and article with a lecturer in advance.

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Motivation How do you understand motivation?  What is the definition? List all possible factors that affect your decision to: • Come to the class; • Spend the last weekend this way; • Choose psychology for your study.

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Motivation involves those processes that give behavior energy

Behavior is relatively strong, intense, and persistent.

direction

Behavior is aimed toward achieving a particular purpose or goal.

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Motivational Reasons to Exercise Why Exercise?

Mo Motiv tiv tivation ation

Illustration

Fun, enjoyment Intrinsic motivation

Children exercise spontaneously: they run and jump and chase, and they do so simply for the sheer fun of it

Accomplish a goal

Goal

Runners see if they can run a mile in 6 minutes or less

Relieve stress

Personal control

After a stressful day, people go to the silence depression gym, which they see as a structured, controllable environment

List at least 7 more reasons why people exercise and provide illustrations 8

What starts behavior? How is behavior sustained over time? Specific questions that constitute the core problems to be solved in motivation study

Why is behavior directed toward some ends but away from others?

Why does behavior change its direction?

Why does behavior stop? 9

Framework To Understand The Study Of Motivation Sense of “Wanting to”

Antecedent Conditions

Needs

Motive Status

Cognitions

Urge to Approach vs. Avoid

Energizing & Directing •

Behavior

•

Engagement

•

Physiology

•

Self-Report

Emotions 10

Hierarchy of the Four Sources of Motivation

Motiv tivation Mo tiv ation

Internal Motives

Needs

Cognition

Ex External ternal Moti Motives ves

Emotions

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Effort Persistence Latency

Seven Behavioral Expressions of Motivation

Choice Probability of response Facial expressions Bodily gestures 12

GR GRAND AND THEO HEORIES RIES All-encompassing theory that seeks to explain the full range of motivated action— why we eat, drink, work, play, compete, fear certain things , fall in love, etc. Will

Instinct

The ancient philosophers understood motivation within the two themes:

Physiological analysis of motivation by focusing on the mechanistic.

 good, rational, immaterial, and active (i.e., the will).

The appeal of instinct doctrine was its ability to explain unlearned behavior that had energy and purpose. (i.e., goal-directed biological impulses).

 primitive, impulsive, biological, and reactive (i.e., bodily desires)).

Dri ve rive

Drive theory view that behavior was motivated to the extent that it served the needs of the organism and restored a biological homeostasis.

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Need A need is any condition within the person that is essential and necessary for life, growth, and well-being; When needs are nurtured and satisfied, well being is maintained and enhanced. If neglected or frustrated, the need’s thwarting will produce damage that disrupts biological or psychological well being.

Motivational states therefore provide the impetus to act before damage occurs to psychological and bodily well being. 14

Need Structure : Types of Needs

Needs Physiological Needs • • •

Thirst Hunger Sex

inherent within the workings of biological systems

Psychological Needs • Autonomy • Competence • Relatedness inherent within the strivings of human nature and healthy development

Social So cial Needs • • • •

Achievement Affiliation, Intimacy Power

internalized or learned from our emotional and socialization histories

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(1) Satiated State

(2)

(7)

Physiological deprivation develops gradually

Drive is reduced

(6)

Consummatory behavior occurs

The physiological need—psychological drive—behavioral action process.

(3)

Prolonged physiological deprivation produces bodily need

(5)

(4)

Goal-directed motivated behavior occurs as attempt to gratify drive

Need intensifies; gives rise to psychological drive 16

Need (Physiological)

Drive (Psychological)

The cyclical pattern depicting the rise and fall of psychological drive involves seven core processes:

Homeostasis

Negative feedback

Multiple inputs/multiple outputs

Intra-organismic mechanisms

Extra-organismic mechanisms 17

Drive As An Intervening Variable Antecedent Condition 1

Antecedent Condition 2

Antecedent Condition 3

Behavioral Consequence 1

Drive

Behavioral Consequence 2

Behavioral Consequence 3

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PROCESSES  Physiological Regulation  Facial Metrics

Sex Se x

 Sexual Scripts  Sexual Orientation  Evolutionary Basis of Sexual Motivation

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Figure 4.8 (upper)

Traditio nal Se x Response Cy cle aditional Sex Cycle

The triphasic sexual response cycle that describes men’s sexual motivation.

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The intimacy-based model of sexual desire that describes women’s sexual motivation

Al terna tive Se x R esponse Cy cl e Alterna ternative Sex Re Cycl cle

INTIMACY NEEDS ENHANCED INTIMACY

More arousal & pleasure & positive outcome emotionally and physically

SEXUAL DESIRE TO CONTINUE

Seeking out & being receptive to

SEXUAL STIMULI

SEXUAL AROUSAL

Biological & psychological factors affect processing of stimuli

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Failures To Self-regulate Physiological Needs People fail at self-regulation for three primary reasons

(1)

(2)

(3)

People routinely underestimate how powerful a motivational force biological urges can be when they are not currently experiencing them.

People can lack standards, or they have inconsistent, conflicting, unrealistic, or inappropriate standards.

People fail to monitor what they are doing as they become distracted, preoccupied, overwhelmed, or intoxicated. 22

Quasi-needs Ephemeral, situationally induced wants that create tense energy to engage in behavior capable of reducing the built-up tension; Deficiency-oriented and situationally reactive; What we lack, yet need, from the environment in a rather urgent way; Examples?

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Extrinsic Motivation An environmentally created reason (e.g., incentives or consequences) to engage in an action or activity.

“Do this in order to get that” type of motivation

requested behavior

extrinsic incentive or consequence

“What’s in it for me?” type of motivation 24

External Regulation of Motivation: Incentives, Consequences, & Rewards Inc Incentiv entiv entives es An environmental event that attracts or repels a person toward or away from initiating a particular course of action. (e.g., “ding”: buckle up)

Co Consequences nsequences

Re Rew wards

1. Positive Reinforcers Vs. Negative Reinforcers

Any offering from one person given to another person in exchange for his or her service or achievement.

2. Punishers

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Rewards How Rewards Work—Do They Facilitate Desirable Behavior?

 An extrinsic reward enlivens positive emotion and facilitates behavior because it signals the opportunity for a personal gain.

 When events take an unexpected turn for the better, then dopamine release and BAS neural activation occur, as the brain inherently latches onto the environmental signal of the unexpected gain. 26

Any Ex Ext ternal Ev Eve ent (Rewards)

Controlling Function

Informational Function

“If you do X, then you get Y.”

“Because you were able to do X, that means you are effective, competent.”

1. Decreases intrinsic motivation; 2. Interferes with quality of learning; 3. External regulation increases; Self-regulation undermined;

1. Increases intrinsic motivation; 2. Enhances high-quality learning; 3. Enhances self-regulation. 27

Do Punishers Work? Do They Suppress Undesirable Behavior? Research shows that punishment is an ineffective motivational strategy (popular but ineffective nonetheless)

“side effects”

Ne Neg gative Em Emotionali otionali otionalit ty

(e.g.), crying, screaming, feeling afraid;

Impa Impaired ired re relatio latio lation nship between punisher and punishee;

Ne Neg gative modeling of how to cope with undesirable behavior in others. 28

Intrinsic Motivation The inherent desire to engage one’s interests and to exercise and develop one’s capacities

“I am doing this because it is ….” type of motivation engaged activity

interesting, fun, enjoyable, Satisfying psychological needs (i.e., autonomy, competence, relatedness) 29

Origin Origins s of Intrinsic Mo Motiv tiv tivatio atio ation n Int Intrinsic rinsic Moti Motiv vation

Psychological Need Satisfaction

tonomy Auton omy

Competence Comp etence

Relatedness

Autonomy Support from the Environment and One’s Relationships

Competence Support from the Environment and One’s Relationships

Relatedness Support from the Environment and One’s Relationships 30

Benefits of Intrinsic Motivation

Engagement

The higher a person’s intrinsic motivation, the greater will be his or her engagement in that task;

The greater people experience interest, enjoyment, satisfaction, and challenge of the work itself, the higher people being creative; Flexible thinking, Conceptual Understanding/ Active information processing, High-Quality Learning Learning in conceptual way… Greater self-actualization, Greater subjective vitality, Optimal Functioning & Well-Being Less anxiety and depression, 31 Greater self-esteem…. Creativity

Benefits of Incentives, Consequences, and Rewards

no

intrinsic motivation to be undermined (uninteresting tasks), When there is rewards can make an otherwise uninteresting task seem suddenly worth pursuing.

Improving children’s reading fluency

Participating in recycling

Preventing drunk driving

Getting motorists to stop at stop signs

Preventing Undesirable behaviors such as biting

Increasing older adults’ participating in physical activity

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Four Reasons Not to Use Extrinsic Motivation (even for uninteresting endeavors) Extrinsic motivators still undermine the quality of performance and interfere with the process of learning.

Using rewards distracts attention away from asking the hard question of why another person is being asked to do an uninteresting task in the first place.

There are better ways to encourage participation than extrinsic bribery.

Extrinsic motivators still undermine the individual’s longterm capacity for autonomous self-regulation. 33

Cognitive Evaluation Theory  Cognitive evaluation theory provides a way for predicting the effects that any extrinsic event will have on motivation;  The theory explains how an extrinsic event (e.g., money, grade, deadline) affects intrinsic and extrinsic motivations, as mediated by the event’s effect on the All external events have two functions:

Control behavior Inform competence Which functions more salient determines how the external event will affect intrinsic and extrinsic motivation. 34

Cognitive Evaluation Theory

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Types of Extrinsic Motivation Self-determination theory posits that different types of motivation can be organized along a continuum of self-determination or perceived locus of causality; Extrinsic Motivation Ex trinsic Motiv ation

External Regulation

Introjected Regulation

Identified Regulation

Integrated Regulation

What examples for each type of motivation can you provide?

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Maladaptive Ability Beliefs

Maladaptive Effort Beliefs

Low Value Placed on Task

Unappealing Task Characteristics

“I don’t have what it takes to do well.”

“I don’t have the energy.”

“This task holds no interest for me.”

“This task is boring.”

The Experience of AMOTIVATION 37

Motivating Others To Do Uninteresting Activities Ways to Promote More Autonomous Types of Extrinsic Motivation e.g.,

Prov Rationale Pro viding a R ationale

Building Interest Bu ilding Inte rest

to explain why the uninteresting activity is important and useful enough to warrant one’s volitional engagement

Involves first catching one’s situational interest in an activity and then holding that initial interest over time by developing an individual interest in the activity. 38

Bui Building lding inte interes res rest t in a particular domain Characteristics of the Environment

Object and activities that are novel, surprising, needsatisfying, and relevant to one’s goals.

Builds Situational Interest Actualized Experience of Interest

Characteristics of the person

Object and activities That are novel, surprising, need-satisfying, and relevant to one’s goals.

Builds Individual Interest

Increased: • • • •

Attention Learning Knowledge Achievement

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Psy ologic gical Ps ycholo gic al Need An inherent source of motivation that generates the desire to interact with the environment so as to advance personal growth, social development, and psychological well-being.

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Organismic Approach to Motivation Two Assumptions People are inherently active.

Person-environment dialectic.

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Three Psychological Needs

tonomy Auton omy

Competence Comp etence

Relatedness

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Behavior is autonomous (or self-determined) when our interests, preferences, and wants guide our decision-making process to engage or not to engage in a particular activity. 43

Three Subjective Qualities Within The Experience Of Autonomy Perceived Autonomy

Internal Perceived Locus of Causality An individual’s understanding of the causal source of his or her motivated actions.

Volition (Feeling Free) A heartfelt and unpressured willingness to engage in an activity.

Perceived Choice over One’s Actions A subjective experience that one may decide to act or not to act, or to pursue one course of action rather than another course of action. 44

Fi ve E ssential Ways of Supporting Autonomy Five Essential

1. Nurtures Inner Motivational Resources Autonomy-Supportive Motivators  Encourage initiative on others by identifying their interests, preferences, and competences. 

Find ways to allow others to behave in ways that express those interests, preferences, and competences.

•

Controlling Motivators  

Forgo inner motivational resources. Rely on extrinsic motivators (e.g., incentives, directives, consequences, and deadlines). 45

Five Essential Supporting Auto utonom nomy Fiv e Essent ial Ways of Sup porting A uto nom y

2. Providing Explanatory Rationales Autonomy-Supportive Motivators  Communicate the value, worth, meaning, utility, or importance of engaging in behavior.  Explain why the request is truly worth the other’s time and effort.

Controlling Motivators Do not take the time to explain why the activity is worth doing. 46

Fiv e Essent ial Ways of Sup porting A uto nom y Five Essential Supporting Auto utonom nomy

3. Listen Emphatically, Relying on Informational Language Autonomy-Supportive Motivators  Treat listlessness, poor performance and inappropriate behavior as motivational problems to be understood and solved.  Listen emphatically to understand why the other is struggling. 

Use flexible, noncontrolling, and informational language.

Controlling Motivators  Adopt a controlling communication style.  Try to motivate by inducing feelings of guilt, shame and anxiety. -Saying “You should try harder” or “You must finish the project.” 47

Five Essential Supporting Auto utonom nomy Fiv e Essent ial Ways of Sup porting A uto nom y

4. Display Patience Autonomy-Supportive Motivators  Give the other person the time and space he needs to explore better ways of behaving, to plan out and try out alternative ways of behaving, and to alter personal goals and problem-solving strategies.  Do a lot of listening, perspective taking, and postpone giving advice.

Controlling Motivators 

Impatiently rush in, take over, and show the other person what to do and how to solve the problem. 48

Five Essential Supporting Aut utonom onomy Fiv e Essenti al Ways of Sup porting A ut onom y

5. Acknowledging and Accepting Expressions of Negative Affect Autonomy-Supportive Motivators 

Listen carefully to the expressions of negative affect and resistance and accept them as valid reactions.

 Work collaboratively with the other person to solve the underl...