Motivation & Emotion - Wikimedia · motivation and emotion Based on Reeve (2009, Ch 3) Brain...

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Motivation & Emotion

Dr James NeillCentre for Applied Psychology

University of Canberra

2011Image source

Conclusion and review

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Outline – Conclusion and review

1. Review of key content (Ch 1 - 15)2. Conclusion (Reeve, Ch 16)3. Feedback

1. Review of key content (Ch 1 - 15)2. Conclusion (Reeve, Ch 16)3. Feedback

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Review of key content

Reading:Reeve (2009)

Chs 1-15

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Case study scenario 1:Teenager struggling at school

Based on Reeve (2009, p. 447)

Mikaela, your neighbour drops by looking like she is at the end of her tether :(. Her teenage daughter is doing poorly in school and is considering dropping out. Your neighbour's face turns serious as she seeks your advice,

“What can I do? How can I motivate my daughter? ”.

It has come down to this – a knock on the door and the distressed face of a concerned parent. What can you recommend?




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Motivation is about explaining why

Based on Reeve (2009, pp. 449)

�Why do we do what we do?�Why are we afraid or resistant?

Empirically supported theories can help diagnose, predict, and intervene.

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What is motivation?

"motivation" derives from

the Latin verbmovere

(to move)

"motivation" derives from

the Latin verbmovere

(to move)

Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0

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Motivation = Energy + Direction

Processes that give behaviour energy and direction .

Processes that give behaviour energy and direction .

� Energy: Behaviour is relatively strong, intense and persistent

� Direction: Behaviour is aimed toward achieving a particular purpose or goal

� Energy: Behaviour is relatively strong, intense and persistent

� Direction: Behaviour is aimed toward achieving a particular purpose or goal

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Explaining motivation: Why we do what we do


Reasons for behaviour

Why we do what we doWhy we want what we want

Motivational statesHow motives

intensify, change, and fade

Motivation theories

explain

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Predicting motivation: Identifying antecedents

Based on Reeve (2009, pp. 449-450)

Which antecedent conditions energise and direct behaviour?

Interpersonal

Intrapsychic

Environmental

Physiological

Motivation&

emotion

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Four motivational sources

Based on Reeve (2009, Figure 1.2, pp. 8-9)

Needs

Cognitions

Emotions

Externalevents

Intern

al mo

tives

The subject matter of motivation concerns those processes that give behavior its energy and direction.

The four processes capable of giving behavior strength and purpose - its energy and direction

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Framework to understand the study of motivation

Based on Reeve (2009, Figure 1.5, p. 22)

Antecedent Conditions

MotiveStatus

Sense of “Wanting to”

Urge toApproach vs.

Avoid

Energising & Directing

• Behaviour• Engagement• Physiology• Self-Report

Needs Cognitions Emotions

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Using motivational theories to solve practical problems


PracticalProblem

Given What I know AboutHuman Motivation & Emotion

Proposed Solution/Intervention, if any

e.g., • Student dropout• Mediocre performance

• Theories• Empirical findings• Practical experience

• Do I have a strong reason to believe that my proposed intervention will produce positive benefits?• Do no harm

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Abbreviated list of the mini-theoriesAchievement motivation theory (Atkinson, 1964)

Attributional theory of achievement motivation (Weiner, 1972)

Cognitive dissonance theory (Festinger, 1957)

Effectance motivation (White, 1959; Harter, 1978a)

Expectancy x value theory (Vroom, 1964)

Goal-setting theory (Locke, 1968)

Intrinsic motivation (Deci, 1975)

Learned helplessness theory (Seligman, 1975)

Reactance theory (Brehm, 1966)

Self-efficacy theory (Bandura, 1977)

Self-schemas (Markus, 1977)

Based on Reeve (2009, Ch 2, pp. 35-38)

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The motivated & emotional brain

Thinking brainCognitive & Intellectual Functions

“What task it is doing”

Motivated brain“Whether you want to do it”

Emotional brain“What your mood is while doing it”

Brain


“The brain is not only a thinking brain, it is also the center of motivation and emotion.”“The brain is not only a thinking brain, it is also the center of motivation and emotion.”

Image source:http://commons.wikimedia.org/wiki/File:Brain_090407.jpg

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Brain & physiological sources of motivation and emotion

Based on Reeve (2009, Ch 3)

�Brain structures (e.g., for approach and avoid – left and right pre-frontal cortex respectively)

�Hormones (e.g., for ghrelin/leptin for hunger/satiation, oxytocin for bonding)

�Neurotransmitters (e.g., dopamine for reward)

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Need:

When needs are nurtured and satisfied, well-being is maintained and enhanced.

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

If neglected or frustrated, the need’s thwarting will produce damage that disrupts biological or psychological well-being.

Any condition within an organism that is essential and necessary for life, growth, and well-being.

Based on Reeve (2009)

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Need structure:Types of needs

Needs

Physiological Needs

(Chapter 4)

• Thirst• Hunger• Sex

Psychological Needs

(Chapter 6)

• Autonomy• Competence• Relatedness

Social Needs(Chapter 7)

• Achievement• Affiliation • Intimacy• Power

Internalised or learned from our emotional and socialisation histories

Inherent within theworkings of biologicalsystems Based on Reeve (2009)

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Failures to self-regulate physiological needs

People fail at self-regulation for three primary reasons

1People routinely

underestimate how powerful a

motivational force biological urges

can be when they are not currently

experiencing them.

2People can lack

standards, or they have inconsistent,

conflicting, unrealistic, or inappropriate

standards.

3People fail to

monitor what they are doing as they

become distracted,

preoccupied, overwhelmed, or

intoxicated.

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Psychological need


� 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.

� “when people find themselves in environments that support and nurture their psychological needs, then positive emotions, optimal experience, and healthy development follow.” (Reeve, p. 142)

� 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.

� “when people find themselves in environments that support and nurture their psychological needs, then positive emotions, optimal experience, and healthy development follow.” (Reeve, p. 142)

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Self-determination theory

Autonomy Competence Relatedness

Three psychological needs


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Four essential ways of supporting autonomy

Based on Reeve (2009,p. 149)

1. Nurture inner motivational resources2. Rely on informational language3. Promote explanatory rationales4. Acknowledge & accept negative feedback

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Involving competence

• Flow: a state of concentration that involves a holistic absorption in an activity

1. Optimal challenge and flow

• Setting the stage for challenge• Performance feedback

2. Interdependency between challenge and feedback

• Information about the pathways to desired outcomes• Support and guidance for pursing these pathways

3. Structure

• Considerable error making is essential for optimising learning.• Failure produces opportunities for learning.

4. Failure tolerance

Key environmental conditionsBased on Reeve (2009,pp. 155-159)

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Relatedness• Emotionally positive interactions and

interaction partnersInvolving relatedness: Interaction with others

• Intimate and high-quality relationships that involve caring, liking, accepting, and valuing

Supporting relatedness: Perception of a social

bond

• In communal relationships, people care for the needs of the other, and both feel an obligation to support the other’s welfare

Communal & exchange relationships

• Relationships that provide a rich supply of relatedness need satisfaction and clear and convincing rationale for the other’s prescriptions and proscriptions

Internalisation


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What makes for a good day?Based on Reeve (2009pp. 167-168)

Psychological Nutriments for Good

Days

DailyAutonomy

DailyRelatedness

Daily Competence

Psychological Nutriments necessary for Good Days, Positive Well-Being, and Vitality

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Primary need-activating incentiveIncentive that activates each social need’s emotional and behaviour potential

Social need Incentive that activates each need

Achievement Doing something well to show personal competence

Affiliation Opportunity to please others and gain their approval

Intimacy Warm, secure relationship

Power Having impact on othersBased on Reeve (2009,Table 7.2, p. 175)

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Benefits of adopting mastery goals

Preference for a challenging task one can learn from

Adoption of amastery goal

Work harder

Persistlonger

Performbetter

Use conceptually based learning strategies

Experience greater intrinsic than extrinsic motivation

More likely to ask for information & help

(rather than a performance goal)

Based on Reeve (2009)

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Avoidance motivation & well-being

Fear of

failure

Perform-ance-

avoidance goals

LOW *Self-esteem

*Personal control

*Vitality

*Life satisfaction

*Psychological well-being


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Conditions that involve & satisfy the affiliation and intimacy needs

Affiliation need

‘Deficiency-oriented motive’

Deprivation from social interaction: Social isolation and fear

Social acceptance, approval, and reassurance

Intimacy need

‘Growth-oriented motive’

Interpersonal caring, warmth, and love

Relatedness within a warm, close,

reciprocal & enduring relationships

Need-involving condition

Need-satisfying condition

Based on Reeve (2009,pp. 193-195)

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Power

• Leadership• Aggressiveness• Influential occupations• Prestige possessions

Conditions that involve and satisfy the need for power

• Power increases approach tendencies.• People high in the need for power more easily acquire

the goals they seek.

Power and goal pursuit

Based on Reeve (2009,pp. 196-198)

The need to impact on others

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Motivation to exercise personal control:Initial assumptions and understandings

� People desire control over their environment so as to be able to make:� positive outcomes ↑ likely� negative outcomes ↓ likely

� Exercising personal control is predicated upon a person's belief that s/he has the power to influence results favourably.

� The strength with which people try to exercise personal control can be traced to their expectancies of being able to do so.

� People desire control over their environment so as to be able to make:� positive outcomes ↑ likely� negative outcomes ↓ likely

� Exercising personal control is predicated upon a person's belief that s/he has the power to influence results favourably.

� The strength with which people try to exercise personal control can be traced to their expectancies of being able to do so.


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Two kinds of expectanciesExpectancy: A subjective prediction of

how likely it is that an event will occur.Expectancy: A subjective prediction of

how likely it is that an event will occur.

Efficacy expectations“Can I do it?”

Expectation of being able to enact the behaviours needed to cope

effectively with the situation at hand.e.g.,

Can I do 20 mins on a treadmill, 3 x week for 12 months?

Outcome expectations“Will what I do work?”

Expectation that one's behaviour will produce positive outcomes (or prevent negative outcomes).

e.g.,Would I lose 5 kgs as a result?

Motivation to exercise personal controlBased on Reeve (2009, pp. 231-232)

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Self-efficacy


One’s judgment of how well one will cope with a situation (given the skills one possesses and the circumstances one faces).

Capacity to improvise ways to translate personal abilities into effective performance.

The opposite of self-efficacy is self-doubt.

Self-efficacy predicts the motivational balance between wanting to give it a try vs. anxiety, doubt and avoidance.

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Sources & effects of self-efficacy

Based on Reeve (2009, Figure 9.3, pp. 235-240)

Extent of self-efficacy

Personal behaviour

history

Vicarious experience(Modeling)

Verbal persuasion(Pep talk)

Physiological activity

Choice(Approach vs.

avoid)

Effort and persistence

Thinking and decision making

Emotional reactions

(Stress, anxiety)

Sources of self-efficacy Effects of self-efficacy

Image source: http://commons.wikimedia.org/wiki/File:Skier-carving-a-turn.jpg

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Empowerment


Empowerment

Knowledge

Self-efficacy beliefs

Skills

Empowerment involves possessing the knowledge, skills, and beliefs that allow people to exert control over their lives.

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Mastery versus helplessness


Mastery motivational orientation

• A hardy, resistant portrayal of the self during encounters of failure

• Failure feedback can be helpful and constructive information.

Helpless motivational orientation

• A fragile view of the self during encounters of failure

• Failure feedback is a sign of personal inadequacy.

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Explanatory style:Relatively stable, cognitively-based personality or ientation


Optimistic explanatory

style• Explains bad events with

attributions that are unstable and controllable

• Related to the self-serving bias of an illusion of control which contributes to enhancing self-esteem and promoting an optimistic view of the future

Pessimistic explanatory

style• Explains bad events with

attributions that are stable and uncontrollable

• Associated with academic failure, social distress, impaired job performance, physical illness, and depression

Attributions vary in their locus, stability and controllability

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Six dimensions of psychological well-being

1. Self-acceptance2. Positive relations with others3. Autonomy4. Environmental mastery5. Purpose in life6. Personal growth

1. Self-acceptance2. Positive relations with others3. Autonomy4. Environmental mastery5. Purpose in life6. Personal growth

Based on Reeve (2009, Table 10. 1, p. 265) which is based on Ryff (1991)

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The self


Four topics taking center stage

Defining orcreating the self

Relating the self

to society

Discovering & developing

personal potential

Managing or regulating

the self

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Self-concept (cognitive structure)


a reflection of the invariance people have discovered in their own social

behaviour.(the way the self has been differentiated and

articulated in memory)

Set of beliefs an individual uses to conceptualisehis or her self e.g.,

“I am....” (self-descriptions)Cluster of domain-specific self-schemas

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Motivational properties of self-schemas


Self-schemas direct behaviour to confirm the self-view and to prevent episodes that generate feedback that might disconfirm that self-view.

Consistent self

Self-schemas generate motivation to move the present self toward a desired future self.

Possible self

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Benefits of well-developed self-schema


Process information about the self with relative ease.

Confidently predict his own future behaviour in the domain.

Quickly retrieve self-related behavioural evidence from the domain.

Resist counter-schematic information about him/herself.

Benefits ofwell-developed

self-schema

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Possible selves


An important piece of the puzzle in understanding how the self develops

Mostly social in origin, as the individual observes the selves modeled by others.

The possible self’s motivational role is to link the present self with ways to become the possible (ideal) self.

Representations of attributes, characteristics, and abilities that the self does not yet possess.

Portraying the self as a dynamic entity with a past, present, and future.

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Cognitive dissonance


A state of tension that occurs whenever an individual simultaneously holds two cognitions (ideas, attitudes, beliefs, opinions) that are psychologically inconsistent with one another.

Most people are motivated to justify their own actions, beliefs, and feelings.

People are not rational beings; instead, people are rationalising beings.

Cognitive dissonance

Assumptions

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Definition of emotion

Based on Reeve (2009, pp. 301)

“Emotions are … short-lived, feeling-arousal-purposive-expressive phenomena that helps us adapt to the opportunities and challenges we face during important life events.”

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What is an emotion?

Feelings• Subjective experience• Phenomenological awareness• Cognition

Bodily arousal•Physiological activation•Bodily preparation for action•Motor responses

Emotion

Sense of purpose•Goal-directed motivational state•Functional aspect

Significantlife event

Based on Reeve (2009, Figure 11.1 Four components of emotion, p. 300)

Social-expressive•Social communication•Facial expression•Vocal expression

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Relationship between motivation & emotion


Emotions are one type of motive which energises and directs behaviour.

Emotion as motivation

Emotions serve as an ongoing “readout” to indicate how well or how poorly personal adaptation is going.

Emotion as readout

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What causes an emotion?

Based on Reeve (2009, Figure 11.3, Causes of the emotion experience, p. 303)

Significantsituational

event

Cognitiveprocesses

Biologicalprocesses

Feelings

Sense of purpose

Bodily arousal

Social-expressive

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How many emotions are there?Basic emotions

(Families/clusters of emotions)


Basic emotions

Fear Anger Disgust Sadness Joy Interest

Negative emotion themes• Response to threat and harm

• Potential of threatening and harmful events causes fear.• In fighting off or rejecting them we experience anger and disgust.• After they occur, there is sadness

Positive emotion themes

• Motive involvement (Interest)• Satisfaction (Joy)

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What good are the emotions?


Utility of emotion

Coping functions Social functions

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Coping functions of emotion

Based on Reeve (2009, Table 11.1 Functional view of emotional behaviour, pp. 318,from Plutchik (1980, p. 289))

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Social functions of emotion


2. Influence how others interact with us.

4. Create, maintain, & dissolve relationships.

3. Invite & facilitate social interaction.

1. Communicate our feelings to others.

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Individual differences in happiness, arousal, & control

Why do different people have different motivational and emotional states even

in the same situation?

Why do different people have different motivational and emotional states even

in the same situation?

Based

on

Re eve (20

09

, pp

. 368

-369

)

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Personality & happiness


Extraversion

Happiness

Neuroticism

Unhappiness

Happinessset point

Unhappiness set point

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Natural happiness and synthetic happiness

� Natural happiness: Occurs when you get what you want.

� Synthetic happiness: Occurs when you accept that you didn't get what you want.� Synthetic happiness is as real as natural

happiness� e.g., in dating, you look to get what you want, in

marriage, you find a way to like what you’ve got.

� Natural happiness: Occurs when you get what you want.

� Synthetic happiness: Occurs when you accept that you didn't get what you want.� Synthetic happiness is as real as natural

happiness� e.g., in dating, you look to get what you want, in

marriage, you find a way to like what you’ve got.

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Sensation seeking


Defined as “the seeking of varied, novel, complex, and intense sensations and experiences, and the willingness to take physical, social, legal, and financial risks for the sake of such experiences”.

(Zuckerman, 1994)

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Sensation seeking�Sensation seeking determines

how a person reacts to a situation or event.

�Sensation seeking determines the situations and activities a person chooses.

�Sensation seeking determines how a person reacts to a situation or event.

�Sensation seeking determines the situations and activities a person chooses.

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Control


Perceived control

The extent to which an individual believes that s/he possesses the capacity needed to produce positive outcomes.

Desire for control

The extent to which individuals are motivated to establish control over the events in their lives.

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Contemporary psychodynamic perspective


1. The unconscious Much of mental life is unconscious.

2. PsychodynamicsMental processes operate in parallel with one another.

3. Ego developmentHealthy development involves moving from an immature socially dependent personality to one that is more mature and interdependent with others. → Ego effectance

4. Object relations theoryMental representations of self and other form in childhood that guide the person’s later social motivations and relationships.

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Evolution of paradigms in psychology

1st force: Psychoanalytic2nd force: Behaviourism3rd force: Humanistic4th force: Transpersonal

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Holism


� Human motives are integrated wholes (rather than a sum of parts).

� Personal growth is the ultimate motivational force.

� Stresses “top-down” master motives such as the self and its strivings toward fulfillment

� Focuses on discovering human potential and encouraging its development

� Human motives are integrated wholes (rather than a sum of parts).

� Personal growth is the ultimate motivational force.

� Stresses “top-down” master motives such as the self and its strivings toward fulfillment

� Focuses on discovering human potential and encouraging its development

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Positive psychology


� Focuses on proactive building of personal strengths and competencies

� Seeks to make people stronger and more productive, and to actualise the human potential in all of us

� Uses scientific methods to identify evidence-based methods

� Focuses on proactive building of personal strengths and competencies

� Seeks to make people stronger and more productive, and to actualise the human potential in all of us

� Uses scientific methods to identify evidence-based methods

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Self-actualisation


AutonomyGreater mindfulness

Courage to create

Realistic appraisals

Openness Self-realisation

The desire for self-fulfillment, the tendency to actualise one's potential. The desire to become more and more what one is, to become everything that one is capable of becoming. Motivation and personality (Maslow, 1954)

Two fundamental directions that characterise self-actualisation as a process

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Behaviours that encourage self-actualisation

Based on Reeve (2009, Table 15.1, pp. 424-425) and Maslow (pp. 44-49

� Make growth choices (progression vs. regression or growth vs. fear)

� Be honest (when in doubt)� Situationally position yourself for peak

experiences� Give up defensiveness� Let the self emerge (listen to impulse

voices rather than introjected voices)� Be open to experience (identify defences

and have the courage to give them up)

� Make growth choices (progression vs. regression or growth vs. fear)

� Be honest (when in doubt)� Situationally position yourself for peak

experiences� Give up defensiveness� Let the self emerge (listen to impulse

voices rather than introjected voices)� Be open to experience (identify defences

and have the courage to give them up)

69Based on Reeve (2009, pp. 425-430)

Actualising tendency“The organism has one basic tendency and striving – to actualize, maintain, and enhance the experiencing self.” (Rogers, 1951)

• Innate, a continual presence that quietly guides the individual toward genetically determined potentials

• Motivates the individual to want to undertake new and challenging experiences

Actualising tendency

• Innate capability for judging whether a specific experience promotes or reverses growth

• Provides the interpretive information needed for deciding whether the new undertaking is growth-promoting or not

Organismic valuation process

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Fully functioning individual


EmergenceOnset of innatedesire, impulse,or motive

AcceptanceDesire, impulse,or motive isaccepted “as is”intoconsciousness

ExpressionUneditedcommunication ofdesire, impulse,or motive

Figure 15.3 Fully functioning as the emergence, acceptance, and expression of a motive

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Organismic valuing processThis process may include any of the following principles:� Authenticity� Autonomy� Internal locus of evaluation� Unconditional positive self-regard� Process living� Relatedness� Openness to inner and outer experience

This process may include any of the following principles:� Authenticity� Autonomy� Internal locus of evaluation� Unconditional positive self-regard� Process living� Relatedness� Openness to inner and outer experience

Based on ChangingMinds - http://changingminds.org/explanations/values/organismic_valuing.htm

72Based on Reeve (2009, pp. 431-434)

Autonomy causality orientation

� Relies on internal guides (e.g., needs, interests)

� Pays closer attention to one’ s own needs and feelings

� Relates to intrinsic motivation and identified regulation

� Correlates with positive functioning (e.g., self-actualisation, ego development, openness to experience etc.)

� Relies on internal guides (e.g., needs, interests)

� Pays closer attention to one’ s own needs and feelings

� Relates to intrinsic motivation and identified regulation

� Correlates with positive functioning (e.g., self-actualisation, ego development, openness to experience etc.)

73Based on Reeve (2009, pp. 431-434)

Control causality orientation

� Relies on external guides (e.g., social cues)

� Pays closer attention to behavioural incentives & social expectations

� Relates to extrinsic regulation and introjected regulation

� Relies on external guides (e.g., social cues)

� Pays closer attention to behavioural incentives & social expectations

� Relates to extrinsic regulation and introjected regulation

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How relationships support the actualising tendency


Quality of interpersonal relationships

Warmth Genuine-ness Empathy

Interpers-onal

acceptance

Confirmation of the other

person’s capacity for

self-determination

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Positive psychology & growth


Positive psychology

• Looks at people’s mental health and the quality of their lives to ask, “What could be?”

• Seeks to build people’s strengths and competencies

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ConclusionReading:

Reeve (2009)Ch 16

(pp. 447-464)

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Outline – Conclusion


� Case study scenario� Understanding &

applying motivation� Explaining motivation:

Why we do what we do� Predicting motivation:

Identifying antecedents� Applying motivation:

Solving problems

� Motivating self & others� Motivating self� Motivating others� Feedback on how the effort

to motivate self and others

� Case study scenario� Understanding &

applying motivation� Explaining motivation:

Why we do what we do� Predicting motivation:

Identifying antecedents� Applying motivation:

Solving problems

� Motivating self & others� Motivating self� Motivating others� Feedback on how the effort

to motivate self and others

� Designing motivational interventions� Four case studies� Four success stories

� Wisdom gained from a scientific study of motivation and emotion

� Designing motivational interventions� Four case studies� Four success stories

� Wisdom gained from a scientific study of motivation and emotion

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Motivational intervention:Three objectives


�Causes?Diagnose why the person is experiencing motivational problems (Explaining)

�Sources? Identify the key sources of the person’s motivation (Predicting)

�Strategies? Apply knowledge about motivation to solve the problem (Applying)

�Causes?Diagnose why the person is experiencing motivational problems (Explaining)

�Sources? Identify the key sources of the person’s motivation (Predicting)

�Strategies? Apply knowledge about motivation to solve the problem (Applying)

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Understanding & applying motivation


Three objectives

PREDICT(Sources)

APPLY(Strategies)

EXPLAIN(Causes)

How conditions will affect

motivation and emotion

Why people do

what they do

Motivational principles to solve practical problems

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Three objectivesPREDICT(Sources)

APPLY(Strategies)

EXPLAIN(Causes)

Ask what is working? (build on strengths/interests)

Extrinsic motivation?

Lack of goals?Quality of

relationships?Lack of

meaning?

Ask her about emotions?Help build skills?

(competence)Help her

identify goals?

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Applying motivation: Solving problems


Two questions:� How do I motivate myself ?� How do I motivate others ?

Two questions:� How do I motivate myself ?� How do I motivate others ?

Fix what isn't working

• Repairing weaknesses

• Overcoming pathology

Accentuate what is working

• Amplifying strengths

• Improving functioning

Solving motivational problemsSolving motivational problems

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Motivating self and others


Resource for motivating self

Life-long development of inner motivational resources

Environmental conditions

Situational events

Resource for motivating othersQuality of interpersonal

relationships

Motive status• Needs• Cognitions• Emotions

Outcomes• Performance• Engagement• Approach• Well-being

Figure 16.1 Framework to think about motivating self and motivating others

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Motivating self


Nurturing resources for motivating self:Life-long development of

productive inner motivational resources

Experiencing strong,

resilient, and

productive motivational states

Growing approach-oriented needs, cognitions,

and emotions

85

Motivating others


Motivator

The person (self)

Outside force

Who is motivating the person?Who is motivating the person?

86Based on Reeve (2009, pp. 453-455)

Is the social context supporting the person’s personal causation and inner motivational resources?

Primary goalEnhancing the other’s capacity for personal causation(NOT producing compliance or a predetermined pattern of desired behaviour)

Interpersonal relationship

Supports?

Undermines?

the person’s motivation

Motivating others

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Feedback on how the effort to motivate self and others is going


Emotions

• Interest • Enjoyment• Optimism

vs.• Apathy• Anger• Pessimism

Overt behaviours

● Intense effort● Long persistence● Short latency to begin● High probability of occurrence

Well-being

● Changes in vitalityand well-being

Feedback mechanism

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Designing motivational interventions


Four success stories:1. Attaining personal goals2. Motivating students3. Suppressing the urge to smoke4. Autonomy-supportive parenting

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Success stories: Attaining personal goals

� Students listed goals to attain in a semester� Rated extent to which goals reflect personal

interests and values� Self-management plans identified sources of

distraction and counter-behaviours� 62% of goals completed – sig. higher for self-

concordant goals with implementation plans� Take-home message : Self-concordant goals

+ implementation plans → success

� Students listed goals to attain in a semester� Rated extent to which goals reflect personal

interests and values� Self-management plans identified sources of

distraction and counter-behaviours� 62% of goals completed – sig. higher for self-

concordant goals with implementation plans� Take-home message : Self-concordant goals

+ implementation plans → success


90Based on Reeve (2009, pp. 457-464)

Self-concordant goalsGoals : What people want to accomplishSelf-concordance : Why people pursue these particular goals

Clear implementation intentionsHow people plan to reach the goals

High levels ofgoal progress,

accomplishment,and

positive affect

Success stories: Attaining personal goals

91

Success stories: Motivating students

� Poor school attendance and performance� Intervention: Activities to bolster personal

causation (perceived autonomy) in regard to schoolwork

� Personal causation → Achievement motivation → Achievement

� Long-term effects

� Poor school attendance and performance� Intervention: Activities to bolster personal

causation (perceived autonomy) in regard to schoolwork

� Personal causation → Achievement motivation → Achievement

� Long-term effects


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Success stories: Suppressing the urge to smoke� Nicotine → Dopamine (reinforcement)→ More Nicotine use

� Intervention: Nicotine blocker→ Low dopamine release (less reinforcements)→ decreased urge to smoke

� Nicotine → Dopamine (reinforcement)→ More Nicotine use

� Intervention: Nicotine blocker→ Low dopamine release (less reinforcements)→ decreased urge to smoke


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Success stories: Autonomy-supportive parenting� Jennifer, 10, danced since 4, but now wants

to do team sports with her friends� Parents supported Jennifer's strivings and

autonomy (avoiding amotivation/learned helplessness and aggressive reactance)

� Jennifer later requested to return to dance� Parents motivated daughter by providing a

relationship that supported and affirmed daughter's capacity for self-determination and autonomous self-regulation

� Jennifer, 10, danced since 4, but now wants to do team sports with her friends

� Parents supported Jennifer's strivings and autonomy (avoiding amotivation/learned helplessness and aggressive reactance)

� Jennifer later requested to return to dance� Parents motivated daughter by providing a

relationship that supported and affirmed daughter's capacity for self-determination and autonomous self-regulation


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Nuggets of wisdom

�

In tutorials, we will collect and organise your “nuggets of wisdom” (short statements about your greatest insights from the unit).

e.g., ● What has been your most significant

learning about motivation and emotion?● What is the take-home message from your

book chapter?

In tutorials, we will collect and organise your “nuggets of wisdom” (short statements about your greatest insights from the unit).

e.g., ● What has been your most significant

learning about motivation and emotion?● What is the take-home message from your

book chapter?

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Wisdom gained from a scientific study of motivation & emotion


�

1. Human nature can be discovered using scientific methods

2. What we don't know about motivation and emotion exceeds what we do know

3. The brain is as much about motivation and emotion as it is about cognition and thinking

4.We routinely underestimate how powerful a motivational force biological urges can be when we are currently not experiencing them

1. Human nature can be discovered using scientific methods

2. What we don't know about motivation and emotion exceeds what we do know

3. The brain is as much about motivation and emotion as it is about cognition and thinking

4.We routinely underestimate how powerful a motivational force biological urges can be when we are currently not experiencing them

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Wisdom gained from a scientific study of motivation & emotion


�

5. The quality of one's motivation matters as much as does its quantity

6. To flourish, motivation needs supportive conditions, especially supportive relationships

7. We share many of the same needs , while other needs are acquired through experience

8. We do not do our best when we “try to do our best”; rather, we do our best when pursue a difficult, specific goal

5. The quality of one's motivation matters as much as does its quantity

6. To flourish, motivation needs supportive conditions, especially supportive relationships

7. We share many of the same needs , while other needs are acquired through experience

8. We do not do our best when we “try to do our best”; rather, we do our best when pursue a difficult, specific goal

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Wisdom gained from a scientific study of motivation and emotion


��9. The cognitive pillars of motivated action are “I can do it” and “It will work.”

10. Boosting self-esteem is a poor motivational strategy.

11. All emotions are good .12. Emotions are biological, cognitive,

and social reactions to important events in our life.

9. The cognitive pillars of motivated action are “I can do it” and “It will work.”

10. Boosting self-esteem is a poor motivational strategy.

11. All emotions are good .12. Emotions are biological, cognitive,

and social reactions to important events in our life.

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Wisdom gained from a scientific study of motivation and emotion


��13. Happiness lies in our genes and in what we choose to strive for.

14. We are not always consciously aware of the motivational basis of our behaviour.

15. Encouraging growth is more productive than is trying to cure weakness.

16. There is nothing so practical as a good theory .

13. Happiness lies in our genes and in what we choose to strive for.

14. We are not always consciously aware of the motivational basis of our behaviour.

15. Encouraging growth is more productive than is trying to cure weakness.

16. There is nothing so practical as a good theory .

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Feedback

100

IntegrateIntegrate theories and

current research research towards explaining the role of

motivationmotivation and emotionsemotions

in human behaviour .

Learning outcomes

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Generic skills

�� Communication� Working independently and with

others� Professionalism and social

responsibility

� Communication� Working independently and with

others� Professionalism and social

responsibility

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� What worked for you?� What didn't work so well for you?� How could this unit be improved ? � Put honest views in the Unit Satisfaction Survey� Also feel free to contact me directly with your feedback about any aspect of the unit.

Review and feedback

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1. *Ideas and suggestions (2013)

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� Quizzes preferred to exam� Quiz autonomy good� Book chapter preferred to essay – more real life/advanced skills, with choice of topic and social expectation� Online platform allowed collaboration and feedback� Multimedia preferred to group presentation� Screenr functionality – no timer shows & if messed up had to re-record� Could people have a choice of presentation format� Extra workshops for book chapter & multimedia – e.g., mid-semester 2/3 might turn up - or tutorials in a lab� Not everyone has internet connection or has limits� Lecture notes – simplifed non-image? - download size� All assessment towards end-of-semester e.g., have a draft outline due mid-semester

Ideas and suggestions (2011)

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References

� Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.

� Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.

Note: Image credits are in the slide notes which are downloadable from Slideshare

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