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Personality Revision 2 > Lecture 8- Motivation (Kinnafick) > Flashcards

Lecture 8- Motivation (Kinnafick) Flashcards

1
Q

Define Motivation

A
  • the topic of motivation is what moves people to act, think and develop
  • Need to understand the conditions and processes that facilitate persistence, performance, healthy development, and vitality in our human endeavours
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2
Q

What have previous theories of motivation mainly focused on?

- 4 things

A
  • External stuff
  • Social environment
  • Rwards/ incentives
  • relationships
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3
Q

Outline Deci & Ryan (1985) Self-determination theory

- what does it assume

A

ASsumes people:
•Naturally active, self-motivated, curious and interested
•Vital and eager to succeed
• Can be alienated and mechanised, or passive and disaffected
- we want to progress and learn, but certain things can influence that

  • differences between our natural state, and how we can sometimes be alienated: are accounted for in the type of motivation (quality) of motivation
  • Interactions between inherent active nature and social environment that will determine quality of motivation
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4
Q

What is the two ends of the continuum for quality of motivatoin

A 
Autonomous motivation (Good stuff, we want to strive for)
VS
Controlled Motivation (want to try and avoid if we are to flourish or develop successfully)
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5
Q

Outline how quality of motivation affects liklihood of an individual carrying something out

A

SDT argues:

  • The quality of motivation will influence the likelihood of an individual carrying out the behaviour
  • Argues quality of motivation is likely to improve if it involves a greater choice and self-determination rather than external control
  • Understanding why and why not someone could act can help us understand them
  • Interventions can therefore be better targetted to their needs
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6
Q

What are the 3 broad categories of quality of motivation

A
  1. Intrinsic motivation
  2. Extrinsic motivation
  3. Amotivation
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7
Q

What are the 4 types of extrinsic motivation?

A
  1. Integrated regulation
  2. Identified regulation
  3. Introjected regulation
  4. External Regulation
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8
Q

Outline Intrinsic motivation

A
  • Do the activity for enjoyment, pleasure and fun
  • No reinforcement or reward
  • When the activity is interesting/ satisfying
  • Explore novel stimuli
  • Work to master optimal challenges

“I love it”

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9
Q

Outline integrated regulation as a form of extrinsic motivation

A

“Behaviours that are fully incorporated into the repertoir of behaviours that statisfy psychological needs”
- still have autonomy over it, but not quite intrinsic

  • It is part of who you are, important to you, you want to be known as having that as a part of my identity. you still have control over it, without any external orders
  • Its integrated into your life
  • Differs from intrinsic, as althought it is autonomous, its created as a result of external influences? Wheras intrinsic is entirely about your inner pleasure, not how your identity is expressed
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10
Q

Outline indentifed regulation as a form of extrinsic motivation

A
  • You may not love it, it may not be a part of who you are, but you do it and see that it is beneficial
  • “I can see its important”
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11
Q

Outline Introjected regulation as a form of extrinsic motivation

A
  • Avoiding external sources of disapproval, or to gain externally referenced approval
  • I should do it
  • You dont want to do it, so starting to move towards controlled motivation, it is external forces at work in getting you to do something
  • To avoid feelings of guilt or disapproval
  • Im going to go and exercise because i dont want to let them down, theyre waiting for me. I’ll feel guilty
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12
Q

Outline External Regulation as a form of extrinsic motivation

A
  • For external reinforcement such as gaining rewards, or avoiding punishment
  • “I have to do it”
  • E.g. You’ve been told to do it
  • you may not want to do it, but you have to do it - controlled motivation
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13
Q

Outline Amotivation

A
  • “I have no interest”
  • A complete lack of motivation
  • No value of behaviour
  • Valued outcome but no competence
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14
Q

Who came up with The motivation diagram thing?

A

Hagger & Chatzisarantis (2007)

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15
Q

What were the 3 examples of things that can decrese intrinsic motivation, outlined by Deci & Ryan (2007)? and what were the outcomes of this?

A

Decreases in intrinsic motivation, can be caused by:
•Threats of punishment
•Deadlines
•Surveillance

The outcomes:
• Feelings of pressure and control
•Drop out
•Negative affect/ wellbeing

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16
Q

How can rewards affect motivation??

- Undermine or not?

A
  • They undermine intrinsic motivation
  • And the reward can lead to a loss of interest in activity, it is no longer fun, it is just to get the reward, and then may quit
  • If the reward is not specifically dependent on doing the activity, the reward may not undermine intrinsic motivation, as its not perceived as controlling ones behaviour
    •E.g. ill give you some money if you join the fitness programme, if you complete it or not - may not get rid of intrinsic motivation
  • Tangeble rewards tend to interect negatively with intrinsic motivation - e.g. trophies, medals, money etc
  • vs praise etc (not tangeble)
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17
Q

What are the 4 outcomes of Autonomous motivation

A
  1. Greater persistence
  2. Positive affect
  3. Enhanced Performance
  4. Greater Psychological Wellbeing
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18
Q

What are the 3 things that the Basic Psychological Needs theory (BNT) say humans need

A
  1. Autonomy - sense of ownership over behaviour
  2. Competence - Feelings of effectiveness in ones interactions with the social environment in achieving valued outcomes
  3. Relatedness - feeling connected with others in a respected and secure manner
  • If any of these 3 are not met, you may have a worse quality of motivation
  • If you feel out of control, or feel you cant do it, or feel you are isolated, these needs may not be met and you will have bad motivation
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19
Q

What is BNT a subtheory of?

A

Self-determination theory

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20
Q

How was BNT initially studied uni-dimensionally?

A

High Need satisfaction ——-> Adaptive Functioning

Low Need Satisfaction —–> Maladaptive Functioning

21
Q

How did the Uni-dimensional BNT turn into the multi-dimensional theory?

A

High vs low need satisfaction just turned into:

Need satisfaction or Need frustration

22
Q

What sides of motivation do need satisfaction and need frustration cause?

  • Bartholomew, Ntoumanis et al (2011)
  • Vice Versa
A

Need satisfaction -> Bright Side of motivation

  • Adaptive functioning and outcomes
  • adaptive functions cause need satisfaction and vice versa

Need Frustration -> Dark side of motivation

  • Mal-adaptive functioning and outcomes
  • mal-adaptive functions cause need frustration and vice versa
  • Actively undermining (internal or external) need satisfaction
  • It is not just high and low, its about how needs are met or undermined
23
Q

What is the new addition to this theory

A

Need dissatisfaction

  • comes from research at schools
  • from a study into how students become increasingly disengged throughout the semester
24
Q

Outline the final theory

A

Need Satisfaction

  • Given autonomy, competence and relatedness
  • you are going to have good motivation, autonomous motivation

Need frustration
- Needs undermined

Need dissatisfaction

  • not undermining needs, just not facilitating them
  • Not actively undermining them, just not commenting
  • This causes diminished functioning and outcomes
25
Q

How can interpersonal climate effect needs satisfaction

A
  • Interpersonal climate and social context will facilitate satisfaction of these 3 basic psychological needs if:
    •They support the inherent activity
    •Promote optimal motivation
    • Encourage the most positive psychological, developmental and behavioural outcomes
26
Q

Outline thwarting

A

means similar to need frustration
- Thwarting environments yield less optimal forms of motivation and have maladaptive effects on wellbeing outcomes

  • This usually comes from an authority figure
  • Or someone you trust and value/ respect their opinions - so you will take it on board, even if its good or bad
27
Q

What are the ways you can increase autonomy, as a method of facilitating need satisfaction
- 4 things

A
  • Provide a meaningful rationale
  • Enhance Perceptions of value of the activity
  • Provision of choice and variety
  • Facilitating enjoyment
28
Q

What are the ways you can increase Relatedness, as a method of facilitating need satisfaction
- 4 things

A
  • Social support
  • Trusting and feeling connected to others
  • Respect, understanding and care
  • Acknowledge negative feelings regarding the activity
29
Q

What are the ways you can increase Competence, as a method of facilitating need satisfaction
- 4 things

A
  • Confidence - information and feedback
  • Set challenging, but realistic goals
  • Advice on resisting and overcoming barriers
  • Focus on intrinsic goals
30
Q

Outline the Need Support in Schools intervention

A
  • Teachers are often: “Do as you’re told” and suggest you should learn from successes and failures
- Students in the NS classroom:
•Intrinsically motivated towards work
•Prefer challenges and making independent attempts
• Felt more competence at school worl
•Higher SE
•Greater engagement
31
Q

If needs are not met: i.e. frustrated or dissastisfied, what can this lead to in schools?

A
  • Antisocial Behaviour
  • Bullying
  • Negative emotion (Anger, anxiety)
  • Stress
  • Defiance
32
Q

What are the outcomes if a student is engaged?

A
  • Better academic progress
  • Less likely to drop out
  • Changes in psychological needs predict changes in student engagement/ disengagement
  • Engagement/ disengagement can be changed, e.g. by teacher
33
Q

IF psychological needs are satisfied, what are the 4 areas it affects and how? in schools

A
  1. Behaviour - effortful and persistent
  2. Emotion - interest
  3. Agency - contributes to learning
  4. Cognition - sophisticated
34
Q

IF psychological needs are NOT satisfied, what are the 4 areas it affects and how? in schools

A
  1. Behaviour - off task, lack of effort
  2. Emotion - sadness
  3. Agency - passively receiving instructions
  4. Cognitive: Disorganized learning
35
Q

What is the % of drop out from physical activity

A

After 6 months of physical activity, drop out rate is 50%

36
Q

What can drop out be attributed to?

A
  • The motivation underlying exercise behaviour
  • Whether is based on:
    •Enjoyment
    •Social element
    •Told by a significant other
    •To lose weight
    •Health problems
37
Q

Which motivations are seen as best for exercise behaviours?

A
  • Autonomous forms of motivation and exercise linked
  • Identified regulation (i see its important)
  • Instrinsic linked to long term outcomes
  • Mixed evidence for other types of motivation
38
Q

In exercise research, how can there be extrinsic and intrinsic motivation at the same time?

A
  • Go to the gym because you like it

- But going to a certain class because you think its important

39
Q

Which form of motivation can change the quickest, and why?

A

Introjected motivation (I should do it)

  • can change very quickly, seeing value of exercise can change quickly
  • E.g. if you become single again and want to get fit
40
Q

What are intrinsic goals related to?

A

Intrinsic Goals, such as:

  • personal growth
  • Enjoyment
  • Building relationships

Are positively associated with psychological health

41
Q

How are extrinsic goals related to Psychological health?

A

Such as:
•projecting an attractive image
•Weight loss
•Gaining wealth

Are negatively associated with psychological health

42
Q

Outline Ingledew & Markland (2008)

A

Looked at how personality (of office workers) linked to types of motivation, and therefore performance

  • Looked at:
    1. conscientiousness, extraversion, neuroticism
    2. participation motives (goals)
    3. locus of causality (Autonomous vs controlled)
    4. exercise participation
43
Q

Outline Ingledew & Markland (2008) findings

A
  • More neurotic = more concerned about appearence = more likely to have External regulation = negatively predicted exercise participation
  • More open= more predict of health and fitness motives (more internal) = more identified regulation = better prediction of exercise participation
44
Q

Which type of regulation is best for exercis?

A

Identified regulation

  • people know the value of exercise
  • Still have autonomy in deciding to exercise regularly etc but often dont feel like it
  • Commonly dont do it for fun, do it for values
45
Q

Outline Rouse et al (2011) methods

A

Found that the figure who provides support is often the teacher

  • someone in an authroty position
  • He looked at who else could influence motivation
46
Q

Outline Rouse et al (2011) findings

A
  • Offspring (not much influence) - no authority
  • Physician
  • Partner
47
Q

Outline the findings of Kinnafick (2016)

A
  • That an inanimate object can provide this support

- unclear if they thought it was from another person or not?

48
Q

How does research into schools and into exercise differ?

A
  1. Research in schools is mostly focused on psychological needs
    - and how others can help the child
    - social stuff
  2. Research in exercise is mostly focused on motivators
    - and the person doing the behaviour
    - Individual

Personality Revision 2 (10 decks)

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