Chapter 7 Flashcards

(36 cards)

1
Q

4 categories of cognitively-based springs to action

A

Goals
Mindsets
Personal control
Self

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2
Q

3 part experience of amotivation

A

Lack of competence
Lack of autonomy
Lack of relatedness

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3
Q

Plans: The TOTE unit

A

See slides

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4
Q

Plans: Discrepancy model

A

Present state <—-> ideal state

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5
Q

Present state

A

Represents the person’s current status of how life is going

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6
Q

Ideal state

A

Represents how the person wishes life was going

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7
Q

How is a discrepancy exposed?

A

When the present state falls short of the hoped-for ideal state, a discrepancy is exposed

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8
Q

What has motivational properties?

A

It is the discrepancy, rather than the ideal state per se, that has motivational properties

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9
Q

What does discrepancy create?

A

The sense of wanting to change the present state so that it will move closer and closer toward the ideal state

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10
Q

Discrepancy, emotions, and feelings diagram

A

See slides

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11
Q

2 types of discrepancy

A

Discrepancy reduction
Discrepancy creation

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12
Q

What type is discrepancy reduction?

A

Reactive type

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13
Q

Discrepancy reduction

A

Based on the discrepancy-detecting feedback that underlies plans and corrective motion

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14
Q

What type is discrepancy creation?

A

Based on a “feed-forward” system in which the person looks forward and proactively sets a future, higher goal

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15
Q

What does discrepancy reduction correspond to?

A

Plan-based corrective mechanism

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16
Q

What does discrepancy creation correspond to?

A

Goal-setting motivation

17
Q

3 definitions of a goal

A

Whatever an individual is striving to accomplish
A desired end-state that guides behaviour
A future-focused cognitive representation of a desired end-state that guides behaviour

18
Q

Purpose of goal mechanisms

A

To explain the extent to which the goal does or does not translate into performance gains

19
Q

3 goal mechanisms

A

Goal difficulty
Goal specificity
Goal congruence

20
Q

Goal difficulty

A

How hard the goal is to accomplish

21
Q

Goal specificity

A

How clearly the goal informs the person precisely what they are to do

22
Q

Name 2 things that happens when someone sets a goal and it is difficult?

A

Energizes behaviour
Sustains behaviour

23
Q

Name 3 things that happens when someone sets a goal that is concordant

A

Energizes behaviour
Sustains behaviour
Directs behaviour

24
Q

Name 1 thing that happens when someone sets a goal that is specific

A

Directs behaviour

25
Explain how goal setting energizes behaviour
Increases effort, person works harder
26
Explain how goal setting sustains behaviour
Increases persistence, person works longer
27
Explain how goal setting directs behaviour
Increases attention, person works with focus Increases planning, person works smarter
28
What does feedback document?
The performer's progress towards goal attainment
29
What happens when a person does not receive adequate feedback?
Goal abandonment is likely
30
The fundamental importance of feedback or knowledge of results
Feedback defines performance Instructive to future goal setting efforts Feedback acts as a reinforcer or punisher
31
What kind of activities do not require goals?
Inherently motivating ones in the short--term
32
Problems with long-term goals (LTG)
With LTGs, there is a prolonged period of time in which performance goes unreinforced. Therefore, goal commitment can be expected to decrease LTGs don't provide/generate immediate performance feedback
33
How to address problems with LTGs When is the solution especially necessary?
Performer may benefit by translating a LTG into a series of short-term goals If the LTG is a relatively uninteresting task to perform
34
Name 6 dangers and pitfalls in goal-setting
Increased stress Possibility for failure Non-goal areas ignored Short-range thinking Cheating Undermines intrinsic motivation
35
Origins of a goal
Events that explain from where our goals come from
36