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Motivation and Emotion > Exam 1 > Flashcards

Exam 1 Flashcards

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1
Q

What is motivation?

A

Motivations are driven by internal motives which give behavior its energy, direction, persistence

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2
Q

Three Internal Motives

A

Needs, Cognition, Emotions

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3
Q

Needs

A

Conditions in the individual that are essential and necessary for life
e.g) hunger, thirst, competence, relatedness, autonomy, etc

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4
Q

Cognitions

A

Mental events capable of energizing and directing behavior
e.g) goals, plans, mindsets, etc

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5
Q

Emotions

A

Short-lived, feeling arousal-purposive-expressive phenomena that help us adapt to the opportunities and challenges we face during life

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6
Q

What affects motives and behaviors?

A

Energy, Direction, Persistance

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7
Q

Energy

A

Behavior has strength, it can vary in its initiation, intensity, and persisitance

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8
Q

Direction

A

Behavior and purpose and aiming to achieve a certain outcome

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9
Q

Persistence

A

Behavior has endurance, it sustains itself over time and across situations

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10
Q

Why study motivation and emotion?

A

Theoretical gains: provides an explanation and understanding

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11
Q

How do we study motivations and emotions?

A

Behavioral science which requires: Objective, data-based, empirical evidence gained from
well-conducted peer-reviewed research findings

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12
Q

Why do we study emotions with motivation?

A

Emotions are one type of motive: They energize and direct behavior just like needs and cognitions do

Emotions express the person’s ever-changing motivational states and
personal adaptation status

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13
Q

What motivates us to do things?

A

As humans, we have instincts to fulfill needs which results in better mental and physical well-being.

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14
Q

Intrinsic motivation

A

An inherent desire to engage in one’s interests and to exercise and develop one’s capacities

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15
Q

Extrinsic Motivation

A

An environmentally created reason (e.g., incentives, rewards or punishments) to engage in an activity or action

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16
Q

External regulation of motivation

A

Incentives, Rewards, Consequences

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17
Q

Incentives

A

Incentives are provided by the environment and learned

ex) promising a child a cookie to complete reciting multiplication tables task

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18
Q

Theory of Behaviorism

A

Theory of Learning that state that organisms act to receive rewards and avoid punishments (behaviors are acquired through conditioning)

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19
Q

When are rewards harmful?

A

Rewards have negative effects mainly when they are clearly contingent on doing another activity, when they are expected, and when they are tangible (such as money, prizes or grades).

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20
Q

Behaviorism in psychology

A

Grades are a form of extrinsic
motivation: they reward accomplishment

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21
Q

The empty-vessel model (behaviorism)

A

Children do not come into the classroom with
beliefs, ideas, and knowledge and rather need
teacher to pour knowledge into their brains

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22
Q

What to do when students arrive at different levels?

A
  • Decenter grading: focus on learning objectives for the course
  • Emphasize the entire portfolio
  • Students develop an individualized plan
  • Encourage self-evaluation
  • Portfolio conference
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23
Q

When is extrinsic motivation beneficial?

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A

When there is a set, algorithmic solution to a problem (low-interest/difficulty tasks)

When there is no long-term goals

24
Q

When is extrinsic motivation beneficial?

Study These Flashcards
A

When rewards can make an uninteresting task worth pursuing
ex) increasing participation in recycling

25
Cognitive Evaluation Theory
Cognitive evaluation theory provides a way for predicting the effects that any extrinsic event will have on motivation.
26
How do we nurture inner motivational resources?
Support the other’s interest, enjoyment, psychological need satisfaction
27
Internalization
A process where which a person transforms a formerly externally prescribed way of thinking into an internally-endorsed one
28
Relatedness
We know that the other cares for and loves us
29
Purpose
When there is greater meaning behind the action
30
Competence
When we believe that the recommended beliefs and behaviors will allow us to function more effectively in life
31
Autonomy
When we understand how these beliefs and behaviors will help us accomplish the goals and strivings that are central to our interests
32
Do punishers work?
A punisher is any environmental stimulus that, when presented, decreases the future probability of the undesired behavior
33
Bandura’s Social Learning Theory
Learning occurs through observations and interactions with others
34
Reinforcement
Any event that follows the behavior and results in a strengthening or decreasing of that behavior
35
Amotivation
Lack of autonomy, lack of competence, lack of purpose
36
What is a core motive?
A core motive must be motivating, beneficial, universal
37
Failure to self-regulate physiological needs
- Underestimating biological urges - People have inconsistent and conflicting standards - Failing to monitor when they become anxious and preoccupied
38
Assumptions of Bandura's Theory Reciprocal Causation
- People are inherently active—always in active exchange with their environment - People need supportive, rather than hostile, environments.
39
Self-Determination Theory
Suggest that all humans have three basic psychological needs... autonomy, competence, relatedness
40
Autonomy
The need to experience self-direction and personal endorsement in the initiation and regulation of one’s behavior
41
Subjective qualities of autonomy
Internal Perceived Locus of Causality: That the individual is the causal source of his or her motivated actions. Volition: 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.
42
How do people respond to a lack of control?
When people feel as if their freedom is being taken away, they often reassert their autonomy by doing exactly the opposite of what they were requested to do
43
Reactance Theory
An unpleasant motivational reaction to offers, persons, rules, or regulations that threaten or eliminate specific behavioral freedoms.
44
Three effects of helplessness
Motivational deficits, Learning deficits, Emotional deficits
45
Neural circuitry of goal setting
When active in a particular sequence gives rise to a particular behavior
46
Four brain areas with neural circuitry
*Amygdala: fear/anxiety/avoidance * Ventral Striatum/basal ganglia: initiating and preventing action * Cortex * Lateral prefrontal cortex: planning, thinking about things in different time scales * Orbitofrontal cortex: emotionality in present state vs goal state
47
What is happening in neural circuitry
1. Value information 2. Action Neuromodulator system: Dopamine
48
Theories of goal setting
ABC Method (Larkin and Small) * Achievable, believable, committed SMART Method * Specific, measurable, attainable, realistic, time bound SMARTER Method * Specific, measurable, attainable, realistic, time bound, ethical, and realistic
49
What is a mindset?
A core belief or assumption that we have about a particular domain that orients us to a particular set of expectations, explanations, or goal setting
50
Growth mindset
The belief that one’s personal qualities are malleable, changeable, and can be developed through effort.
51
Fixed mindset
The belief that one’s personal qualities are fixed, set, and not open to change
52
Where do mindsets come from?
* Upbringing * Culture * Influential others * Conscious choice
53
What predicts motivational patterns?
1. Intelligence vs effort praise 2. Generic language: Focuses on the group as a whole vs individuals (e.g., ”girls are bad at math”) 3. Gender
54
Self-Efficacy
Judgment of how well (or poorly) one expects to cope with a situation, given the skills one possesses and the circumstances one faces.
55
Self-efficacy theory
perceived inefficacy in coping leads to anxiety

Motivation and Emotion (1 decks)

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