Lecture 12 (midterm 2) Flashcards
(27 cards)
Cognitive Evaluation Theory
Explains the effects of the social context on intrinsic motivation
What’s intrinsic motivation?
Satisfaction/ pleasure associated with the activity itself
“I want to do this because it makes me feel good”
What does intrinsic motivation increase
Positive physical activity attitudes, increasing overall physical activity
How may social environment affect intrinsic motivation
Kids with pen and paper example
-50% of time kids played with it
-if you draw ill give you a gold star, so the kids drew
-second group was given a star at the end if they drew, but they didn’t know they’d get one
-third they got no star for drawing
“Gold stars” aren’t good necessarily because:
They can mess up peoples intrinsic interests by awarding them for something that they already like doing
-called the “Over Justification” hypothesis
Self Determination
It’s your choice to do an activity (you choose)
Competence:
If I feel good about something because it makes me look/ feel good, I’ll probably do it
-you’re your own judge on how much you like it
Events capable of influencing Intrinsic Motivation have both: (2)
Controlling (self determination) -it can control you, or not
Informational (competency) -when you do something you get feedback
What’s the controlling aspect of getting a reward?
Every situation we get into, the outcome can either change how we act, or not change how we act
Ex) starting an activity because of a gold medal -causes us to only try for the medal -BAD
Ex) the reward could motivate us positively to do better -intrinsic goes UP- GOOD
Informational aspect of getting a reward:
-getting the reward may drop interest for the sport/ activity -increases competence (I choose)
-if you don’t get the reward, could lose competence (I’m not as good as I thought)
Functional Significance of getting a reward:
Finding controlling or information to be more important
-what’s more important to you?
Intrinsic motivation was what with scholarship athletes (football) compared to non-scholarship athletes:
It was much lower if they were getting a scholarship
-meaning they didn’t want to play and love football as much as non-scholarship players
Women and wrestlers intrinsic motivation was found to be
Higher than non-scholarship athletes
Feedback from coaches increased what to players
Increased intrinsic motivation (the want to succeed)
-increased frequencies of positive feedback
-increases encouragement
Some coaching styles decreased intrinsic motivation by:
Increased Autocratic (do it this way or the highway) behaviour and decreased Democratic (lets find the best way together) behaviour
Limitations of Cognitive Evaluation Theory
- Applies only to intrinsic motivation (not the only form)
- Doesn’t include relatedness (psychological need, feel competence)
What is relatedness?
We are socially wired -being around people is important
-feel competence in ourselves
Organismic Integration Theory
-non intrinsic motivational behaviours
-opposite than cognitive evaluation
3 Needs for Organismic Integration Theory
- Exercising for your health
- Exercising so you wont let somebody down
- Exercising to obtain your 150 min MVPA/ week
Autonomy
Choice (self determination) (your choice, not be told what to do)
Competence
Bringing positive changes in desired outcomes
Relatedness
Feeling a connection with others (social identity) (who we feel we are)
