Lecture 2: Theoretical Approach Flashcards
(13 cards)
What is motivation?
the 5 behavioural patterns
- Direction (Choice & Decision making, e.g. why you choose to participate in a particular sport?)
- Persistence ( Effort & trying hard)
- Continuing motivation (Persistence over time, e.g. RTS after injury, RTS after you drop out, say perhaps to a sport you did back in primary school)
- Intensity (Trying hard e.g. intensity in practising a skill)
- Performance (Outcome)
Historical Trend for motivational theories
> Pre-1950s - Mechanistic e.g drive theory, gestalts theories:
- see the human beings as machines, with particular input, there will be a particular output
> 1950-the 1980s - Cognitive e.g Need achievement theory, Attribution theory:
- people focus on the brain: the ability to make a decision
> 1980s to present - Social-Cognitive e.g self-efficacy theory, goal achievement theory
- take into consideration the environment and the individuals thought process affected by the environment
NEED ACHIEVEMENT THEORY (McClelland & Atkinson 1950s/60s)
- Motive states perceived as mainsprings of action
- Motivation is determined by the motive state. You take part in the activity is to achieve success or avoid failure
- Achieve success - approach
- Avoid failure - you try to dodge/avoid
- Motive is measured by the projective test and psychological test.
- However, there is a lack of support by sport-studies, sometimes people who know they are not good but still try the sport rather than avoiding the sport entirely. Therefore it is hard to measure solely personality, there could be many other contributing factors
ATTRIBUTION THEORY (Weiner, 1971/79/86)
- Look at how people explain success and failure
- Concerns people’s perceptions about the causes of events
- Expectancy x Value Framework
What are the causal dimensions of attribution theory?
- Stability > stable vs Unstable
- Locus of causality > Internal vs External
- Controllability > Controllable vs Uncontrollable
LOOKING AT HOW PEOPLE ATTRIBUTE THEIR SUCCESS/FAILURE with examples:
> Stable: ability - something you cannot change
> Unstable: did not put in much effort (unstable - you can put in more effort in the next game) today/ if you blame it on the lighting then is considered an unstable reason, because if you change position then it will help etc
> Internal: factors inside of you, you have control over
External: friend’s ability, outside of you
> Uncontrollable: luck or friends ability - you can’t control
Controllable: effort - you can control
What is some criticism of attribution theory?
- Narrow in focus
- Failed to address value in any systematic way
- Measurement issues
- Weak theory: tell you why things go wrong, but not
how to put them right
Therefore, not many researchers are using this theory anymore
what is SOCIO-COGNITIVE APPROACH?
- Metaphor: ‘human as judges’
- Humans are influenced by Emotion and choices
- Information processing capacities have limitations so therefore cognitive approach is no longer relevant
- have to look at the self and external world
- it incorporates cognitive, affective (your feelings) and value related valuables assumed to come together and mediate your goals which impact your motivation
- take into consideration the individual’s expectations
(the feelings, the value that he/she put into the task) and what he/she is trying to achieve = interaction approach in which you don’t just focus on the environment or personality on its own but rather the interaction of both factor
SELF EFFICACY THEORY (Bandura, 1977/78)
- it is a construct
defined as a person that believes you can execute a particular behaviour to achieve a certain outcome - e.g. today I can run my 2.4km under 10min (you have the belief that you can produce this behaviour, so you will be able to complete it)
- related to self-confidence (situation specific e.g ‘I will be able to score 6/10 free throw’)
This theory suggests that if you are able to do the following 4, your self-efficacy will be able to increase:
- Performance accomplishments - about your past success, having a lot of past success on that task
- Vicarious experiences - using a role model similar to your level e.g teammate succeeding the race and winning the medal (you are the same standard), you will increase the belief that you can be successful as your teammate, enhancing self-efficacy
- Verbal persuasion - must come from someone who is significant e,g coach/parent/partners/close teammate, them telling you that they have confidence in you
- Physiological states - you are able to maintain a calm and clear state of mind, able to control your physiological state, not feel nervous and not have a fast heart rate, you can increase your self-efficacy
***** Once you have an enhanced self-efficacy, it will bring about positive behaviour patterns (choices, effort, persistence) and thought patterns (goals, worry, attributions)
PERCEIVED COMPETENCE (Harter, 1978/81)
“Why do people want to engage in mastery attempts?”
- takes into consideration of many factors:
> social
> cognitive
> physical
- your mastery experience will influence your affection, feeling, emotion, and subsequently influence your level of perceived competence
- AND, your perceived competence will determine your level of motivation
For e.g first time trying golf, and you hit a hole in one, you will be very happy about this experience -> your exp with golf will be fantastic/a lot of positive feeling, as such perceive that you are good at golf, thus having a higher motivation to participate in golf
Model flow:
Matery experience -> Evaluation: Affective response -> either perceived (1) competence or (2) incompetence -> (1) increased motivation (comp) or (2) decreased motivation (incomp)
ACHIEVEMENT GOAL THEORY
Ames (1992)
Dweck (1986)
Nicholls (1989)
- Focus on the meaning of behaviour
- Assumption is that everyone has a certain set of goals and our behaviour is influenced by the goals
- People engage in achievement situations in order to demonstrate competence (e.g 100m race, everyone will run as fast as they can to the finishing line, no one will run in the opposite direction)
- 2 conceptions of competence or ability:
1. self-reference: ability is conceived as an improvement
2. other-referenced: ability Is conceived as the capacity
> > > > conceptions of ability are embedded into 2 achievement goals: task & ego
What is TASK involvement?
- Self-referenced perceptions of competence
- Focus on learning, personal progress
- “How can I best acquire this skill or master this task?”
- “How can I better myself?’
What is EGO involvement?
- Other-referenced perceptions of competence
- Focus on outperforming others
- “Am I good enough? Am I better than others?”
How does the achievement goal theory model flow?
Dispositional and situational factors affect the
adopted goal perspective.
> > Disposition influence (in terms of your general orientation): you can be a more task or ego-oriented person, in general, -> your personality/ tenancy (e.g you are someone who is competitive or there are people who everything also wants to win, so you’re more ego-oriented)
> > Situation influence: when in a situation you can either be focused on competition or learning (the climate which the coach set up)
*** Disposition and situation interact and form your goal perspective AT THAT MOMENT (goal involvement)
** When in a goal involvement state, you can only have one goal perspective.
