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Kin 303 > Module 3 > Flashcards

Module 3 Flashcards

1
Q

Motivation

A

internal processes (e.g., needs, thoughts,
emotions) that give your behaviour energy and direction

Energy = strength, intensity, and persistence

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2
Q

Motivation =

A

the internal processes that
produce the direction, strength/intensity, and
persistence of behaviour

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3
Q

Direction of Effort

A

Do I actually do the thing I am motivated to do

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4
Q

What is Intensity of effort

A

How much effort a person puts into something.

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5
Q

Persistence

A

Maintained effort over a period of time

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6
Q

Quality of effort

A

The quality of effort is how much you have been putting the effort. Sometimes people mistake quality over quantity. (If u study while being on insta you wont be much focused and the quality wont be good of how much effort you put in.

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7
Q

Motivation involves

A

Motivation involves engaging, maintaining, persisting, and / or changing behaviour in specific activities.

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8
Q

Motivation and Change influenced by:

A

Personal psychological factors

• Personal physical characteristics

Social and cultural beliefs
• Internalized and external pressure

• Environmental factors

• Other unstable factors – climate, illness, etc

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9
Q

Conscious and Non-conscious
Processes in Motivation

A

Behaviour, and motivation, is impacted by both
conscious and non-conscious processes.

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10
Q

Conscious process

A

Conscious: there are more deliberate, slow, realize we a thinking about them, guided by beliefs

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11
Q

Non Concious Processes

A

Non conscious, happens quickly, linked to fast reaction to an emotional state

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12
Q

3 Approaches to Understanding Motivation

A

• Behavioural
• Cognitive
• Cognitive-Behavioural

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13
Q

Interactional View:

A

Motivation arises from the interaction
of personal factors and situational factors.

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14
Q

Personal Factors

A

Personality
Needs
Ability
Interests
Goals

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15
Q

Situational Factors

A

Leader behaviour
Social factors
Rewards / punishment
Modeling
Emotions

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16
Q

4 Theories of motivation

A
  • Theory of Planned Behaviour

Social Cognitive Theory
• Including Self-Efficacy Theory

Self-Determination Theory
• Cognitive Evaluation Theory
• Organismic Integration Theory

  • Attribution Theory
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17
Q

Motivation Theory: Theory of Planned Behaviour

A

• Highlights personal and social factors as
influencing intention of behaviour

• (Personal and social factors influence behaviour via intention)

• Posits the largest determinant of behaviour is intention

• INTENTION = a person’s motivational readiness to
perform a behaviour

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18
Q

Three main antecedent of the Theory of planned behaviour

A
  1. Attitude reflects positive and negative evaluation of
    engaging in a behaviour
  2. Subjective norms reflect social pressure to perform
  3. Perceived behavioural control reflects extent to which
    behaviour is volitional

Is it impeded or supported by personal or environmental barriers?

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19
Q

What are normative beliefs, and how predictive are they in behavior?

A

Normative beliefs refer to what individuals think others expect of them (injunctive norms) and what is the usual (descriptive norms).

These beliefs have the least predictive power in determining behavior.

Affects subjective Norm

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20
Q

What are behavioral beliefs, and what outcomes do they predict?

A

Behavioral beliefs are the expectations that engaging in a behavior will lead to specific outcomes, which can be affective (do we expect to feel good or bad ) or instrumental (is it going to be useful).

Affects attitude

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21
Q

What are control beliefs in the Theory of Planned Behaviour? What does it influence?

A

Control beliefs refer to the awareness of factors that can help or hinder performing a behavior, influencing one’s perceived behaviour control.

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22
Q

What is the intention-behavior gap in the Theory of Planned Behaviour?

A

The intention-behavior gap refers to the idea that intention does not always lead to behavior. Despite intending to act, people don’t always follow through. Bridging this gap involves ensuring the stability of intentions over time.

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23
Q

Variables influencing intention behaviour Gap: intention stability:

A

Intentions may change over time. The greater the interval between the measurement of intention and behaviour, the greater the likelihood that unforeseen events will occur that lead to change in intention.

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24
Q

Variables influencing intention behaviour Gap: Habit

A

Behaviours that are performed repeatedly in stable contexts often become habitual. Intention has less influence on habitual than on non-habitual behaviours.

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25
Variables influencing intention behaviour Gap:Affective Judgment
Accounting for feelings of pleasure/displeasure and antipated regret are linked to a reduction in the intention-behaviour gap
26
Variables influencing intention behaviour Gap: Identity
The more firmly one's identity is tied to exercise, the stronger the intention-behaviour relationship.
27
Variables influencing intention behaviour Gap:implementation Intentions
If—then plans that outine in advance how one wants to strive for a set goal decrease the intention-behaviour gap.
28
How can people implement their intentions after they are formed?
People need to be strategic in their planning by creating action and coping plans to help implement their intentions.
29
What is the purpose of action plans?
Action plans foster commitment by specifying when, where, and how to implement the intended behavior.
30
What are coping plans designed for?
Coping plans are barrier-focused strategies to anticipate and overcome difficulties that could derail physical activity.
31
What role does self-efficacy play in the volitional stage?
Self-efficacy helps individuals cope with barriers and recover after a lapse in behavior.
32
Motivation Theory: Social Cognitive Theory (SCT)
Behaviour influences and is influenced by both personal and environmental factors.
33
Central tenet = RECIPROCAL DETERMINISM:
Personal, environmental, and behavioural factors all interact to influence each other.
34
Key terms of Social cognitive theory
Observational learning, Goals, Outcome expectations, Outcome expectancies, Self-regulation, Behavioural capacity, Self-efficacy
35
Social Cognitive Theory (SCT): Observational learning
Individuals learn and acquire behaviour by watching the actions and outcomes of others in the environment
36
Social Cognitive Theory (SCT): Goals
Goals: Behaviour is directed by the goals that individuals have. Goals are what people are trying to attain either in short or long term
37
Social Cognitive Theory (SCT): outcome expectations
reflect beliefs that a given behaviour will produce specific positive and negative outcomes.
38
Social Cognitive Theory (SCT): Outcome expectancies
Perceived likelihood a person will be able to achieve the outcome What we think we are going to be able to do
39
Social Cognitive Theory (SCT):Self-regulation
Behaviour is self-directed and is initiated, monitored, and evaluated by the individual in a way that is consistent with accomplishing their goals.
40
Social Cognitive Theory (SCT): Behaviour capacity
Behaviour is dependent on the individual’s knowledge and skills for performing that behaviour. Even if motivated, if you lack the knowledge, you will have low behavioural capacity. Making sure individuals get the knowledge needed to carry out the skill
41
Social Cognitive Theory (SCT): self-efficacy
People need to believe in their capabilities to organize and execute the course of action required to produce a given result. Targeted, when it comes to changing behaviours
42
Self-Efficacy Theory (SET): Self Efficacy
Belief in one’s ability to successfully perform or accomplish tasks in a specific situation to obtain a specific outcome. Innate belief to carry out a task
43
4 ways self-efficacy is impacted
Mastery Experience Vicarious Experience Social Persuasion Physiological & Affective State
44
Self-Efficacy Theory (SET): Mastery Experiences (affects self-efficacy)
Look at past performances and that influences self efficacy
45
Self-Efficacy Theory (SET): Vicarious Experiences (affects self-efficacy)
Seeing what other people do and determine where or not we are capable of it
46
Self-Efficacy Theory (SET): Social Persuasion (affects self-efficacy)
A knowledgeable other person trying to convince you Easily undermined, if the person is being pumped up more than they should be Ex- a running coach said ur ready to run, u have fitness, u are a smooth runner (trying to convince her) someone who is significant enough to have an influence on you
47
Self-Efficacy Theory (SET): Physiological& Affective States (affects self-efficacy)
Tricky to target, physiological is our physical signs, affective state is our emotional signs Affective state, if you feel good, more self efficacy, not feeling goo, low self efficacy
48
Theories under Self Determination Theory
Cognitive Evaluation Theory Organismic Integration Theory
49
What are the two key factors that promote intrinsic motivation according to Cognitive Evaluation Theory (SDT)?
Competence and autonomy are important for promoting intrinsic motivation.
50
What is competence in Self-Determination Theory?
Competence refers to feeling effective and capable when undertaking challenging tasks.
51
What is autonomy in Self-Determination Theory?
Autonomy refers to the feeling that one has choice and control over their behavior.
52
What is autonomy in Self-Determination Theory?
Autonomy refers to the feeling that one has choice and control over their behavior.
53
What are the three basic needs according to Self-Determination Theory (SDT)?
Competence, autonomy, and relatedness are considered basic needs in SDT.
54
What are factors that can negatively impact intrinsic motivation in SDT?
Rewards, social pressure, negative reinforcement, and competition can potentially undermine intrinsic motivation.
55
What are the two general types of motivation discussed in early sport motivation approaches?
Intrinsic motivation (satisfaction, enjoyment) and extrinsic motivation (rewards, avoiding punishment).
56
What is intrinsic motivation?
Intrinsic motivation comes from within the individual, driven by satisfaction and enjoyment.
57
What is extrinsic motivation?
Extrinsic motivation comes from external factors, such as rewards or avoiding punishment.
58
How does Self-Determination Theory view motivation compared to early approaches?
SDT views motivation as more complex than just intrinsic and extrinsic, involving a range of regulatory processes.
59
Complex SDT:least self determined to most self determined
Not self determined Amotivation External (Extrinsic) Introjected (Extrinsic) Self determined Identified (Extrinsic) Integrated (Extrinsic) Intrinsic
60
Amotivation (not self-determined)
Lack of intent to act at all, or the passive engagement in activities Stems from: • Lack of competence • The belief that an activity is unimportant • When there is no contingency between their behaviour/efforts and their desired outcomes Example: “I don’t know why I play ball anymore. No matter how hard I try or what I do, we always lose, and I never get any better at it.”
61
External Regulation (Extrinsic Motivation/not self-determined)
Behaviours are controlled by constraints or rewards Performing an activity to receive a reward or avoid a punishment Example: “I was motivated to sign up for the 10K race because they are giving away nice running shirts to every participant.”
62
Introjected Regulation (Extrinsic Motivation/not self-determined)
Introjected Regulation involves internalizing a value without fully accepting it as one's own. Actions are driven by internal pressures, such as avoiding guilt or shame, reflecting thoughts like "I have to..." or "I ought to..." Example: “I should really go to the gym so I can have a nice body to impress everyone at the beach.”
63
Identified Regulation (Extrinsic Motivation/self-determined)
Behaviour is valued, deemed important, and is done out of choice but it is still for extrinsic reasons The person thinks • “I want to …” • “I choose to …” Example: “I choose to play soccer because it is important to do and I want to set a good example for others.”
64
Integrated Regulation (Extrinsic Motivation/self-determined)
Activity is personally important and directed towards a valued outcome Becomes part of one’ sense of self Directed to an outcome, becomes part of sense of self, not fully intrinsic because we are doing it for a vision of what it should look like, we value it but we are anchoring it towards some kind of prescription Example: “I am a soccer player, and playing hard, training every day, and eating healthy is what a good soccer player does and will help me be a good athlete.”
65
Intrinsic Motivation (Self- determined)
• “Intrinsically motivated behaviours are behaviours which a person engages in to feel competent and self-determining” • Generally, people are intrinsically motivated by tasks that: • Demonstrate competency • Individuals have control • Are fun, challenging, and provide excitement Example: “I chose to play soccer, and I play hard because I find it fun and it lets me challenge myself, and helps me improve.”
66
Self-determined motivation:leads to
• Positive well-being • Vitality • Enjoyment • Self-esteem • Persistence
67
Non-self-determined motivation: leads to
• Ill-being • Anxiety • Burnout • Boredom • Dropout
68
Attributions
How people explain their successes and failures
69
Attribution Theory: Most basic examples of categories of attributions include the following
Stability • Stable (unchanging) or unstable (changing) Locus of causality • Internal or external to the person Locus of control • Under a person’s control or not under control
70
What is stability in Attribution Theory? Provide two examples.
Stability refers to whether a cause is stable (unchanging) or unstable (changing). Examples: "I dropped out because I don't have the ability" (stable). "I hurt my foot" (unstable).
71
What is the locus of causality in Attribution Theory? Provide two examples.
Locus of causality refers to whether the cause is internal or external to the person. Examples: "I won because I ran my absolute hardest" (internal). "I won because my competitor was sick" (external).
72
What is the locus of control in Attribution Theory? Provide two examples.
Locus of control refers to whether the cause is under a person's control or not. Examples: "I didn’t want to put in the effort to get to the 4:30 class" (under control). "The class time changed" (not under control).
73
Attribution theory How do I get an individual to perform a skill
Unstable: decreases in expectation of similar result in the future External: decrease emotion (blaming outside factors) In one’s control: increase motivation
74
Attribution theory How do I get an individual to continue to perform a skill
stable: increase in expectation of similar result in the future Internal : increase emotion (succeed because “I” worked hard) In one’s control: increase motivation
75
Fixed mindset:
Belief that qualities and abilities are innate and essentially unchangeable
76
Growth mindset:
Belief that qualities and abilities are malleable and can develop over time
77
How do mindsets influence motivation?
Mindsets influence how you see yourself and interact with others, which in turn affects motivation.
78
What is a growth mindset linked to?
Growth mindset is linked to task goals, mastery goals, and intrinsic motivation (Vella et al., 2016).
79
What is a fixed mindset linked to?
Fixed mindset is linked to performance goals, higher ego orientation, and lower intrinsic motivation (Vella et al., 2016).
80
Guidelines for Building Motivation. Guideline 1:
Guideline 1: Both situations and traits motivate people. Easier to change situations than the actual person
81
Guidelines for Building Motivation. Guideline 2:
People have multiple motives for involvement. Understand why people participate in sport. • People participate for more than one reason. • People may have competing motives for involvement. • People have both shared and unique motives. • Motives change over time. • Motives can differ between groups.
82
Guidelines for Building Motivation. Guideline 3:
Guideline 3: Change the environment to enhance motivation. • Provide both competitive and recreational opportunities. • Provide for multiple motives and opportunities. • Meet different needs • Training and enjoyment • Adjust to individuals within groups. • Individualized approach
83
Guidelines for Building Motivation. Guideline 4:
Guideline 4: Leaders influence motivation directly and indirectly.
84
Guidelines for Building Motivation. Guideline 5
Guideline 5: Use behaviour modification to change undesirable participant motives. • Change poor behaviours • Increase low motivation
85
What factors influence motivation and behavior in sport contexts?( easily modified)
Motivation is key in learning and performance, but physical and psychological factors also influence behavior. Some factors, like mastery experience and self-efficacy, are easier to modify, while subjective and affective factors are not.
86
Why is theory important in building motivation
Theory provides guidelines to help build motivation. Theories and research provide evidence to support recommendations. Testing theories with research helps us understand how and why things work. Theory and research justify why we do what we do.
87
Why is theory important in building motivation
Theory provides guidelines to help build motivation. Theories and research provide evidence to support recommendations. Testing theories with research helps us understand how and why things work. Theory and research justify why we do what we do.

Kin 303 (16 decks)

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