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Social Psychology > Motivation > Flashcards

Motivation Flashcards

1
Q

What is motivation?

A

‘driving force’ behind behaviour

determines:
Strength; Direction; Persistence
of behaviour.

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2
Q

Biological needs
to explaining motivated behaviour

A

Evolutionary purpose
‘survival’
motivated to eat, sleep, reproduce

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3
Q

Psychological needs
to explaining motivated behaviour

A

Self-actualization or
autonomy

Explains motivated behaviour

exploratory behavior (e.g., seeking tasks).

needs-wants-tension

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4
Q

Name 2 Psychological needs of motivation in Maslows hierarchy of needs:

A

Esteem needs:
accomplishments

Belongingness and love needs:
relationships/ friends

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5
Q

Name 2 Basic needs of motivation in Maslows hierarchy of needs:

A

Safety needs: shelter/ housing

Physiological needs: food/ sleep

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6
Q

Name the Deficiency needs of motivation in Maslows hierarchy of needs:

A

any but Self Actualisation

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7
Q

Name a Being need of motivation in Maslows hierarchy of needs:

A

Self Actualisation

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8
Q

Dunnings Theory of motives for social judgement:
Knowledge

Quest for Knowledge Theory

A

We have a desire for knowledge
Power of curiosity
We want more info

Curiosity mediated by knowledge & accountability

Enables prediction and control.

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8
Q

Name 3 motives for social judgement (Dunning)

A

Desire for:
Knowledge
Coherence
Competence

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8
Q

Dunnings Theory of motives for social judgement:
Coherence

A

Desire for coherence

We want to reduce contradictions, keep information consistent

other info must align

We value things we work hard for-effort justification

We might devalue alternatives after making a choice

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9
Q

Dunnings Theory of motives for social judgement:
Affirmation of competence

A

We like to thing of ourselves positively.
(self serving attribution bias)

Think we are above average – illusory superiority

Most overestimate their IQ.
Drivers: better than average.

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9
Q

What is effort justification
(we value things we worked hard for) linked to?

A

Dunnings Theory of motives for social judgement:
Coherence

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10
Q

What is illusory superiority (think we are above everyone else) linked to?

A

Dunnings Theory of motives for social judgement:
Affirmation of competence

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11
Q

A03: Name a limitation of Affirmation of competence

A

maybe linked to self-esteem rather than motivation

Attribution theory can critique

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11
Q

Self-determination Theory
How do we maximize Intrinsic Motivation?

A

Autonomous motivation which is

We need to meet these innate needs:
Autonomy,
Competence,
Relatedness.

= Max Intrinsic Motivation
(internal)/ psychological growth

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12
Q

Intrinsic motivation:

A

Aims for mastery, brings enjoyment / satisfaction.

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13
Q

Extrinsic motivation:

A

Aims for reward, brings external pressures / demands.

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14
Q

Amotivation:

A

Not inclined to do anything either way intrinsically or extrinsically
(without M)

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15
Q

Cognitive Evaluation Theory

Focus on interaction between intrinsic motivation and other factors

Effects of external events will depend on functional significance for perceived autonomy & perceived competence:

A

So, depending on the type of external reward given when you display correct behaviour, this can change the meaning you hold on the reward

eg- if you are expecting a reward of an A for an essay = reward wont hold much value compared to if you surprisingly recieve an A

Rewards= sole driver of behaviour / indicators of competence
(do it to your best ability)

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15
Q

Name a theory which is a sub division of self-determination theory (SDT)

A

Cognitive Evaluation Theory

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16
Q

Name 2 types of rewards for increasing Intrinsic Motivation:

A

Cue Value-

Verbal Rewards- desire for knowledge

both make competence info more salient/ important

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16
Q

SDT (Self-determination theory) - What happens when you reward people for an interesting activity?

A

It creates an undermining effect
-undermines their desire to do a task

They attribute their behaviour to the extrinsic reward (do it for the money)
rather than to intrinsic interest (they find task boring)

17
Q

Studies show that Autonomy Support predicts…

A

Changes in satisfaction
which predicts
Changes in engagement

18
Q

Studies show that Teacher Control predicts…

A

Changes in frustration
which predicts
disengagement

18
Q

Studies show that Engagement increases when?

A

Increases when teachers support students Autonomy and Needs

19
Q

Over-justification Effect Study:

Rewards indicate that cause of behaviour is external,
causes focus on rewards in advance of task completion.

(Undermining effect)

A

children (3-5yrs) spent longer drawing pictures when in the
1- no reward
2-unexpected reward
conditions

compared to the expected reward condition 3

Picture ratings= significantly lower in the expected 3

20
Q

Reward effects on Intrinsic M:

When Tangible rewards are NOT expected…

A

They are NOT predicted to affect intrinsic motivation.

21
Q

Reward effects on Intrinsic M:

When Tangible Rewards ARE expected…

Task non-contingent
Engagement-contingent
Completion-contingent
Performance-contingent

A

Task non-contingent rewards: IM not affected.

Engagement-contingent rewards: little / no competence affirmation undermine IM. turns to EM

Completion-contingent rewards: Reward indicates competence
but not strong = undermine IM.

Performance-contingent rewards: Perceived as controlling -> strong undermining of IM. Can convey competence info -> IM effects mixed. Interpersonal context can influence.

21
Q

Types of Tangible Rewards:

Engagement-contingent rewards

A

If you do this task, then I will give you a prize

reward depends on engagement of the task

Has no competence affirmation (do the task not succeeding in the task)

22
Q

Types of Tangible Rewards:

Completion-contingent rewards

A

Once you complete the task, I will give you a prize

reward depends on completion of the task

Reward indicates competence but not strong relative to controlling aspect -> undermine IM.

23
Q

Types of Tangible Rewards:

Performance-contingent rewards

A

If you perform well in the task, I will give you a prize

reward depends on performance of the task

Perceived as controlling -> strong undermining of IM.
IM effects mixed.

Interpersonal context can influence.

24
Q

What effect does controlling administered
verbal rewards have on IM?
(e.g. ‘You must keep up the good work.’)

A

It undermines Intrinsic Motivation
No self courage motivation from within

25
Q

Values Theory:

A

Transitional Goals (goals that are consistent across various situations)

10 basic values

similar to attitudes (more abstract)

26
Q

The 10 basic values include:

Hedonism

Conformity and Tradition

A

Hedonism (persecute of pleasure/ enjoyment)
-has a tension between
Openness to change and
Self-enhancement

Conformity and Tradition
-has a tension between conservation and Self-transcendence

27
Q

Values Theory has been tested Tested universality
through self-report/
cross sectional surveys

Findings:

A

Actions that express obedience:

conflict with actions of independence
but
compliment actions promoting social order

Adjacent values (values that are next to eachother)= most compatible
The more distance between them, + conflict - compatability

28
Q

Value clashes?

A

Values have seen to clash with each other

When self-transcendence enhanced, self-enhancement decreases

when we enhance our openness, our conservatism decreases

28
Q

Name the 2 types of manipulation of values we can have for people:

cost
carbon
clash
spill over

A

Save cost = Self enhancement values (improving the qualities you already have)

Save carbon = Self transcendence values. (moving beyond the qualities you already have)

Schwartz theory predicts a clash.
People lose motivation when enhancing both

behavioural spill over occurs
people have multiple motivations

29
Q

Self-regulation Theory:

eg. you start a study group at the pub for uni- to make more friends and to study more
but
if you join a sports club, you make more friends but do not study more (disturbance/ noise) (Secondary output is you still need to stud)

A

Self corrective adjustments to pursue personal goals.

set multiple goals, moving towards 1 main goal

Future self and actual self= cognitive dissonance
so we need to motivate ourselves to change

30
Q

The Discrepancy Theory compares:

‘actual’,‘ideal’ and ‘ought’ self.

A

Actual self – how you really are.

Ideal self – personal desires for the self:
Primarily promotion focused (approaching the ideal).
Resulting in sadness or happiness.

Ought self –
duty, responsibility to others:
Implies acting to avoid a punishment (e.g. disapproval).

Primarily prevention focused (avoiding negative judgement).
Resulting in anxiety/guilt or relief.

31
Q

What are high order desired outcomes (subsuming lower order goals).
e.g. gain money

A

Incentives

32
Q

What are personal forces that narrow down classes of incentives.
e.g. gain social power.

A

Needs

32
Q

What are lower order aims that serve incentives.
e.g. gain a job.

A

Goals

32
Q

Name the 3 types of goals:

A

1- Assigned goals

2- Self set goals

3- Automatic (reflexive) goals

33
Q

Which type of goal tends to be more desirable and feasible?

A

Self set goals
(ideal self goals)

34
Q

Which type of goal can be transformed into personal goals if:
Personally redefined and
Integrated with other existing goals?

A

Assigned goals
(ought self goals)

35
Q

Which type of goal can be activated without awareness and by certain situations?

A

Automatic (reflexive) goals

36
Q

Which type of goal does not require an intention to be formed (is biologically based)?

A

Automatic (reflexive) goals

37
Q

Fantacy Realisation Theory:
Goal Setting

A

If you think Negative fantasy:
Ignore positive aspects of the future. No direction to act.

If you think Positive fantasy:
No necessity to act is experienced. Success is independent of need to change.

so we evaluate both positive and negative of future goal outcomes=
This will keep goals salient, +likely to achieve goal

38
Q

Intention Behaviour gap:
(what I want to do vs what I will actually do)

Name the Model of action phases

A

1- Predecisional

2- Preactional

3- Actional

4- Postactional

39
Q

Intention Behaviour gap:

Predecisional phase

A

Deliberating goals and choosing between them
Trying to decide what direction you want to go

40
Q

Intention Behaviour gap:

Preactional phase

A

Planning goal directed actions and getting started
Made decision, planning on how you will achieve

40
Q

Intention Behaviour gap:

Actional phase

A

Successfully achieving the goal

41
Q

Intention Behaviour gap:

Postactional phase

A

Evaluating the outcome
(how you did in the exams)

42
Q

Planning for goals:
(if-then plans)

Meta-analysis of 0.65 good

A

Gives yourself a circumstance in which your behaviour is triggered
successful as they give you trigger conditions for starting relevant behaviour

Reduce problems of:
Initiating goal-directed behaviour,
Stabilising goal striving (resisting distractions),
Shielding goals from obstacles.

Relevant implementation group significantly more likely to hand in a CV the next day.

Social Psychology (10 decks)

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