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PEDS 303 > Motivation > Flashcards

Motivation Flashcards

1
Q

What is motivation?

A

psychological and social factors that impel a person to act

Internal and External forces the produce interaction, direction, intensity and persistence of behavior

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2
Q

What are views of motivation?

A

Participant or trait-centered views (innate, the want to do things)
Situation-centered view (environment impels you)
Interactional view

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3
Q

What are five guidelines for building motivation?

A

1) Both situation and traits motivate people
2) Multiple motives for involvement. Understand why people participate in physical activity
3) Change the environment to enhance motivation
- Provide both competitive and recreational opportunities
- Provide multiple motives
- Adjust to individuals
4) Leaders influence motivation directly and indirectly
5) Use behavior modification to change desirable participant motives

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4
Q

How to develop a realistic view of motivation?

A

Motivation = key variable in learning and performance
Physical and psychological factors beyond motivation must be considered
Some motivational factors are more easily influenced

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5
Q

What is achievement motivation?

A

Persons orientation for success persist in the face of failure

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6
Q

What is competitiveness?

A

Disposition to strive for satisfaction when making comparisons with standards of excellence in the presence of evaluative others

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7
Q

What are achievement motivation influences?

A

Choices of activities (task vs proving your better)
Effort to pursue goals
Intensity of effort
Persistence

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8
Q

What are need achievement criticisms?

A

1) lack of understanding of intensity of behavior
2) suggests people are passive
3) Only explains internal markers

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9
Q

What is the attribution theory?

A

An inference about the cause of an event

Affects future expectations, emotions and behaviors

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10
Q

What are the three categories of attributions?

A

Stability (how permanent)
Locus of causality (Thing that caused the outcome to happen)
Locus of control (who is in charge of that orientation

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11
Q

What are the habitual attribution patterns?

A

Pessimistic explanatory style

Optimistic explanatory style

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12
Q

What is the pessimistic explanatory style?

A

Tendency to habitual attribute failure to stable usually internal factors leading to negative emotions
Behaviors= learned helplessness
AKA Depressive attribution style

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13
Q

What is the optimistic explanatory style?

A

Tendency to habitually attribute failure to unstable factors, either internal or external, leading to more positive emotions
Behavior= motivated to keep trying

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14
Q

What is the best failure attribution?

A

Attribution is directed towards unstable controllable factors

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15
Q

How do you measure attributions?

A

Casual dimension scale 2
Athlete rates perceived cause for outcome then rate cause relative to 9 questions
High score = more internal
Lower score = more external

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16
Q

What are the implication for practice of attribution theory?

A

Be aware of reasons for success/failure
Make attributions that will enhance rather then undermine motivation
Athlete should be accountable for their performance and encouraged to believe there is hope after failure

17
Q

What are criticisms of the attributions theory?

A 
Attributions depend on values
Biases
Doesn't cover all attributions
Meaning of attributions is unclear
Methodological problems:
-awareness
-male vs female; team vs individual
18
Q

What is the achievement goal theory?

A

The meaning that individuals assign to achievement situations

  • Provide cognitive structures of a person’s definition of success/failure
  • developed for academic but applied to sport/PA
19
Q

What is achievement goal theory in sport?

A

1) achievement goals (disposition)
2) perceived ability (interaction)
3) motivational climate(situation dependent)
4) achievement behavior (displayed behavior)

20
Q

What is achievement goal orientation

A

Disposition tendency to adopt certain goals

  • Ego/outcome: normative social comparison
  • Task mastery: focused on personal mastery
  • Social goals: Judging competence in terms of affiliation with group and recognition of being liked by others
21
Q

In achievement goal orientation what does success/failure depend on?

A

Perceptions of whether he/she has reached his/her goals
-Intensity and effort are driven by goal type
Degree of involvement lies a long a continuum.
Perceived ability: determined by self-referencing or normative standards

22
Q

What is perceived ability?

A

High in task orientation = stable perception of ability
Change occurs based on improvement and learning
High ego = more fragile perception
To protect themselves choose amount of effort to invest. with drawl if failure is eminent

23
Q

What are predictions from acheivement goal theory?

A

Task orientation = positive and adaptive pattern of cognitive, affective and behavioral responses
-effort and persistence, task choice, intrinsic motivation
-Positive belief and value structure about sport and the role and purpose
Ego orientation experience these if they perceive high ability

24
Q

What are the dangers of adopting an outcome orientation?

A

High ego + low perceived competence = maladaptive behaviors

25
Q

How to measure goal orientations?

A

Task and ego orientation in sport questionnaire (TEOSQ)

26
Q

What is motivational climate?

A

Learning environment can be task or outcome

  • Outcome= emphasis on social comparison
  • > negative for low ability
  • > mistakes punished, competition encouraged
  • Task = mastery
  • > Positive for all abilities
  • > Effort rewarded, cooperation encouraged
27
Q

What does target stand for?

A 
Task (what is improving)
Authority (people like choice)
Reward ( reinforcement system)
Grouping (test skill in competition
Evaluation ( self-evaluation)
Timing (when does all this happen)
28
Q

What is competence motivation theory?

A

Motivated to feel worthy or competent

Perception of control

29
Q

What are antecedents to perceptions of competence?

A

Social agents feedback
Previous experience
Perceived control of the outcome

30
Q

What are the two ways motivation is influenced in Competence motivation theory?

A

1) directly -> more competent = more motivated

2) Indirectly -> competence leads to positive affective outcomes= increased motivation and display of motivated behavior

31
Q

What is the research from competence motivation theory?

A

Strong evidence
Positive feedback increases perceived physical competence (PPC)= increased motivation
PPC related to enjoyment = increased motivation
Parental behavior influences motivation

32
Q

How to measure competence motivation?

A 
Perceived competence scale for children (PCSC)
Domains
-Cognitive
-Social
-Physical
33
Q

What does achievement motivation say about high achievers?

A
  • High motivational orientation to achieve success
  • Low motivation to avoid failure
  • Focus on pride of success
  • Ascribe success to stable and internal within control
  • Ascribe failure to unstable external factors
  • Usually adopt task goals
  • High perceived competence
  • Seek out challenges
  • Best under evaluative conditions
34
Q

What does achievement motivation say about low achievers?

A
  • Low motivational orientation to achieve success
  • High on avoiding failure
  • Focus of feeling of shame that comes with failure
  • Success is from unstable and external factors
  • Failure is from stable internal factors
  • Usually adopt outcome goals
  • Low perceived competence
  • Avoid challenges
  • Poor performance under evaluation
35
Q

What are the stages of achievement motivation and competitiveness?

A 
Autonomous competence (2-4yr. old)
Social comparison (5-11 yr. old)
Integrated (self and social comparison)
36
Q

What are implications for professional practice?

A

1) Recognize the interaction of personal and situational factors influencing behavior
- Stage of achievement behavior
- Goal orientation
- Attributions
- Situations approached or avoided
2) Emphasize mastery and downplay outcome
3) Monitor and alter attribution feedback
4) Monitor and correct inappropriate attributions
5) Determine when competition is appropriate
6) Enhance feelings of competence and control

PEDS 303 (10 decks)

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