Psychological Needs Flashcards

Question

Controlling

Answer 1

When external events, social contexts, interpersonal relationships, and cultures neglect, silence and thwart a persons need for autonomy.

Answer 2

An interpersonal tone of understanding

Answer 3

interpersonal tone of pressure.

Answer 4

- take the others perspective - nurture psychological need satisfaction - provide explanatory rationales - acknowledge and accept expressions of negative effect. - use invitational language - display patience

Answer 5

To support another person’s autonomy, one first needs to take that person’s perspective, adopt their frame of reference, be nonjudgmental, and ask questions such as the following: “If I were in the other person’s place, what would I be thinking? What would I want and need?” Perspective taking is seeing the situation as if you were the other person.

Answer 6

Supporting another’s autonomy involves finding ways to involve (awaken) and satisfy (nurture) the other’s psychological needs for autonomy, competence, and relatedness. For the teacher, parent, or close friend, social interaction is an opportunity to tap into the other person’s psychological needs so that he or she will be fully capable of energizing, directing, and sustaining their own motivated activity in productive ways.

Answer 7

Nurturing inner motivational resources is a helpful motivational strategy when the task at hand is a potentially interesting thing to do, but sometimes we ask others to do relatively uninteresting things. For instance, parents ask their children to clean their rooms, and teachers ask students to follow the rules. To motivate others on uninteresting tasks, people with an autonomy-supportive style communicate the value, worth, meaning, utility, or importance of engaging in these sorts of behaviors, as in “It is important that you follow the rules because we need to respect the rights of everyone in the class and to help everyone feel safe and accepted.”

Answer 8

Sometimes, people complain, show resistance, and express negative affect about having to engage in uninteresting or difficult tasks. They sometimes show “attitude” when having to do things like clean their rooms, follow rules, run laps, and be nice. People who adopt an autonomy-supportive style listen carefully to these expressions of negative affect and accept them as potentially valid reactions to being asked to do things that seem, to them, uninteresting and not worthwhile. Essentially, autonomy-supportive individuals say “okay” and then work collaboratively with the other person to solve the underlying cause of the negative affect and resistance, usually with the end result of redesigning the uninteresting activity into something that becomes more interesting or appealing to the person. People who adopt a controlling style, on the other hand, make it clear that such expressions of negative affect and resistance are unacceptable, saying things such as “Stopping your whining; it’s my way or the highway.”

Answer 9

The bored student complains to the teacher, the misbehaving child shows anger, and the poorly performing athlete shows anxiety and stress. A typical, albeit controlling and ineffective, response to such disengagement, misbehavior, and poor performance

Answer 10

People with an autonomy-supportive motivating style rely on informational, noncontrolling, nonpressuring, and invitational language when encouraging others to undertake some goal or behavior (e.g., brush their teeth, eat a healthy diet; Koestner et al., 2012; Vansteenkiste et al., 2005). Using informational, noncontrolling language refers to verbal and nonverbal (tone of voice, facial expressions) communications to minimize pressure while conveying choice, flexibility, and volition. Nonpressuring language means avoiding pressure-packed utterances such as “you should, you have to, you must, and you just got

Answer 11

Patience is the calmness one person shows as the other struggles to adjust his behavior from something that is ineffective, indolent, and irresponsible into something that is relatively more effective, energized, and responsible. Displaying patience means to wait calmly for the other person’s input, initiative, and willingness. It means giving the other person the time and space he needs to overcome the inertia of inactivity to then explore better ways of behaving, to plan, and to alter personal goals and problem-solving strategies. In practice, what autonomy-supportive patience looks like is a lot of listening and postponing advice until one first deeply understands why the person is acting in an ineffective, indolent, or irresponsible way and second senses that the other is open and ready to hear one’s suggestions.

Answer 12

only when people are given a true choice over their actions, and when they are offered choices that are meaningful to their lives

Answer 13

- psychological need for autonomy | - inner range of motivational sources including, competence and relatedness need satisfaction.

Answer 14

the psychological need to be effective in one’s interactions with the environment, and it reflects the desire to stretch and extend one’s capacities and skills and, in doing so, to seek out and master optimal challenges and personal growth opportunities

Answer 15

experiences of effectance, mastery, and making progress.

Answer 16

Optimal challenge needs not to be too easy so that it will not produce boredom but not too hard that it will produce frustration.

Answer 17

a state of concentration that involves a holistic absorption and deep involvement in an activity (Keller & Bless, 2008). What people say when they are in a state of flow includes, “I am in the zone,” “I am totally focused on what I’m doing,” and “It feels like everything clicks” (Martin & Jackson, 2008).

Answer 18

When challenge and skill are perfectly matched.

Answer 19

Given optimal challenge, any activity can be enjoyed. Doing electrical work, writing papers, debating issues, writing a paper, exercising for 30 minutes, playing a musical instrument, sewing, mowing the lawn, and other such activities do not necessarily make the top of most people’s list of must-do activities, but the balance of skill with challenge adds the spice of flow—concentration, absorption, enjoyment, and optimal experience.

Answer 20

environments can be structured (or designed) to make competence need satisfaction and flow more likely.

Answer 21

- clear expectations - guidance - feedback

Answer 22

by offering clear expectations, progress, enabling-guidance and constructive feedback.

Answer 23

adjust and reorganize their strategies and performances into a clear path to future progress.

Answer 24

success and failure are equally likely.

Answer 25

When there social environments are autonomy-supportive and failure-tolerant, rather than controlling and failure-intolerant (failure teaches more than success).

Answer 26

the beleif that we learn more from our failure than we do from successes.

Answer 27

1. Failure urges people to identify its causes (and its eventual remedy) 2. Failure prompts people to revise and update the quality of their coping strategies 3. Failure prompts people to recognize their need for advice and instruction.

Answer 28

psychological need to establish close emotional bonds and attachments with other people, and it reflects the desire to be emotionally connected to and interpersonally involved in warm relationships. Relatedness is the psychological need to care and to feel cared for, to love and to feel loved. We want to matter in the lives of others, to be seen as significant in their eyes, to be appreciated, and to have other people care about and take an interest in what we say, do, and believe.

Answer 29

- feeling socially connected - both giving and receiving care - benevolence to those people (and social organizations) we deem to be significant in our lives.

Answer 30

- opportunity to relate the self to another person in an authentic, caring, reciprocal and emotionally meaningful way.

Answer 31

generally reluctant to break them.

Answer 32

-other person understands me and offers and acceptance to support the self. and this is true even during conflict or disagreement

Answer 33

perceived partner responsiveness

Answer 34

is the process by which a person comes to beleive that a relationship partner gives their full attention, understanding and support.

Answer 35

- understanding - validation - caring

Answer 36

he partner accurately and appropriately “gets the facts right” about what one is saying, feeling, and wanting. Understanding communicates authenticity in the relationship.

Answer 37

the partner values and appreciates one’s personal characteristics and worldview. Validation communicates liking and acceptance.

Answer 38

the partner sends a message of confidence that he or she will provide help when it is needed. Caring communicates a concern for one’s well-being.

Answer 39

The social bond needs to be characterised by the perceptions of the other person 1. cares about my wlefare 2. likes me, but more that caring and liking, relationships that deeply satisfy the need for relatedness are those steeped in the knowldge that ones 'true self-or ones 'authentic self'- has been shown and deemed to be important in the eyes of the another person.

Answer 40

Quality not quantity

Answer 41

When relationships tap into, nurture, and satisfy a persons need for relatedness

Answer 42

- individualized conversation - task support - cooperation and teamwork - demonstrating awareness - showing care - friendly communication

Answer 43

Those between aqyatences or between people who do business together

Answer 44

those that are between persons who care about the welfare of the other, as exemplified by friendships, family and romantic relationships.

Answer 45

the implicit rules that guide the giving and receiving of benefits, such as money, help, and emotional support - in exchange relationships no obligation exists between interactions to be concerned with the other persons needs or welfare - ONLY COMMUNAL RELATIONSHIPS SATISFY THE RELATEDNESS NEED.

Answer 46

In terms of personal growth, people function better, are more resilient to stress, and report greater self-esteem and fewer psychological difficulties when their interpersonal relationships support their need for relatedness

Answer 47

because relatedness to others provides the social context in which internalization occurs. When a person feels emotionally connected to and interpersonally involved with another, then he or she believes the other person is truly looking out for his or her welfare, relatedness is high, and internalization occurs willingly. Contrarily, when a person feels emotionally distant from and inter personally neglected by another, then he or she believes the other person does not care, relatedness is low, and internalization rarely occurs.

Answer 48

being loved, respected, protected, cared for, and having one’s needs met affects the vasopressin and oxytocin systems. The vasopressin and oxytocin hormones regulate social bonding, stress regulation, and emotional reactivity

Answer 49

people who experience a steady stream of relatedness need satisfaction in their relationships and in their lives are consistently happier, more enthusiastic, and less stressed, anxious, depressed, and lonely than are those who experience a dearth of relatedness need satisfaction

Answer 50

opportunities for self-direction. and the condition that satisfies the need is autonomy support

Answer 51

optimal challenge and the condition that satisfies is guidance and feedback.

Answer 52

social interaction. the condition that satisfies it is partner responsiveness.

Answer 53

represents how actively involved in an activity the person is, such as when learning in school or practicing skills in music or sports. When highly engaged, people show behavioral engagement (on-task attention, effort, persistence), emotional engagement (interest, enjoyment), cognitive engagement (strategic thinking, sophisticated learning strategies), and agentic engagement (constructive contributions into the flow of the activity)

Answer 54

1) autonomy support enhances engagement because it involves and satisfies the need for autonomy 2. structure enhances engagement because it involves and satisfies the need for competence 3. involvement enhances engagement because it involves and satisfies the need for relatedness.

Answer 55

the satisfaction of psychological needs (autonomy, competence and relatedness) The conclusion is that moment-to-moment and daily fluctuations in need satisfaction promote and enable well-being while need frustration disrupts it.

Answer 56

is the energy that is available to the self. vitality is a rather clear signal that our psychological needs are being met and we are well

Answer 57

enduring (trait-like), nonconscious needs that influence what the person thinks about, feels, and does, and these needs motivate the person toward the pursuit and attainment of specific social incentives. Implicit means unconscious—without conscious awareness. An implicit motive is a psychological need that is implied or inferred from the person’s characteristic thought, emotions, and behavior.

Answer 58

are peoples conscious, readily accessible, and verbally stated motivators. Explicit motives are assessed with self-report questionnaires

Answer 59

Ones emotional reactions during a challenging task and whether you really emotionally want to persist in the face of failure.

Answer 60

with explicit measures measures people describe themselves (e.g. "I like challenges") , while implicit motives are inferred from what people write in response to the picture cuse on the PSE

Answer 61

implicit motives

Answer 62

1) implicit motives are unconcious and cannot be measured by self-report 2. implicit motives predicted peoples behavior and performance, whereas explicit motives predicted only peoples attitudes and values.

Answer 63

Evaluation of an object, person, place, thing or idea. it is a judgement of good versus bad, like versus dislike, pleasant versus unpleasant. like motivators, attitudes are both implicit and explicit.and we can have conflicting implicit and explicit attitudes towards the same object.

Answer 64

measures attitudes that people are unwilling (or willing) to report, and the IAT is especially insightful when it reveals implicit attitude that you did not know you had.

Answer 65

originate from preferences gained through experience and socialization.

Answer 66

Very early childhood and continues throughout life.

Answer 67

They remain dormant within us until we encounter a potentially need-satisfying incentive that activates a particular pattern of emotionally .

Answer 68

the desire for particular affective (emotional) experiences.

Answer 69

Feel interest, joy, arousal, excitement, and a sense of opportunity when given a difficult challenge that offers immediate diagnostic feedback about your performance. Feel happy when pursuing goals such as winning, diagnosing personal competence, and improving the self, as often happens in sports and various domains of risk-taking (e.g., investing in stocks, entrepreneurship). You feel excited and energized by standards of excellence and when evaluating your performance against personal standards.

Answer 70

Feel calmness accompanied by warm, positive affect in situations that offer comfort and interpersonal security. Feel happy when pursuing activities such as cuddling (family in bed together on a Saturday morning) or just relaxing with a close friend at the coffee shop or beach. You feel a calm, satisfying joy when you are in close contact with others and when forming and maintaining positive personal relationships.

Answer 71

Feel strong, sharp arousal spikes that generate a burst of epinephrine, testosterone, and increased blood pressure and muscle tone. Feel happy when pursuing activities such as riding a roller coaster and making a persuasive speech in front of a large audience. You feel strong and empowered during social influence attempts, when attaining high social status, when in a position of leadership, and when dominating and directing others.

Answer 72

The need for achievement is the desire to do well relative to a standard of excellence. It is the individual’s unconscious, but frequently recurring, preference to feel positive affect upon improving his or her performance, making progress on a challenging task, and experiencing “success in competition with a standard of excellence”

Answer 73

The person has encountered a standard of excellence and has been energized by it, largely because he or she knows that the forthcoming performance will produce an emotionally meaningful evaluation of personal competence

Answer 74

not only meeting an explicit standard of excellence as determined by others, because it also includes attaining a personal best and even a subjective experience that one did indeed rise to a challenge. That said, there are two outcomes that follow a competition with a standard of excellence; success or failure.

Answer 75

oriented emotions such as hope, pride, and anticipatory gratification.

Answer 76

generally respond with avoidance-oriented emotions such as anxiety, defense, and the fear of failure.

Answer 77

in choice, latency, effort, persistence, and the willingness to take personal responsibility for the ensuing success/failure outcome. High-need achievers, compared to low-need achievers, choose moderately difficult to difficult versions of tasks instead of easy versions. they quickly engage in achievement-related tasks rather than procrastinate, they show more effort and better performance because pride energizes them; they persist in the face of difficulty and failure on moderately difficult tasks and they take a personal responsibility for successes and failures rather than seeking help or advice from others

Answer 78

- Standard excellence simultaneously arouses in people both the desire to approach it and do well and the desire to avoid it and not embarrass oneself. These same standards of excellence also bring us anxiety, and we react with avoidance emotions and strong disengagement behavior (although the fear of failure can also motivate effort and persistence as the person strives to avoid or escape from punishing shame and guilt).

Answer 79

- Social influences | - Developmental influences

Answer 80

Children develop relatively strong achievement strikings when their parents provide the following - Independent training - high performance aspirations - realistic standards of excellence - high ability self-concepts - a positive valuing of achievement-related pursuits - explicit standards of excellence - a home environment rich in stimulation potential - a wide scope of experiences such as traveling, and exposure to children's readers rich in achievement imagery

Answer 81

Children are not born with pride or shame; neither is an an innate emotion. instead pride emerges from a developmental history of success episodes ending in mastery and task success; shame emerges from a developmental history of failure episodes ending in ridicule. Developmentally, we learn to be pride-prone or shame-prone when facing a standard of excellence.

Answer 82

Atkinson's theory features four variables: achievement behavior and its three predictors-need for achievement, probability of success, and incentive for success. Achievement behavior is defined as the tendency to approach success, abbreviated as Ts. The three determining factors of Ts are (1) the strength of a person’s need for achievement (Ms, motive to succeed), (2) the perceived probability of success (Ps), and (3) the incentive value of success (Is).

Answer 83

Ts=Ms x Ps x Is - Ms corresponds to the persons need for achievement - Ps is estimated from the perceived difficulty of the task and from the persons perceived ability at that task

Answer 84

Just as people have a need for achievement, they also have a motive to avoid failure, The tenancy to avoid failure motivates the individual to defend against the loss of self-esteem, the loss of social respect, and the fear of embarrassment

Answer 85

Taf = Maf x Pf x If - Maf represents the motive to avoid failure - Pf represents the probability of failure. - If represents the negative incentive of failure

Answer 86

People tend to experience interest and satisfaction for attaining standards of excellence only when they seek achievement for their own sake. They do not derive intrinsic pleasure and satisfaction from attaining excellence that has been externally set or prescribed by others. High achievers also have a strong preference for those achievement tasks that offer concrete, direct, task-related, and immediate performance feedback, largely because they use such feedback as a means to make progress and to improve their future performances.

Answer 87

refers to an individuals psychological distance from a long term achievement goal. It is the degree to which the individual anticipates and integrates the future into his or her psychological present. The importance of future achievement orientation is that, other things being equal, any achievement goal perceived far away in time receives less approach-versus-avoidance weight than does a goal in the very near future. That means future goals generate less approach than do immediate goals.

Answer 88

Investigation causes a rise in approach tenancies; it is the amount of motivation to do something

Answer 89

Inhibition causes a rise in avoidance tendencies; it is the amount of motivation to not do something

Answer 90

The one new variable in the dynamics-of-action model is consummation

Answer 91

- Moderately difficult tasks - competition - entrepreneurship

Answer 92

Emotionally moderately difficult tasks provide an arena for best testing skills and experiencing emotions such as pride and satisfaction. Cognitively, moderately difficult tasks provide an arena for best diagnosing one's sense of competence and level of ability.

Answer 93

Interpersonal competition captures much of the risk-taking dilemma inherent in achievement settings. it promotes positive emotion, approach behavior, and improved performance in high-need achievers, but negative emotion, avoidance behaviors and debilitated performance in low-need achievers.

Answer 94

Entrepreneurship appeals to the high-need achiever because i requires taking moderate risks and assuming personal responsibility for ones successes and failures. t also provides concrete, rapid performance feedback (e.g., moment-to-moment profits and losses), feedback that generates emotions such as pride and satisfaction, and feedback that allows one to continuously diagnose personal competence and rate of improvement. High-need achievers prefer just about any occupation that offers challenge, independent work, personal responsibility, and rapid performance feedback

Answer 95

Establishing, maintaining, or restoring a positive, affective relationship with another person or persons. People with high-need affiliation tend to interact with others so to avoid negative emotions, such as rejection and anger

Answer 96

because it is mostly about a fear of rejection, while the need for intimacy has its bright side, because it is mostly about an attraction to warm, close relationships. The full picture of affiliation strivings includes a theoretical conceptualization that includes both its positive and negative aspects.

Answer 97

parental neglect.

Answer 98

they are happy, well adjusted, and pleasant to be around.

Answer 99

- deprivation from social interaction (loneliness, rejection and separation) raise the need or desire to be with others.

Answer 100

Social isolation and fear-arousing conditions are two situation's that increase a persons desire to affiliate with others.

Answer 101

To form new friendships, people with a high need for intimacy typically spend time interacting with others, join social groups, and establish stable and long lasting relationships

Answer 102

Once a relationship has been established, individuals with a high need for affiliation-involving either affiliation or intimacy motivations-strive to maintain those relationships by making more telephone calls and paying more visits to their friends, than those with a low need for affiliation.

Answer 103

Because it is largely a growth-oriented motive, people satisfy the need for intimacy through achieving a closeness and warmth in a relationship, hence people high in the need for intimacy more frequently touch others, cultivate deeper and more meaningful relationships, find satisfaction in listening and self-disclosure and smile, laugh and make eye contact more during face-to-face interactions.Such laughing, smiling, and looking lead others to rate high-intimacy-need persons as relatively warm, sincere, and loving human beings. Relatedness within a warm, close, reciprocal, and enduring relationship constitutes the need-satisfying condition for people high in the need for intimacy.

Answer 104

The essense of the need for power is the desire to make the physical and social world conform to ones personal image or plan for it. people high in the need for power desire to have 'impact, control, or influence over another person, group, or world at large'' - impact allows power-needing individuals to establish power - control allows power-needing individuals to maintain power - influence allows power-needing individuals ti expand their power.

Answer 105

the need for dominance, reputation, status, or position. High-power-strivings individuals not only seek out opportunities for dominance, reputation, status, and social position, but they also find deep emotional satisfaction in being recognized and praised for these power-motive behaviors and outcomes. High-power-need individuals seek to become (and stay) leaders, and they interact with others with a forceful, take-charge style. When they do attain positions of leadership, they feel satisfied and accomplished. This can be seen in high-power-striving individuals’ preference for highly competitive sports (e.g., hockey, wrestling) that offer both an opportunity to exercise power and to attain public recognition for effectively enacting power and influencing others

Answer 106

- leadership - drinking alcohol - aggression - influential occupations - prestige possessions

Answer 107

People with a high need for power seek recognition in groups and find ways for making themselves visible to others, apparently in an effort to establish influence. They argue more frequently with their professors, and they show an eagerness in getting their points across in the classroom

Answer 108

Drinking alcohol is an opportunity to involve and even accentuate one’s need for power (Fodor, 2010). When people drink, they generally report feeling stronger and less inhibited. Thus, people who have strong power motivation typically find drinking alcohol to be a gateway to enhanced personal dominance. It is also a gateway to become disinhibited from social constraints, and particularly to be released from those social constraints that involve aggression and exploitive sex.

Answer 109

If the need for power involves desires for impact, control, and influence, then aggression ought to be one means for both involving and satisfying one’s power needs. To some extent, the relationship between the need for power and aggression holds true, as men high in power strivings do get into more arguments and do participate more frequently in competitive sports. However, the relationship between the need for power and aggression is diluted because society largely controls and inhibits people’s acts of overt aggressi on. Societal inhibitions and restraints largely constrain the power-seeking person’s expression of aggression, but when societal inhibitions are removed, high-power-need men are more aggressive than are their low-power-need counterparts

Answer 110

People high in the need for power are attracted to occupations such as business executives, teachers/professors, psychologists, journalists, clergy, and international diplomats (Winter, 1973). Each of these occupations shares a common denominator in that the person in the occupational role is in the position to direct the behavior of other people in accordance with some preconceived plan.

Answer 111

People high in the need for power tend to amass a collection of power symbols, or “prestige possessions”. Power-seeking individuals are more likely to own a rifle or pistol, a convertible car, or a truck that exudes status and power

Answer 112

One strength of the need for power is a laser focus on their goals. Individuals high in the need for power more readily acquire the goals and outcomes they seek than do individuals low in the need for power. Power increases approach tendencies and decreases inhibitory tendencies. High power and taking action simply go together

Answer 113

One weakness of the need for power is that it reduces the person’s perspective taking ability

Answer 114

People high in the need for power typically harbor inclinations that are both benevolent and malevolent toward others. Like a superhero, they strive to improve the world. But, like a villain, they strive to make everyone their servant.

Answer 115

A special variant of the need for power is the leadership motive pattern. Leadership motivation consists of the following threefold pattern: (1) high need for power, (2) low need for affiliation, and (3) high inhibition (McClelland, 1982). Thus, the leadership motive pattern features individuals who desire to exercise influence, are not concerned with being liked, and are well controlled or self-disciplined.

Answer 116

the contemporary compassionate leadership profile is characterized by high power, high affiliation, and high inhibition

Answer 117

Direct presidential -actions (e.g., entering and avoiding war) -Perceived greatness -Performance on social issues -Performance on economic issues -International relations

Answer 118

- cognition - need for closure - need for structure - uncertainty orientation.

Psychological Needs Flashcards

(142 cards)