Unit 5 | Secondary needs Flashcards
(119 cards)
1
Q
What happens when needs are met?
A
When needs are cared for and met, well-being is maintained and enhanced.
2
Q
What happens when needs are neglected or frustrated?
A
Neglecting or frustrating needs can result in harm that disrupts physical or psychological well-being.
3
Q
How do motivational states relate to needs?
A
Motivational states provide the impulse to act before harm is done to psychological and bodily well-being.
4
Q
What are physiological needs?
A
Physiological needs are the basic requirements for human survival and functioning, such as food, water, and shelter.
5
Q
What are psychological needs?
A
Psychological needs involve mental and emotional well-being, including self-esteem, belonging, and mental health.
6
Q
What are social needs?
A
Social needs are related to human connections, relationships, and the desire for social interaction, support, and love.
7
Q
What are psychological needs?
A
Psychological needs are the inner urges that push humans to explore, learn, and seek challenges, with the ultimate goal of emotional growth and satisfaction.
8
Q
What do psychological needs urge people to do?
A
Psychological needs urge people to explore, learn, and seek challenges for emotional growth and satisfaction.
9
Q
What does participating in sports or physical activities do for psychological needs?
A
Sports or physical activities offer opportunities to challenge oneself, improve skills, and feel competent, satisfying psychological needs.
10
Q
How does learning a new hobby or skill satisfy psychological needs?
A
Learning a new hobby or skill provides personal satisfaction, autonomy, and skill development, fulfilling psychological needs.
11
Q
What role do challenging tasks at work or in academics play in psychological needs?
A
Challenging tasks at work or in academics provide a sense of competence and achievement when overcoming obstacles and reaching goals.
12
Q
How does exploring nature or new environments satisfy psychological needs?
A
Exploring nature or new environments (like traveling or walking) stimulates imagination, offers novel experiences, and satisfies the need for adventure and autonomy.
13
Q
What are the two characteristics of psychological needs?
A
They are organic.
They are also called organic psychological needs.
14
Q
Why are psychological needs called “organic”?
A
Psychological needs are called “organic” because the term “organism” refers to living and active subjects interacting with their environment.
15
Q
What does the term “organic” refer to in the context of psychological needs?
A
In the context of psychological needs, “organic” refers to living and active beings interacting with their environment.
16
Q
What is the second characteristic of psychological needs?
A
Psychological needs are based on a dialectic between the person and the environment.
17
Q
What does the dialectic between the person and the environment mean?
A
It means that while searching for fulfillment, learning, and emotional satisfaction, human beings impact and modify their environment.
18
Q
How do human beings affect their environment in relation to psychological needs?
A
Human beings impact and modify their environment while seeking fulfillment, learning, and emotional satisfaction.
19
Q
What is the third characteristic of psychological needs?
A
Psychological needs are behavioral motivators.
20
Q
What role do psychological needs play in behavior?
A
Psychological needs provide people with the natural motivation to learn, grow, and develop.
21
Q
How do psychological needs motivate people?
A
Psychological needs naturally motivate people to engage in activities that promote learning, growth, and development.
22
Q
How do psychological needs differ from physiological needs?
A
Physiological needs arise from biological deficiencies and motivate reactive behavior to satisfy them. In contrast, psychological needs drive a proactive willingness to seek out and interact with an environment that meets emotional and cognitive needs.
23
Q
What kind of behavior do psychological needs promote?
A
Psychological needs promote proactive behavior, encouraging exploration and the pursuit of challenges.
24
Q
How are psychological needs seen in terms of human development?
A
Psychological needs are seen as growth needs rather than deficiencies, focusing on development and fulfillment rather than merely overcoming deficiencies.
25
Are psychological needs proactive or reactive?
Psychological needs are proactive, motivating individuals to actively seek environments that fulfill their emotional and cognitive needs.
26
What are some key components of psychological needs?
Self-determination, competition, and relatedness are key components of psychological needs.
27
What is autonomy in the context of psychological needs?
Autonomy is the psychological need to experience self-determination and personal satisfaction in the initiation and regulation of one's own behavior.
28
When is behavior considered autonomous (self-determined)?
Behavior is considered autonomous when our interests, preferences, and desires guide our decision-making process to participate or not.
29
What are the three experiential qualities that define the subjective experience of autonomy?
Perceived locus of causality
Volition
Perceived choice
30
What is "perceived locus of causality"?
Perceived locus of causality refers to the understanding of the causal source of motivated actions, varying between internal (self-driven) and external (environment-driven).
31
What is "volition" in the context of autonomy?
Volition refers to the free willingness to engage in an activity, driven by personal interest rather than external pressures.
32
What is meant by "perceived choice" in autonomy?
Perceived choice refers to the sense of having options and flexibility in a given environment, as opposed to feeling obligated or constrained in a rigid environment.
33
What is "perceived locus of causality"?
Perceived locus of causality refers to the understanding of the causal source of motivated actions, varying on a continuum between internal (self-driven) and external (environment-driven).
34
What is the difference between internal and external perceived locus of causality?
Internal: Motivated by personal interest, values, or enjoyment.
External: Motivated by external factors, such as obligations or expectations from others.
35
What is an example of an internal perceived locus of causality?
Participating in a sport or hobby because you enjoy and value the activity itself.
Choosing a university degree based on one's skills and passions.
Following a particular diet because you enjoy certain foods and their nutritional value.
36
What is an example of an external perceived locus of causality?
Participating in a sport or extracurricular activity because parents have demanded it or because you want to impress someone.
Choosing a college major based on what family members want or expectations of financial reward.
Following a particular diet because a medical authority has prescribed it.
37
What is volition in the context of self-determination?
Volition refers to the free willingness to engage in an activity and the feeling of freedom in choosing to do so.
38
What happens when there is a lack of volition?
Lack of volition is experienced when one feels pressure or coercion to perform an action, leading to a sense of being forced or controlled.
39
What is an example of a lack of volition?
The feeling of pressure to learn a second language because someone is demanding it or because one's environment does not speak another language.
40
What is an example of volition?
Devoting time and effort to a hobby or pastime that you enjoy, simply because you find satisfaction and pleasure in the activity itself
41
What is perceived choice in the context of self-determination?
Perceived choice refers to the sense of having options in flexible environments, as opposed to feeling obligated in rigid environments.
42
How does perceived choice affect a person’s experience?
When there is perceived choice, individuals feel more autonomy and freedom to make decisions, leading to greater satisfaction and engagement.
43
What is an example of perceived choice in education?
When children have choices in their schoolwork, such as selecting activities or projects, they experience perceived choice.
44
What is an example of perceived choice in the workplace?
When an employee has the freedom to choose flexible working hours within certain limits set by the company, they experience perceived choice.
45
What is perceived choice in the context of self-determination?
Perceived choice refers to the sense of having options in flexible environments, as opposed to feeling obligated in rigid environments.
46
How does offering choice affect autonomy and intrinsic motivation?
Simply offering choice does not guarantee an increase in autonomy or intrinsic motivation.
47
When does offering choice not lead to greater autonomy or satisfaction?
Offering choice does not lead to greater autonomy or satisfaction when people are limited to few options that do not reflect their values or preferences.
48
How can relationships be understood in the context of self-determination?
Relationships with partners, friends, family, parents, and teachers can be understood as either autonomy supportive or controlling.
49
What happens when there is autonomy support in relationships?
When there is autonomy support, aspects of engagement, development, learning, performance, and psychological well-being are enriched.
50
What does autonomy support in relationships lead to?
Autonomy support in relationships leads to enhanced engagement, personal development, better learning, improved performance, and greater psychological well-being.
51
How can you support another person’s autonomy?
To support another person’s autonomy, one must take their perspective, adopt their frame of reference, and be non-judgmental.
52
Wha What is important to nurture to help people motivate themselves?
Nurturing psychological need satisfaction is essential to create conditions in which people can motivate themselves.
53
Why is providing explanatory rationales important in supporting autonomy?
Providing explanatory rationales helps people understand the reasons behind actions, promoting autonomy and intrinsic motivation.
54
How can acknowledging negative emotions help autonomy?
Acknowledging and accepting expressions of negative affect, such as saying "I see that you are not very enthusiastic about today’s lesson," shows empathy and supports autonomy.
55
What role does invitational language play in supporting autonomy?
Using invitational language, like "Do you know why this might be?" encourages open dialogue and supports autonomous thinking.
56
How does patience contribute to supporting autonomy?
Displaying patience allows others to explore their own motivations and decisions, which fosters a sense of autonomy and self-determination.
57
What is competence in the context of psychological needs?
Competence is the need to interact effectively with the environment
58
What does competence reflect in human behavior?
Competence reflects the desire to exercise one's abilities and skills, seeking and mastering optimal challenges.
59
How does competence motivate individuals?
Competence generates the motivation to develop, improve, and refine personal skills.
60
What are the key environmental events that support the need for competence?
The key environmental events are:
Optimal challenge
High structure
High tolerance for failure
61
What is "flow" in the context of competence?
Flow is a psychological state characterized by maximum enjoyment and intense concentration, which occurs when both challenge and ability are high.
62
How does satisfying the need for competence affect personal growth?
When environments satisfy the need for competence, people are more willing to seek out and master challenges that help them grow and develop.
63
How can environments be structured to support competence?
Highly structured environments increase competence satisfaction and flow by providing:
Clear expectations
Guidance
Feedback
64
What is optimal challenge and how does it relate to competence?
Optimal challenge provides pleasure and a sense of personal satisfaction, helping individuals develop and refine their skills.
65
Why is a high tolerance for failure important in developing competence?
Since success and failure are equally likely in optimal challenges, a high tolerance for failure prevents fear from undermining motivation.
66
What is relatedness in the context of psychological needs?
Relatedness is the need to establish close emotional ties and bonds with other people.
67
What does relatedness reflect in human behavior?
It reflects the desire to be emotionally connected and interpersonally involved in warm and caring relationships.
68
Is mere interaction with others enough to satisfy the need for relatedness?
No, simply interacting with others is not enough; relatedness is satisfied only when relationships involve genuine interest and affection.
69
What conditions must be met to satisfy the need for relatedness?
Social ties must involve understanding, acceptance, liking, valuing, and caring to satisfy the need for relatedness.
70
What type of relationship satisfies the need for relatedness?
A communal relationship satisfies the need for relatedness by providing a warm and caring social context.
71
Why is relatedness important for internalization?
Relatedness supports internalization, the process by which a person adopts another person's beliefs, values, or behaviors.
72
How does relatedness impact emotional and psychological well-being?
Establishing strong and caring emotional bonds is essential for emotional health and psychological well-being.
73
Does love automatically imply mutual care and appreciation?
No, love does not always guarantee mutual care and appreciation. A relationship must include genuine interest, affection, and emotional support to satisfy the need for relatedness.
74
Is it possible to be in a loving relationship but still not feel satisfied in terms of relatedness?
Yes, if a relationship lacks understanding, emotional connection, and mutual support, one may feel unsatisfied despite being in love.
75
Can someone have many social interactions and still feel lonely in a relationship?
Yes, frequent social interactions do not necessarily fulfill the need for relatedness. A person can feel lonely in a relationship if it lacks genuine emotional connection and care.
76
How did researchers study day-to-day fluctuations in well-being?
Researchers asked college students to keep a daily diary tracking their moods (e.g., joy, anger) and well-being (e.g., vitality, physical symptoms like headaches)
77
What did researchers predict about good days?
They predicted that good days occur when a person’s psychological needs are met.
78
What were the key findings of the study on well-being?
The study confirmed that psychological needs provide the nutrients necessary for positive well-being and experiencing good days
79
What are social needs?
Social needs are not innate; they develop through experiences, socialization, and individual growth, leading us to value certain emotional experiences and activities.
80
How do social needs differ from innate needs?
Unlike physiological and psychological needs, social needs arise from social experiences rather than being present at birth.
81
What are the three primary types of social needs?
Achievement – The need to accomplish goals and demonstrate competence.
Affiliation – The need to establish and maintain social connections.
Power – The need to influence others and have an impact.
82
What are implicit needs?
Implicit needs are unconscious motivations that develop over time through experiences and social interactions, rather than being innate.
83
How do implicit needs influence behavior?
Implicit needs, such as achievement, affiliation, and power, shape our decisions and actions without us always being fully aware of them.
84
Can you give an example of an implicit need?
A person may not realize they have a strong need for achievement until they face a challenge and enjoy overcoming it.
85
Where do implicit needs originate?
Implicit needs have a social origin and are shaped by interactions, cultural norms, societal expectations, and personal experiences.
86
How do we develop implicit needs?
Through socialization, we learn and develop preferences, motivations, and needs based on our interactions with others.
87
Do social needs develop early in life?
Not necessarily. While early experiences may activate them, social needs emerge and change over time based on experiences and social interactions.
88
How are social needs experienced once acquired?
Social needs are experienced as emotional and behavioral potentials that are activated in response to specific situational incentives.
89
Can social needs be triggered by specific situations? Give an example.
A date may activate the need for affiliation.
An inspirational speech may activate the need for power.
90
What is the need for achievement?
The need for achievement is the desire to do well according to a standard of excellence.
91
What drives the need for achievement?
The need for achievement drives people to seek success in situations that have a standard of excellence, where the outcome results in either success or failure.
92
What types of situations involve the need for achievement?
Achievement situations may involve:
Competing with oneself
Competing with others
Competing with a specific task
93
How do people with a high need for achievement typically respond to standards of excellence?
People with a high need for achievement tend to respond with approach-oriented emotions, such as hope and pride.
94
How do people with a low need for achievement typically respond to standards of excellence?
People with a low need for achievement tend to respond with avoidance-oriented emotions, such as anxiety and fear of failure.
95
How are strong achievement strivings influenced by socialization?
Strong achievement strivings are influenced by socialization, particularly from parents, who provide:
Realistic standards of excellence
A positive attitude towards achievement
A stimulating home environment with exposure to achievement-related content (e.g., books, experiences)
96
What factors from parents can contribute to a child’s high need for achievement?
A high need for achievement can develop when parents:
Set realistic standards for success.
Have a positive attitude toward achievement.
Provide a stimulating environment with exposure to achievement-related content.
97
Is it easy to identify childhood practices that lead to high achievement motivations?
No, identifying the exact childhood practices for high achievers is challenging, as achievement motivations can change significantly from childhood to adulthood and evolve over time.
98
How can the need for achievement be satisfied through task difficulty?
The need for achievement is satisfied through moderately difficult tasks, which provide a balance between challenge and the likelihood of success.
99
How does competition satisfy the need for achievement?
Competition satisfies the need for achievement by providing an external standard of excellence against which individuals can measure their success or failure.
100
How does entrepreneurship fulfill the need for achievement?
Entrepreneurship satisfies the need for achievement by offering opportunities to create, innovate, and compete, allowing individuals to pursue success on their own terms.
101
What is the need for affiliation?
The need for affiliation is the desire to be part of a social group or have meaningful interactions to reduce feelings of isolation.
102
How is the affiliative need defined?
The affiliative need is the desire to establish, maintain, or restore positive affective relationships with others
103
How do people with a high need for affiliation typically feel in relationships?
People with a high need for affiliation often experience anxiety in their relationships, seeking approval and emotional security from others, which can lead them to feel dependent.
104
What is the need for approval?
The need for approval involves seeking acceptance and security in interpersonal relationships.
105
What is the need for intimacy?
The need for intimacy involves a desire to engage in warm and close relationships, with less fear of rejection.
106
What is the need for power?
The need for power is the desire to influence or control the physical and social world according to one's vision.
107
How do people with a high need for power typically behave?
People with a high need for power seek to establish, maintain, or expand their impact, control, or influence over others, focusing on dominance, reputation, status, or position. They often aim to become leaders and interact in an assertive and dominant manner.
108
What emotions do people with a high need for power experience when exerting influence?
People with a high need for power experience strong positive emotions when they have the opportunity to exert their influence. This increases their mood and physiological arousal, providing them with a sense of vigour and energy
109
Can you give an example of how people with a high need for power might feel?
For example, observing authority figures giving influential speeches or exerting control over a group increases their mood and physiological arousal, making them feel energized and powerful.
110
Are leaders with a high need for power always the most popular or successful?
No, leaders with a high need for power are not necessarily the most popular nor do they always contribute significantly to the success of the group.
111
How do groups led by individuals with high power needs typically perform?
Groups led by individuals with high power needs tend to make poorer decisions due to a lack of consideration of alternatives and less information sharing.
112
What types of occupations do people with a high need for power typically seek?
People with a high need for power tend to seek occupations where they can direct the behavior of others according to a preconceived plan.
113
What are quasi-needs?
Quasi-needs are transitory needs that disappear once the situational demand provoking them is satisfied.
114
Can you give an example of a quasi-need?
Examples of quasi-needs include:
Needing an umbrella when it rains
Needing a good grade in an exam to pass
Needing a break or a holiday
115
What are some additional social needs that researchers argue for, beyond those commonly discussed?
Besides the commonly discussed social needs, researchers argue for the importance of:
Need for cognition (Cacioppo, Petty, Feinstein, & Jarvis, 1996)
Need for closure (Webster & Kruglanski, 1994)
Need for structure (Neuberg & Newsom, 1993)
Uncertainty orientation (Sorrentino, 2013)
116
What is the need for cognition?
The need for cognition refers to the tendency to seek out and enjoy engaging in cognitive activities, such as thinking deeply about ideas and solving complex problems.
117
What is the need for closure?
The need for closure refers to the desire for a clear, definite answer, and the discomfort experienced when faced with ambiguity or uncertainty.
118
What is the need for structure?
Back:
The need for structure refers to the desire for clear, organized, and predictable environments, especially in ambiguous or uncertain situations.
119
What is the uncertainty orientation?
The uncertainty orientation refers to an individual’s tendency to embrace or avoid uncertainty in situations, influencing their openness to new experiences and flexibility in thinking.
