Behavior Ch. 11: Motivation and Emotion When you been ...mrminervinihb.yolasite.com/resources/HB Ch....
Transcript of Behavior Ch. 11: Motivation and Emotion When you been ...mrminervinihb.yolasite.com/resources/HB Ch....
When have you been most motivated in your life to accomplish something (large or small)?
What was it that was so effective in motivating you?
Human Behavior Ch. 11: Motivation and Emotion
How would you define motivation?
• Any condition, usually internal, that starts, activates, or maintains a person’s goal‐directed behavior.
4 parts to Motivation:
1. It is internal
2. Motivation is thought to be the link between a person’s internal condition and external behaviors
3. Motivation will start, activate, or maintain a person’s behavior;
4. Motivation creates goal‐directed behavior
Theories on Motivation1. Evolutionary Motivational Theory:
Humans have instincts (and behaviors) that we’re born with (evolutionary) and those motivate us.
• Instinct: An inherited, preprogrammed, complex behavior which occurs throughout a species.
List five instincts that you believe solely explain certain human behaviors
Some instincts that can explain certain human behaviors include:
• Survival/defense, reproduction, fear, anger, shyness, curiosity, affection, sexual love, parental love, jealousy and envy, rivalry, sociability, sympathy, play, imitation, constructiveness, and secretiveness.
Theories on Motivation2. Drive Motivational Theory:
Defined as an arousal condition (alertness) related to a need. A drive is a tension that results from an internal imbalance. Drive theory is based on biological needs/satisfaction of those needs.
People are motivated to act/behave because of a need to attain, restart, or maintain a goal.
NEED >>>> DRIVE >>>> …..
A need creates an internal tension (drive). This tension motivates us to take action in an attempt to remove the
tension.
Drive Reduction:
NEED >>>> DRIVE >>>> DRIVE‐REDUCING BEHAVIOR
• You decide to take advantage of one of the Wednesday half days to meet a few friends at Pasta Avest and actually eat a lunch that reminds you just how “good” school food is…The four of you begin talking about the upcoming SATs, which are set to take place the upcoming Saturday. You have already taken the test, but your three friends have not. They each are reacting to the test in different ways:
Newman: “I really don’t care about the test. I’ve decided to go to trade school and I’m only taking it because my parents will be all pissy if I don’t, so whatever.”
Elaine: “The test is very important, and I have prepared as much as I can. The bottom line is though, if my scores are not good enough for Quinnipiac University, my backup plan is UCONN and I would be just as happy going there as an undergrad.”
George: “If I don’t do well on this thing, I’m not going to get into Boston College, I’ll be forced to go to Boston University…I’d get a better education being homeless for 4 years rather than attending BU. My entire future is riding on this exam; I have taken prep courses, I have practiced for hours every night and I am going to continue taking the practice tests until I get near perfect scores. I am so nervous, I am Fr‐er‐reaking!”
Problem:
• Individuals react differently to different stimuli based on personality. So the drive‐reduction theory is good at explaining basic behaviors, but…humans aren’t that simple.
• In the previous example, we have three different reactions to the same stimuli…why? What is the difference?
• People can be driven towards and away (approach and avoidance) from goals and this causes conflict (4 types):
1. Approach‐Approach: Acceptance letters from two great colleges…stressful but with good alternatives
2. Avoidance‐Avoidance‐ Clean the garage or clean your room…stressful; both alternatives having a high “Suck Factor”
3. Approach‐Avoidance‐ You love music and want to join the school band, but all of your friends think that people in band are total nerds
4. Multiple Approach‐Avoidance‐ Involving two or more alternatives, all of which have both positive and negative features.
• The closer a person is to achieving a goal the more likely they are to approach
• When two incompatible responses are present, the stronger ones wins (music or friends approval)
• The choice of approach or avoidance is related to the strength of the drive (You join the band (driven) because you know it can lead to a career in music, your passion)
3. Arousal Motivational Theory:
Arousal: A physical activation; when the central or autonomic nervous system and the muscles and glands are activated and go into action (stimulation)…in other words…arousal is alertness; the level to which one reacts to a stimulus
Researchers found that deprivation or conflict is not needed for motivated behavior (you don’t need to be deprived of something or have an inner conflict to seek a goal)
Experiment 1Were you bored drawing boxes/completing simple math problems? ? Why/Why not?
Did you accomplish the goal?
Would anything have helped you accomplish the goal?
Can you think of anything that would have made the experience “better”? “Worse”?
Experiment 1
Boredom results if you are deprived of enough Stimulation/Arousal (visual, tactile, auditory).
Would a higher level of stimulation have made the task less boring?
Would more stimulation have helped your performance?
Experiment 2Were you bored coloring? Why/Why not?
Did you accomplish the goal?
Would anything have helped you accomplish the goal?
Can you think of anything that would have made the experience “better”? “Worse”?
Experiment 3
Did you accomplish the goal?
Would anything have helped you accomplish the goal?
Why was this difficult?
If the task is really difficult, a lower level of arousal (stimulation) enhances performance. For very easy
tasks, higher levels of stimulation are best.
If arousal is too high in either case, performance will suffer.
Yerkes‐Dodson Law: Psychological arousal (stimulation) enhances performance on a task, but only to a certain point.
Inverted U Hypothesis:
Keep in mind that…
The four main influences determining arousal's relationship with performance are;• skill level• personality• trait anxiety• complexity of the task
Michael Jordan:
I have missed more than 9000 shots in my career. I have lost almost 300 games. On 26 occasions I have been entrusted to take the game winning shot... and missed. And I have failed over and over and over again in my life. And that is why... I succeed.
5. Cognitive Motivational Theory:
Focuses on goals people set and how they achieve them…so thought is the initiator and it determines behavior.
Expectancy: a person’s expectations about reaching a goal and their need to achieve that goal (motivation)…this connects thought and motivation…
People’s thoughts and expectations guide their behavior and people have motives: internal arousal condition that directs behavior towards a goal‐motive does not have a physiological origin (like drives)
You have needs to: master tasks (accomplishment/achievement), to be affiliated (belonging and acceptance), and to compete; these are based on expectations about the future and rewarding outcomes…this may explain why the suicide rate is much higher in Asian countries vs. non‐Asian
Zegarnik Experiment: Classroom DinerA total of 496 items were ordered
Of the 496 items wait‐staff delivered 20.16 % (100 items) were WRONG
Upon recalling what customers had ordered, of the 496 items wait‐staff failed to recall 21.96 % (109 items) WRONG
A difference of 1.8 %...does this % support the Zegarnikresearch/theory?
• Tension reduction theory– Unfulfilled needs represent states of tension– Motivation is about engaging in actions to reduce this tension
The Zeigarnik Effect
Based on observed data:
–Waiter could remember orders without writing down until people were served. Once served, could not recall who ordered what.
The Zeigarnik EffectIndividuals of all ages tend to remember uncompleted tasks far better than completed ones.
Theory built from this observation:
• Intention to carry out a task corresponds to building up a system of tension that needs to be
• The system created by this unfulfilled goal continues to influence thoughts and actions as goal not reached (system still in tension)
• Once goal achieved, tension is reduced• Tasks tend to be forgotten or not remembered because the motivation to perform them is fully satisfied
The waiter example:• Goal was to serve each person what they ordered• When they told him what they wanted, he had not yet achieved goal so tension made him remember their order
• Once they were served, goal achieved and he could no longer remember their orders.
5. Cognitive Motivational Theory:Intrinsic and Extrinsic Motivation:
Extrinsic: Motivation from rewards from external environment = Praise, money, good grades. These rewards can strengthen existing behavior, allow guidance on performance, increase self‐worth
Intrinsic:Motivation leading to behaviors engaged in that get no rewards except the internal satisfaction of the activity alone = 1. For Cognitive stimulation
2. For Accomplishment or Mastery
Social Learning Theory:Locus of Control
• Locus (location) of Control (LOC): Extent to which people believe they can control events that affect them; can be Internal or External
• (High) Internal LOC: Events result primarily from my behaviors and actions
• (High) External LOC: Events are determined from fate, higher power, other people/environment, or chance
People with High Internal LOC tend to…
• Have better control of their behavior• Be more likely to influence others• Believe their efforts will be successful• Be more active in seeking information and knowledge concerning their situation
• Achieve at “higher” levels
…rather than those people with a High External or Low Internal LOC
Measurements of Achievement Motivation
When looking at a person’s motivation to achieve, the following factors are influential:
The Probability of success and the incentive for success
The Probability of failure and incentive to avoid failure
Incentive value can be defined as the relative attractiveness of succeeding at a task
Psychologists use the Thematic Apperception Test (TAT) to measure achievement motivation/ person’s need to achieve
Measurements of Achievement Motivation
• Used to assess candidates for employment in fields requiring a high degree of skill in dealing with people and the ability to cope with high levels of stress‐ Law Enforcement, Military Leadership, Education, Religious Ministry.
• Gives the evaluator an idea of the subjects unique view of the world, that person’s relationships, and unconscious motives
• TAT should never be used as a sole examination piece in evaluating a person as many factors can influence a person’s response to the test.
• Developed by Henry Murray, et al @ Harvard U, 1935
1. Highlight or circle words or themes in the story and with the story’s characters that include:
Success Getting ahead Competition
Motivation Independent Thinking Effort
Courage Mastery Accomplishment
Superior Ability Excellence Fulfillment
2. Is the story Optimistic (taking a favorable view of events, expecting the most favorable outcome)
orPessimistic (an outlook that is gloomy, despairing, negative, hopeless)
3. How many times are Self‐References made?
6. Humanistic Motivational Theory• Humanistic Theory: Behavior that focuses on people; human
dignity, self‐worth, individual choice. States that people are essentially good, have an innate drive to better themselves , as well as to seek truth, beauty, peace and harmony.
Includes Self‐Actualization: The final level of psychological development where a person strives to realize their full potential/all that they are capable of: stay healthy in mind and body, and be accepting of yourself; being morally “upright” …shown on Maslow’s Hierarchy of Needs.
Maslow stated that as lower‐level needs are satisfied, people are motivated by the next higher level needs up to self‐actualization.
Maslow’s Hierarchy of Needs