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Transcript of Ch07
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Social Needs
Chapter 7
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Acquired Needs:Quasi-needs
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ACQUIRED NEEDS: Social Needs
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Primary Need-Activating Incentive
Social Need Incentive that Activates Each Need
AchievementDoing something well to show personal competence
AffiliationOpportunity to please others and gain their approval
Intimacy Warm, secure relationship
Power Having impact on others
Table 7.2 Incentive That Activates Each Social Need’s Emotional and Behavior Potential
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Achievement
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Origins of the Need for Achievement
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Atkinson’s Model
Ta = (Ms × Ps × Is) – (Ms × Ps × Is) (Maf × Pf × If )
Tendency to Approach Success (Ts)
Tendency to Avoid Failure (Taf)
Tendency to Achieve (Ta)
• Ms: Motive to Success• Ps : Perceived Probability of Success• Is : Incentive Value of Success
• Maf : Motive to Avoid Failure• Pf : Perceived Probability of Failure (1- Ps)• If : Negative Incentive value for Failure (1- Is)
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Dynamics-of-Action Model
Figure 7.1 Streams of Behavior for People High and Low in Ms and Maf 1. Latency to begin an achievement depends on motive strength. (Ms vs. Maf)2. Persistence on an achievement task depends on motive strength. (Ms vs. Maf)3. Switching to a nonachievement task occurs with rising consumption.
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Conditions That Involve & Satisfy the Need for Achievement
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Achievement Goals
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Benefits of Adopting Mastery Goals
Preference for a Challenging Task One can Learn From
Adoption of aMastery Goal
Work Harder
PersistLonger
PerformBetter
Use Conceptually Based Learning StrategiesExperience Greater Intrinsic than Extrinsic MotivationMore Likely to Ask for Information & Help
(rather than a Performance Goal)
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Achievement Goals in the Classroom (Ames & Archer, 1988)
Classroom Dimension Mastery Goal Performance GoalSuccess defined as Improvement, progress High grades, high normative performanceValue placed on Effort, learning Normatively high abilityReasons for satisfaction Working hard, challenge Doing better than othersTeacher oriented toward How students are learning How students are performingViews errors or mistake as Part of learning Anxiety elicitingFocus of attention Process of learning Own performance relative to others’ performanceReasons for effort Learning something new High grades, performing better than othersEvaluation criteria Absolute progress Normative
Manifestations of Mastery and Performance Goals in the Classroom Context
Table 7.4
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Integrating Classical & Contemporary Approaches to Achievement Motivation
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Antecedents & Consequences of the Three Achievement Goals (Elliot & Church, 1997)
Mastery goalAchievementmotivation
Performance-approach goal
Performance-avoidance goal
Competenceexpectancy
Fear of failure
Intrinsic motivation
Graded performance
.22
.26
-.34
.21
-.14
.41
.45
.31
.36
-.26
-.34
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Avoidance Motivation & Well-Being
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Implicit Theories
vs.
Mastery GoalsPerformance
Goals
Utility of effort:Challenging tasks
require high effort.
High effort signalsLOW ability.
ImplicitTheories
Adoption ofAchievement Goals
Meaning of Effort
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AFFILIATION AND INTIMACY
Category Definition
Thoughts Of friends, of relationships
Story Themes Relationships produce positive affect, reciprocal dialogue, expressions of relationship commitment and union, and expressions of interpersonal harmony
Interaction Style Self-disclosure, Intense listening habits, Many conversations
Autobiography Themes of love and dialogue are mentioned as personally significant life experiences
Peer Rating Individual rated as warm, loving, sincere, nondominant.
Memory Enhanced recall with stories involving themes of interpersonal interactions
Table 7.7 Profile of High Intimacy Motivation
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Conditions That Involve & Satisfy the Affiliation and Intimacy Needs
Need-Involving Condition
Need-Satisfying Condition
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POWER
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A special variant of the need for power is the leadership motive pattern.
Leadership Motive Pattern