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Transcript of Introduction to motivation and emotion 2013
Welcome to Psychology 102
Motivation & Emotion
Introduction
Dr James NeillCentre for Applied PsychologyUniversity of Canberra2013
Image source
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Wednesday 17 August, 2011, 12:30-14:30, 12B27124-6665 Motivation and Emotion / GCentre for Applied PsychologyFaculty of HealthUniversity of CanberraBruce, ACT 2601, Australiaph: +61 2 6201 [email protected]://en.wikiversity.org/wiki/Motivation_and_emotion
Unit outline
Introduction (Ch 1)
History (Ch 2)
Lecture 1:
Overview
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Unit outline
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Teaching staff
Dr. James Neill
(convener, lecturer & tutor)
Courtney Reis
(tutor)
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http://ucspace.canberra.edu.au/display/7125/Contacts
Contacting James Neill
Face to face: Before or after tutorials and lectures or by appointment.
Office hours: 14.30-16.30 Wed (after lectures) in lecture weeks (12D12)
Open discussion: Moodle discussion forum, Wikiversity talk page (jtneill), Twitter (jtneill) #motem13
Private message: Moodle message or email [email protected]
Phone: 6201 2536
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http://ucspace.canberra.edu.au/display/7125/Contacts
Be able to:integrate theories and current research towards explaining the role of motivation and emotion in human behaviour.
Learning outcomes
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Drives and instincts
Theories of motivation, consciousness and volitional behaviour
Self-control and self-regulation
Structure and function of emotions
Relationships between emotion and cognition
Regulation of emotions
Syllabus
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Lectures: Wednesdays
12.30-14.30 12B2
Weeks 1-6, 9-14
Tutorials: Thursdays
12.30
16.30
18.30 (virtual)
Fortnightly either:
Weeks 1, 3, 5, 9, 11, 13 or
Weeks 2, 4, 6, 10, 12, 14
Timetable
Tutorial 1
is in a computer lab.
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Textbook
Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.
Image source: Cover of Gerrig et al. (2008)
Equipment and materials
Computer + internet
Audio headset
(Microphone + earphones)
Webcam/video camera
(optional)
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Unit websites
Moodle:
http://learnonline.canberra.edu.au/course/view.php?id=9790
Wikiversity:
http://en.wikiversity.org/wiki/Motivation_and_emotion
These sites are open access
i.e., freely and openly available without financial or other
barriers.Note: What you share is public.
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12 x 2 hour weekly lectures based on Reeve (2009) textbook chapters1st half about motivation
2nd half about emotion
Lecture video and audio will be recorded and downloadable. Access via: Calendar tool on Moodle site or
Moodle Announcements or
Lecture web pages (Wikiversity)
Lectures
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Introduction
Assessment task skills
Brain & physiological needs
Personal & social needs
I-E motivation and goal setting
Personal control & the self
Lectures - Topics
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Nature of emotion
Aspects of emotion
Personality, motivation &
emotion
Unconscious motivation
Growth psychology
Summary and conclusion
Lectures - Overview
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6 x 2hr x fortnightly tutorials
Follows and extends lecture and textbook chapter topics
Structure ~20% content review
~50% activities
~30% assessment skills
Tutorials
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Introduction + Wiki editing
Needs
Self & goals
Emotion
Personality
Growth psychology
Tutorials - Topics
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Tutorial attendance
Tutorial attendance is strongly recommended but not compulsory.
Tutorials provide hands-on skills and activities which are directly related to the assessment exercises.
Tutorial non-attendance will make successful completion of the assessment exercises more difficult.
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Book chapter (50%):
Due 9am Mon Week 13
Multimedia (20%)
Due 9am Mon Week 14
Quizzes (30%)
Due 9am Mon Week 15
Assessment - Overview
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Workload
TaskExpected time involved
Textbook chapter (50%)50 hours: 8 hours to learn "how", 20 hours research, 22 hours preparation.(With 100 students, this is equivalent to one person working full-time for 3 years!)
Multimedia (20%)10 hours: 2 hours to learn "how", 6 hours preparation, 2 hours to record & finalise.
Quizzes (30%)90 hours: 12 lectures (x 2 hours each; 24 hours), 6 tutorials (x 2 hours each; 12 hours), 16 chapters (x 3 hours each; 48 hours) and 6 hours completing the quizzes.
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Generic skills
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Book chapter - Task
Author an interesting, well-written, freely available, online, self-help book chapter about a specific motivation and/or emotion topic.
Consider how psychological theory and research knowledge can be used to help people live more effective motivational and emotional lives.
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Theme
User name
Topic
Location
Licensing
Book chapter Guidelines
Academic integrity, independence, & collaboration
Length
Feedback & peer review
Submission
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Book theme
Motivation and Emotion:
How to improve your life
using psychological theory and research about motivation and
emotion
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Topic examples - Motivation
Motivation How can we ? e.g.,be more motivated?
be more productive?
procrastinate less?
motivate others?
eat a healthy diet?
exercise enough?
understand others' motivations?
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Topic examples - Emotion
Emotion How can we ? e.g.,be happier?
be emotionally intelligent?
measure emotions?
express emotions?
understand the origin and causes of emotions?
identify core emotions?
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Theory (30%): Effective use of key theoretical concepts, critical thinking & application of theory.
Research (30%): Key peer-reviewed research discussed in relation to theoretical aspects of the topic.
Written expression (30%): Interesting and readable, logical structure, good interactive learning features, APA style.
Social contribution (10%): Helping others to improve book quality. Logged.
Book chapter - Marking criteria
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Table of contents: Some possible topics are available you can suggest more
Lecture 2 and Tutorial 1: Discuss/expand the table of contents
Sign up or negotiate topic: You can propose or sign up to a chapter topic any time. You should have a topic by the end of W3.
Book chapter - Topic signup
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Create a multimedia presentation (video) explaining the key points of your book chapter. Max. 5 mins.
Multimedia - Task
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Multimedia Guidelines
Chapter overview
Style
Format
Location
Equipment
Length
Copyright
Attribution
Links
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Structure and content (25%): Well-designed, logical content which overviews the chapter content
Communication (50%): Clear, well-paced, engaging communication of ideas
Production quality (25%): Clear picture and sound. Informative title, description, license, etc.
Multimedia - Marking criteria
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Best aspects? Choosing our own topic and writing a chapter that was meaningful to us, using a new medium that extended our skills. Learning to use the Wiki, and writing in this way was more relevant to real life than an essay. Really engaging unit!Worst aspects?did not like at all the focus on wikiversity and multimedia/social media aspect... overly challenging to be learning the content as well as the medium.
Student feedback (2011)
Source: http://en.wikiversity.org/wiki/Motivation_and_emotion/Evaluation#2012
Quizzes - Task
Online quizzes about each of the 16 textbook chapters
Equally-weighted 10-item multiple-choice quizzes.
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Quizzes Guidelines
Attempts
Availability
Content
Academic integrity
Reviewing results
Time limit
Weighting
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W03 Sign up for chapter topic
W04 (Fri) - Final date to withdraw without penalty
W07 No lectures or tutorials
W08 - Mid-semester break
W08 (Fri) Final date to withdraw without incurring fail grade
W13 (Mon 9am) - Book chapter due
W14 (Mon 9am) - Multimedia due
W15 (Mon 9am) - Quizzes due
Key dates
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Activity:
What is motivation and emotion?
Write your own definition of motivation and emotion (1 min.)
Share and discuss your definitions with someone else (1 min.)
Improve your definitions (1 min.)
Let's hear some definitions (2 min.)
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Introduction to the study of motivation
Reading:
Reeve (2009), Ch 1, pp. 1-23
Image source
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What is motivation?
"motivation" derives from the Latin verbmovere
(to move)
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Motivation = Energy + Direction
Processes that give behaviour energy and direction.
Energy: Behaviour is relatively strong, intense and persistent
Direction: Behaviour is aimed toward achieving a particular purpose or goal
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Motivational science:
The function & utility of good theory
Reality(In all its complexity)Applications; Recommendations(How
to support and enhance motivation and emotion in applied
settings)Theory(Created by
motivational psychologists)Hypo-theses(Derived from theory)Data(To
test the adequacy of each hypothesis)
Based on Reeve (2009), Figure 1.1
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Motivational reasons to exercise
Reeve (2009), Table 1
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Two perennial questions
Based on Reeve (2009, pp. 5-8)
What causes behaviour?
Why did she do that? Why do people do what they do??
Why does behaviour vary in its intensity?
Why does a person behave one way in a particular situation at one time yet behave in a different way at another time? What are the motivational differences among individuals, and how do such differences arise?
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Specific questions that constitute the core problems to be solved in motivation study
What starts behaviour?
How is behaviour sustained over time?
Why is behaviour directed towards
some ends but away from others?
Why does behaviour change its
direction?
Why does behaviour stop?
Based on Reeve (2009, pp. 5-6)
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Four motivational sources
Based on Reeve (2009, Figure 1.2, p. 8)
Needs
Cognitions
Emotions
Externalevents
Internal motives
The subject matter of motivation concerns those processes that give behavior its energy and direction.
The four processes capable of giving behavior strength and purpose - its energy and direction
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Measuring motivation:
Expressions of motivation
Based on Reeve (2009, pp. 10-13)
Behaviour
Brain &Physiology Activations
Engage-ment
Self-Report
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Behavioural expressions of motivation
Based on Reeve (2009, Table 1.2, p. 11)
AttentionEffort Latency Persistence Choice Probability of response Facial expressions Bodily gesturesBased on Reeve (2009), Table 1.2 Behavioural expressions of motivation
Four inter-related aspects of engagement
Based on Reeve (2009, Figure 1.3, p. 12)
.
EngagementBehaviouralengagementEmotionalengagementCognitiveengagementVoice Attention
Effort
Persistence
Interest
Enjoyment
Low anger
Low frustration
Sophisticated learning strategies
Active self-regulation
Offers suggestions
Makes contributions
Asks questions
Based on Reeve (2009), Figure 1.1 illustrates the function and utility of a good theory.
Brain & physiological activity as expressions of motivation
Based on Reeve (2009, Table 1.3, p. 13)
Brain ActivityHormonal Activity Cardiovascular Activity Ocular ActivityElectrodermal ActivitySkeletal ActivityBased on Reeve (2009), Table 1.3
Brain activityActivation of brain structures such as the amygdala (fear) or prefrontal cortex (setting goals).Hormonal activityChemicals in saliva or blood, such as cortisol (stress) or catecholamines (fightorflight reaction).Cardiovascular Contraction and relaxation of the heart and blood vessels activity (attractive incentives, difficult/challenging tasks).Ocular activityEye behaviorpupil size (extent of mental activity), eye blinks (changing cognitive states), and eye movements (reflective thought).Electrodermal Electrical changes on the surface of the skin (expression of threat activity or stimulus significance).Skeletal activityActivity of the musculature, as with facial expressions (specific emotion) and bodily gestures (desire to leave).
Themes in the study of motivation
Based on Reeve (2009,
pp. 13-14)
Motivation
benefits adaptation.
Motives affect behaviour by directing attention.
Motive strengths vary over time and influence the stream of behaviour.
Types of motivation
exist.
Motivation study reveals the contests of human nature.
To flourish, motivation needs supportive conditions.
There is nothing so practical as a good theory.Motivation includes both approach (pull) & avoidance (push) tendencies.
Based on Reeve (2009), Table 1.3
Brain activityActivation of brain structures such as the amygdala (fear) or prefrontal cortex (setting goals).Hormonal activityChemicals in saliva or blood, such as cortisol (stress) or catecholamines (fightorflight reaction).Cardiovascular Contraction and relaxation of the heart and blood vessels activity (attractive incentives, difficult/challenging tasks).Ocular activityEye behaviorpupil size (extent of mental activity), eye blinks (changing cognitive states), and eye movements (reflective thought).Electrodermal Electrical changes on the surface of the skin (expression of threat activity or stimulus significance).Skeletal activityActivity of the musculature, as with facial expressions (specific emotion) and bodily gestures (desire to leave).
Motives vary over time & influence the ongoing stream of behaviour
Based on Reeve (2009, Table 1.4, p. 15)
Motivation is a dynamic process-always changing, always rising and falling - rather than a discrete event or static condition.
How Motives Influence Behaviour for a Student Sitting at a Desk
Note: The number of asterisks in column 4 represents the intensity of the aroused motive. One asterisk denotes the lowest intensity level, while five asterisks denote the highest intensity level.
Stream of behaviour and the changes in the strength of its underlying motives
Based on Reeve (2009, Figure 1.4, p. 16)
Framework to understand
the study of motivation
Based on Reeve (2009, Figure 1.5, p. 22)
Antecedent Conditions
MotiveStatus
Sense of Wanting to
Urge toApproach vs.Avoid
Energising & Directing
Behaviour
Engagement
Physiology
Self-Report
Needs
Cognitions
Emotions
Using motivational theories
to solve practical problems
Based on Reeve (2009, Ch 1)
PracticalProblem
Given What I know AboutHuman Motivation & Emotion
Proposed Solution/Intervention, if any
Student dropout
Mediocre
Performance
Theories
Empirical findings
Practical experience
Do I have a strong reason to believe that my proposed intervention will produce positive benefits?
Do no harm
Framing the practical problem:
understanding the motivational agent
Based on Reeve (2009, Ch 1)
What is the phenomena?
What is its opposite?
Where does it come from?
Is it malleable or fixed?
What does it related to, or predict?
Identifying the motivational agent underlying the problem (e.g., goals, efficacy, or helplessness)
Theoretical understanding of problem to be solved
Based on Reeve (2009, Ch 1)
Why does it work?
How does it work? (Diagram?)
How does it change? What causes it to change?
Under what conditions does it change?
Where do high and low levels come from?
Motivation in historical perspective
Reading:
Reeve (2009), Ch 2, 24-46
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Motivation in historical perspective
Based on Reeve (2009, Ch 2)
A historical view of motivation study helps us to consider
how the concept of motivation came to prominence,how it changed and developed,how ideas were challenged and replaced,how the field reemerged and brought together various disciplines within psychology.
History of motivation
(Overview)
Based on Reeve (2009, Ch 2, pp. 26-46)
Will
Instinct
Drive
Incentive, Arousal, Discrepancy
Rise of Mini-theories
Contemporary Era
Freuds Drive Theory
Hulls Drive Theory
Active Nature of the Person
Cognitive Revolution
Applied Socially Relevant Research
Darwin, James, McDougall
Ancient philosophers, Descartes
Ancient Greeks Socrates and Plato tripartite model similar to Freud's Id, Ego, SuperegoWill DecartesInstinct - Darwin
Grand theories of motivation
Based on Reeve (2009, Ch 2, pp. 26-35)
All-encompassing theories that seek to explain the full range of motivated action - why we eat, drink, work, play, compete, fear certain things, read, fall in love, and so on.
Ancient philosophers understood motivation within two themes:
good, rational, immaterial, and active (i.e., the will)
primitive, impulsive, biological, and reactive (i.e., bodily desires).
Physiological analysis of motivation by focusing on the mechanistic.
The appeal of instinct doctrine was its ability to explain unlearned behaviour that had energy and purpose
(i.e., goal-directed biological impulses).
Behaviour was motivated to the extent that it served the needs of the organism and restored a biological homeostasis.
Will
Instinct
Drive
Summary of Freud's drive theory
Based on Reeve (2009, Ch 2, Figure 2.1, p. 31)
A bodily deficit occurs
(e.g., blood sugar drops & a sense of hunger emerges).
The intensity of the bodily deficit grows & emerges into consciousness as a psychological discomfort, which is anxiety.
Seeking to reduce anxiety & satisfy the bodily deficit, the person searches out & consumes a need satisfying environmental object (e.g., food).
If the environmental object successfully satisfies the bodily deficit, satisfaction occurs & quiets anxiety, at least for a period of time.
DrivesSource
DrivesImpetus
DrivesObject
DrivesAim
Decline of grand theories of motivation
Based on Reeve (2009, Ch 2)
Will
Instinct
Drive
The philosophical study of the will turned out to be a dead end that explained very little about motivation, as it actually raised more questions than it answered.
The physiological study of the instinct proved to be an intellectual dead end as well, as it became clear that naming is not explaining.
Drive theory proved itself to be overly limited in scope, and with its rejection came the fields disillusionment with grand theories in general, though several additional grand motivational principles emerged with some success, including incentive and arousal.
Post-drive theory years
Based on Reeve (2009, Ch 2, pp. 33-35)
First, motivation study rejected its commitment to a passive view of human nature and adopted a more active portrayal of human beings.
Second, motivation turned decidedly cognitive and somewhat humanistic.
Third, the field focused on applied, socially relevant problems.
Outline of the typical development of a scientific discipline
Based on Reeve (2009, Ch 2)
New paradigmCrisis and RevolutionParadigmaticPreparadigmaticA budding science emerges. It consists of participants whodo not share the same language or the same knowledge base.debates are frequent about what should be the disciplines methods, problems, and solutions.
Preparadigmatic factionalism merges into a shared consensus about what constitutes the disciplines methods, problems, andsolutions. This shared consensus is called a paradigm. participants who share this paradigm accumulate knowledgeand make incremental advances.
An anomaly emerges that cannot be explained by the existingconsensus/paradigm. A clash erupts between the old way ofthinking (that can explain the anomaly).
The new way brings discipline-changing progress. Embracingthe new consensus, participants settle back into the new paradigm (a new Paradigmatic stage). Progress returns to making incremental advances.
Rise of the mini-theories
Based on Reeve (2009, Ch 2, pp. 35-38)
1. Motivational phenomenon (e.g.., the flow experience)2. Spec. circumstances that affect motivation (e.g., failure feedback)3. Groups of people(e.g., extraverts, children, workers)4. Theoretical questions(e.g., what is the relationship b/w cog. & emotion?)Unlike grand theories that try to explain the full range of motivation, mini-theories limit their attention:
Abbreviated list of the mini-theories
Achievement motivation theory (Atkinson, 1964)Attributional theory of achievement motivation (Weiner, 1972)Cognitive dissonance theory (Festinger, 1957)Effectance motivation (White, 1959; Harter, 1978a)Expectancy x value theory (Vroom, 1964)Goal-setting theory (Locke, 1968)Intrinsic motivation (Deci, 1975)Learned helplessness theory (Seligman, 1975)Reactance theory (Brehm, 1966)Self-efficacy theory (Bandura, 1977)Self-schemas (Markus, 1977)Based on Reeve (2009, Ch 2, pp. 35-38)
Relationship of motivation study to psychologys areas of specialisation
Based on Reeve (2009, Ch 2, Figure 2.2, p. 38)
SocialIndustrial/OrganisationalDevelop-mentalEducat-ionalPersonal-ityCognit-iveClinicalPhysio-logicalHealthCounsel-ing Motivation and Emotion
Domain-specific answers tocore questions: What causes behaviour?
Why does behaviour vary in its intensity?
Motivation study in the 21st century is populated by multiple perspectives and multiple voices, all of which contribute a different piece to the puzzle of motivation and emotion study
The many voices in motivation study
Based on Reeve (2009, Ch 2, p. 43)
Motivations new paradigm is one in which behaviour is energised and directed not by a single grand cause but, instead, by a multitude of multi-level and co-acting influences.
Most motivational states can be (and indeed need to be) understood at multiple levels - from a neurological level, a cognitive level, a social level, and so on.
_________________________________________________________________________________________________________Perspective:Motives emerge from_________________________________________________________________________________________________________BehavioralEnvironmental incentives
NeurologicalBrain activations
PhysiologicalHormonal activity
CognitiveMental events and thoughts
Social-cognitive Ways of thinking guided by exposure to other people
CulturalGroups, organizations, and nations
EvolutionaryGenes and genetic endowment
HumanisticEncouraging the human potential
PsychoanalyticalUnconscious mental life_________________________________________________________________________________________________________
References
Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.
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