chapter one
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Chapter 1
Behaviorisrelativelystrong,Intense,andpersistent.
Behaviorisaimedtowardachievingaparticularpurposeorgoal.
Applications; Recommendations
(How to support and enhance motivation and emotion in
applied settings)
Theory (As created by motivational
psychologists)
Hypotheses (As derived from the
theory)
Data (To test the adequacy of
each hypothesis)
Representation
Application
Motivational Science
Figure1.1illustratesthefunctionandutilityofagoodtheory.
Source of WhyExercise? Motivation Illustration
Fun,enjoyment Intrinsic motivation Childrenexercisespontaneously—theyrunand jumpandchase,andtheydososimplyforthesheerfunofit.Personalchallenge Flow Athletesget“inthezone”whentheirsport
optimallychallengestheirskills.Forcedtodoso External regulation Studentsexercisebecausetheircoachtellsthemtodoso.
Paidtodoso Extrinsic Motivation Acoachorinstructorispaidtoexerciseandtohelpothersexercise.
Accomplishagoal Goal Runnersseeiftheycanrunamilein6minutesorless.
Valueitshealth Value Peopleexercisetoloseweightortostrengthenthebenefitsstrengthen theheart.
Inspiredtodoso Possible self Peoplewatchothersexercisingandbecomesinspiredtodothesame.
Astandardof Achievement Snowskiersracetothebottomofthemountaintryingtobeattheirexcellence strivings previousbesttime.
Satisfactionfrom Perceived competenceAsexercisersmakeprogress,theyfeelmorecompetent,moreeffective.ajobwelldone Anemotionalkick Opponent process Vigorousjoggingcanproducearunner’shigh(areboundtothepain).
Goodmood Positive affect Beautifulweathercanpickupexercisers’moodsandinvigorateexercise spontaneously,astheyskipalongwithoutknowingwhy.
Alleviateguilt Introjection Peopleexercisebecausetheythinkthatiswhattheyshould,oughtto,or havetodotofeelgoodaboutthemselves.
Relievestress Personal control Afterastressfulday,peoplegotothesilencedepressiongym,whichthey seeasastructured,controllableenvironment.
Hangoutwithfriends Relatedness Exerciseisoftenasocialevent,atimesimplytoenjoyhangingoutwith friends.
Table1.1MotivationalReasonstoExercise
Whatcausesbehavior?
“Why did she do that?” “Why do people do what they do?”
Whydoesbehaviorvaryinitsintensity?
“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?”
Two Perennial Questions
What starts behavior?
How is behavior sustained over time?
Why is behavior directed toward some ends but away from others?
Why does behavior change its direction?
Why does behavior stop?
Specificquestionsthatconstitute
thecoreproblemstobesolvedin
motivationstudy
Needs
Cognition
Emotions
External events
Thesubjectmatterofmotivationconcernsthoseprocessesthatgivebehavioritsenergyanddirection.
Thefourprocessescapableofgivingbehaviorstrengthandpurpose—itsenergyanddirection—
Motivation
Internal Motives External Motives
Needs Cognition Emotions
Hierarchy of the Four Sources of Motivation
Figure 1. 2
Behavior Brain &
Physiology Activations
Self-report Engagement
Attention
Effort
Latency
Persistence
Choice
Probability of response
Facial expressions
Bodily gestures
Behavioral Expressions of Motivation
.
Engagement
BehavioralEngagement
EmotionalEngagement
CognitiveEngagement Voice
• Attention • Effort • Persistence
• Interest • Enjoyment • Low Anger • Low Frustration
• Sophisticated Learning Strategies • Active Self-Regulation
• Offers Suggestions • Makes Contributions • Asks Questions
Four Interrelated Aspects of engagement
Figure 1.3
Brain activity Activationofbrainstructuressuchastheamygdala(fear)or prefrontalcortex(settinggoals).
Hormonal activity Chemicalsinsalivaorblood,suchascortisol(stress)or catecholamines(fight‑or‑flightreaction).
Cardiovascular Contractionandrelaxationoftheheartandbloodvesselsactivity (attractiveincentives,difficult/challengingtasks).
Ocular activity Eyebehavior—pupilsize(extentofmentalactivity),eyeblinks (changingcognitivestates),andeyemovements(reflective thought).
Electrodermal Electricalchangesonthesurfaceoftheskin(expressionofthreatactivity orstimulussignificance).
Skeletal activity Activityofthemusculature,aswithfacialexpressions(specific emotion)andbodilygestures(desiretoleave).
Brain & Physiological Activity as Expressions of Motivation
Table 1.3
Themes in the Study of Motivation
Typesofmotivationexist.
Motivationincludesbothapproachand
avoidancetendencies.
Motives vary over time & Influence The Ongoing Stream of Behavior
EnvironmentalEvent
ArousedMotive
Motive‐RelevantCourseofAction
Motive’sUrgencyAttention‐GettingStatus
Book Interest Readchapter. *Cola Thirst Drinkbeverage. *Familiar Voices Affiliation Talkwithfriends. ***Headache Painavoidance Takeaspirin. *****Lack Of Sleep Rest Liedown,nap. *Upcoming Competition
Achievement Practiceskill. **
Table1.4HowMotivesInfluenceBehaviorforaStudentSittingataDesk
Note:Thenumberofasterisksincolumn4representstheintensityofthearousedmotive.Oneasteriskdenotesthelowestintensitylevel,whilefiveasterisksdenotethehighestintensitylevel.
Motivation is a dynamic process-always changing, always rising and falling— rather than a discrete event or static condition.
Figure 1.4 Stream Of Behavior And The Changes In The Strength Of
Its Underlying Motives
Antecedent Conditions
Motive Status
Sense of “Wanting to”
Urge to Approach vs.
Avoid
Energizing & Directing
• Behavior
• Engagement
• Physiology
• Self-Report
Needs Cognitions Emotions
Framework To Understand The Study Of Motivation
Figure1.5
PracticalProblem
GivenWhatIknowAboutHumanMotivation&Emotion
ProposedSolution/Intervention,ifany
*Studentdropout
*MediocrePerformance
*Theories
*Empiricalfindings
*Practicalexperience
*DoIhaveastrongreasontobelievethatmyproposedinterventionwillproduce
positivebenefits?
*Donoharm
Using Motivational Theories to Solve Practical Problems
Framing The Practical Problem: Understanding The Motivational Agent
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: Theory
Why does it work?
How does it work? (Draw a diagram)
How does it change? What causes it to change?
Under what conditions does it change?
Where do high and low levels come from?
Theory: Set of variables and a specification of how they related to one another
End of Chapter 1
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