ess2710 week 4

Motivation

Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEABASES accredited Sport and Exercise Scientist (Psychology)HCPC registered Sport and Exercise Psychologist

Intended Learning Outcomes On successfully completing this week’s study you will be able to...

Define motivation?Describe the key theories?Explain the different outcomes associated with different types of motivation?

What is motivation?

Motivation is the direction and intensity of

effortWhat energizes your behaviour?

What moves you to behave?

Traditionally a unitary concept

Something that differs in amount

More or less motivated?

A differentiated

viewDifferent types of

motivation that function differently

What we covered last year

Achievement goal theory

Basic premise

People engage in achievement situations in order to demonstrate

competenceNicholls, 1989

To understand achievement behaviour

we need to understand the intentions of the person

what one is trying to achieve?

“the goals individuals are pursuing create the framework within which they interpret and react to events”

“The question that remained … was why individuals in the same situation would pursue different goals”

Dweck & Legget, (1988)

“helpless children might be pursuing the performance goal of proving their ability”

“mastery-oriented children might be pursuing the learning goal of improving their ability”

Dweck & Legget, (1988)

Two other conceptions of competence or abilitySelf-referenced ability and effort not clearly differentiated

Other-referencedability is conceived as current capacity and distinct from effort

Task involvement Self-referenced perceptions of competence

Focus on learning - personal progress

“How can I best acquire this skill or master this task?”

Task orientation linked to the belief that success is achieved through hard work and effort

Ego-involvement Other-referenced perceptions of competence

Focus on outperforming others

“Am I good enough?

Am I better than others?”

Ego orientation associated with the belief

that success is achieved through

having high ability (and by deception)

Disposition(orientation)

Situation(climate)

Goal Involvement

(right here, right now)

Goal orientations are orthogonal Athletes can be high in both task and ego goal orientations

Why?What about goal involvement? Is involvement orthogonal?

Achievement Patterns:

PredictionsAdaptive motivational patterns for high task

oriented, or high ego oriented with high perceived ability

Maladaptive patterns for ego oriented with low perceived ability

Beliefs about success

Task orientation linked to the belief that success is achieved through hard work and

effort

Ego orientation associated with the belief that success is achieved through having high

ability (and by deception)

Perceived Competence

Task orientation more likely to facilitate positive perceptions of competence

Perceived competence is fragile if strongly ego oriented

Intrinsic Motivation

Task orientation positively related to intrinsic motivation

Ego orientation not related or negatively related to intrinsic motivation

Task oriented individuals engage in the activity for its own sake, whereas for ego

oriented activity is a means to an end

Moral Functioning

The preoccupation of ego oriented individuals with outperforming others may lead to a lack

of concern about justice and fairness (Nicholls, 1989)

Moral Functioning

Ego orientation related to judgments that intentionally injurious acts are legitimate and

to ethically questionable attitudes

Task orientation has been linked to sportspersonship

Achievement goal theory

For “optimal” motivation in sport and PE, we need to encourage task

orientation

Ego orientation has been linked to negative responses, but may not be

maladaptive if accompanied by a strong task orientation

Self-Determination TheorySDT represents a broad framework for the study of human motivation and personality.

SDT articulates a meta-theory for framing motivational studies. A theory that defines intrinsic and extrinsic sources of motivation. A description of the respective roles of intrinsic and types of extrinsic motivation in cognitive and social development and in individual differences.

Five mini-theories Each a set of motivationally based phenomena

Cognitive Evaluation Theory (CET)  Organismic Integration Theory (OIT)

Causality Orientations Theory (COT)

Basic Psychological Needs Theory (BPNT) Goal Contents Theory (GCT)

Cognitive Evaluation Theory Concerns intrinsic motivation, motivation that is based on the satisfactions of behaving “for its own sake.” Prototypes of intrinsic motivation are children’s exploration and play, but intrinsic motivation is a lifelong creative wellspring. CET specifically addresses the effects of social contexts on intrinsic motivation, or how factors such as rewards, interpersonal controls, and ego-involvements impact intrinsic motivation and interest. CET highlights the critical roles played by competence and autonomy supports in fostering intrinsic motivation, which is critical in education, arts, sport, and many other domains.

Organismic Integration TheoryAddresses the topic of extrinsic motivation in its various forms, with their properties, determinants, and consequences. Broadly speaking extrinsic motivation is behaviour that is instrumental—that aims toward outcomes extrinsic to the behaviour itself. Yet there are distinct forms of instrumentality, which include external regulation, introjection, identification, and integration. These subtypes of extrinsic motivation are seen as falling along a continuum of internalization. The more internalized the extrinsic motivation the more autonomous the person will be when enacting the behaviours. OIT is further concerned with social contexts that enhance or forestall internalization—that is, with what conduces toward people either resisting, partially adopting, or deeply internalizing values, goals, or belief systems. OIT particularly highlights supports for autonomy and relatedness as critical to internalization.

Causality Orientations TheoryDescribes individual differences in people's tendencies to orient toward environments and regulate behaviour in various ways. COT describes and assesses three types of causality orientations: the autonomy orientation in which persons act out of interest in and valuing of what is occurring; the control orientation in which the focus is on rewards, gains, and approval; and the impersonal or amotivated orientation characterized by anxiety concerning competence.

Basic Psychological Needs Theory Elaborates the concept of evolved psychological needs and their relations to psychological health and well-being. BPNT argues that psychological well-being and optimal functioning is predicated on autonomy, competence, and relatedness. Therefore, contexts that support versus thwart these needs should invariantly impact wellness. The theory argues that all three needs are essential and that if any is thwarted there will be distinct functional costs. Because basic needs are universal aspects of functioning, BPNT looks at cross-developmental and cross-cultural settings for validation and refinements.

Goal Contents Theory Grows out of the distinctions between intrinsic and extrinsic goals and their impact on motivation and wellness. Goals are seen as differentially affording basic need satisfactions and are thus differentially associated with well-being. Extrinsic goals such as financial success, appearance, and popularity/fame have been specifically contrasted with intrinsic goals such as community, close relationships, and personal growth, with the former more likely associated with lower wellness and greater ill-being.

Self-Determination Theory

e ffe ct o f re wa rdso n IM

C o gn it iveE va lu a t ion T he o ry

b e ha v iou ra lre g u la tion

O rg a n ism icIn teg ra tion

T h e o ry

in d ivid u a ld iffe re n ces

C a u sa lityO rie n ta tio ns

T h e o ry

S e lf-D e te rm ina tion

T h e o ry

AmotivationIntrinsicmotivation

External regulation

Introjectedregulation

Integratedregulation

Extrinsicmotivation

Identified regulation

High sense of autonomyHigh sense of competenceHigh sense of relatedness

low sense of autonomyLow sense of competenceLow sense of relatedness

Intrinsicmotivation

Nomotivation

AUTONOMOUSmotivation

CONTROLLEDmotivation

Nomotivation

Intrinsic motivation

Identified regulation

Integrated regulation

Amotivation

External regulation

Introjected

regulation

Extrinsic

Intrinsic MotivationMotivation that is based on the satisfactions of

behaving “for its own sake.”  Prototypes of intrinsic motivation are children’s exploration

and play

Participation for fun and for the activity itselfIntrinsic motivation

Integrated Regulation

The behaviour is performed to satisfy important personal goals that are symbolic of the person’s self identity (i.e., they are

‘integrated’ with the self).

The behaviour is performed to satisfy important personal goals that are symbolic of the person’s identity Integrated regulation

Identified Regulation Action motivated by an appreciation of valued

outcomes of participation.

Action motivated by an appreciation of valued outcomes of participationIdentified regulation

Introjected Regulation

The individual is acting out of avoidance of

negative feelings, such as guilt.

The individual is acting out of avoidance of negative feelings, such as guiltIntrojected regulation

External RegulationBehaviour is controlled by rewards, threats

and possible coercion.

Behaviour is controlled by rewards, threats and possible coercionExternal regulation

AmotivationThe relative absence of motivation.

A lack of contingency between actions and outcomes is perceived.

Reasons for continuing involvement cannot be found

Extrinsic MotivationDoing an activity specifically because it

leads to a separate consequence

COMPETENCE

AUTONOMY

BASIC NEEDS

RELATEDNESS

CompetenceSense of effectance and

confidence in one's context

AutonomyBehave in accord with abiding values

and interests: Actions would be reflectively self endorsed

RelatednessFeeling cared for, connected to, sense

of belonging with others

5Postulates

Corollaries

postulateverb1. suggest or assume the existence, fact, or truth of (something) as a basis

for reasoning, discussion, or belief.

"his theory postulated a rotatory movement for hurricanes"

synonyms: put forward, suggest, advance, posit, hypothesize, take as a hypothesis, propose, assume, presuppose, suppose, presume, predicate, take for granted, theorize

"such hypotheses have been postulated by highly reputable psychologists"

corollarynoun

1. a proposition that follows from (and is often appended to) one already proved.

adjective2. forming a proposition that follows from one already

proved.

POSTULATE 1

A complete analysis of motivation must include intrinsic and extrinsic motivation and amotivation

AmotivationIntrinsicmotivation

External regulation

Introjectedregulation

Integratedregulation

Extrinsicmotivation

Identified regulation

High sense of autonomyHigh sense of competenceHigh sense of relatedness

low sense of autonomyLow sense of competenceLow sense of relatedness

Intrinsicmotivation

Nomotivation

AUTONOMOUSmotivation

CONTROLLEDmotivation

Nomotivation

POSTULATE 2

Intrinsic and extrinsic motivation exist at three levels of generality:

global, contextual and situational

POSTULATE 2

Hierarchical Levels of Motivation

GlobalLevel

ContextualLevel

SituationalLevel

EDUCATIONIM, EM, AM

INTERPERSONALRELATIONSIM, EM, AM

SPORTIM, EM, AM

CONTEXTUAL MOTIVATION

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

POSTULATE 3

MOTIVATION AT A GIVEN LEVEL RESULTS FROM TWO POTENTIAL SOURCES:

SOCIAL FACTORS

TOP DOWN EFFECTS FROM MOTIVATION AT THE PROXIMAL LEVEL

COROLLARY 3.1 Motivation can result from social factors that are global, contextual or situational depending on the level of generality

Corollary 3-1Social Factors and Motivation

Social Factors

Hierarchical Levelsof Motivation

GlobalLevel

ContextualLevel CONTEXTUAL

SITUATIONAL

GLOBAL

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

CONTEXTUAL MOTIVATION

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

SituationalLevel

COROLLARY 3.2The impact of social factors on motivation is mediated by perceptions of competence, autonomy and relatedness

Corollary 3-2Psychological Mediators

Social Factors Mediators

Hierarchical Levelsof Motivation

GlobalLevel

ContextualLevel

AUTONOMY

CON-TEXTUAL

SITUA-TIONAL

GLOBAL COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

CONTEXTUAL MOTIVATION

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

SituationalLevel

COROLLARY 3.3 Motivation results from top down effects from motivation at the proximal level higher up in the hierarchy.

Corollary 3-3Top Down Motivation Effects

Social Factors Mediators

Hierarchical Levelsof Motivation

GlobalLevel

ContextualLevel

AUTONOMY

CON-TEXTUAL

SITUA-TIONAL

GLOBAL COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

CONTEXTUAL MOTIVATION

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

SituationalLevel

POSTULATE 4There is a recursive bottom up relationship between motivation at the given level and motivation at the next higher level in the hierarchy

POSTULATE 4Recursive Relations between Motivations

Social Factors Mediators

Hierarchical Levelsof Motivation

GlobalLevel

ContextualLevel

AUTONOMY

CON-TEXTUAL

SITUA-TIONAL

GLOBAL COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

CONTEXTUAL MOTIVATION

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

SituationalLevel

POSTULATE 5Motivation leads to important consequences

POSTULATE 5Motivation and Consequences

Social Factors Mediators

Hierarchical Levelsof Motivation

Consequences

GlobalLevel

ContextualLevel

AUTONOMY

CON-TEXTUAL

SITUA-TIONAL

GLOBAL COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

AFFECT

COGNITION

BEHAVIOR

AFFECT

COGNITION

BEHAVIOR

AFFECT

COGNITION

BEHAVIOR

CONTEXTUAL MOTIVATION

SituationalLevel

COROLLARY 5.1Consequences are decreasingly positive from intrinsic motivation to amotivation

Corollary 5-1Correlations between the Sport Motivation

Scale and Various Consequences

DISTRACTIONEFFORT

INTRINSIC MOTIVATION

.36

.30

.30

-.33

-.31

-.31

.34

.37

.36

SPORTINTENTIONS

Identification

Introjection

External regulation

EXTRINSIC MOTIVATION

.13

.05

.03

-.05

-.04

.09

.10

.05

.01

AMOTIVATION -.26 .28-.51

To know

To accomplish things

To experience stimulation

(Pelletier et al., 1995)

IDENTIFIED

INTROJECTED

EXTERNAL

-.87

INTRINSICMOTIVATION

AMOTIVATION

.25

.48

.28

-.38-.41

.54

.44

.34

.78

.28

-.28

-.05

Social Factors Motivation Consequences

COACH’SAUTONOMYSUPPORT

COACH’SCONTROLLING

BEHAVIOR

PERSISTENCEIN SWIMMING

18 MONTHS LATER

(Pelletier et al., 2001)

TASK INVOLVINGCLIMATE

PERCEIVEDRELATEDNESS

PERCEIVEDCOMPETENCE

PERCEIVEDAUTONOMY

EGO INVOLVINGCLIMATE

CONTEXTUALMOTIVATION

IN SPORT

DROPOUTINTENTIONS DROPOUT

.51

-.24

-.21

.27

.56.08

.23

.78

-.79 .55

R2=.31

Motivation Psychological Mediators Consequences

Social Factors

(Sarrazin et al., 2002)

COROLLARY 5.2 Motivational consequences exist at the three levels of the hierarchy, and the degree of generality of the consequences depends on the level of the motivation that has produced them.

Social Factors Mediators

Hierarchical Levelsof Motivation

Consequences

GlobalLevel

ContextualLevel

AUTONOMY

CON-TEXTUAL

SITUA-TIONAL

GLOBAL COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

AUTONOMY

COMPETENCE

RELATEDNESS

EDUCATIONIM, EM, AM

INTERPERS.RELATIONSIM, EM, AM

LEISUREIM, EM, AM

SITUATIONALMOTIVATIONIM, EM, AM

GLOBALMOTIVATIONIM, EM, AM

AFFECT

COGNITION

BEHAVIOR

AFFECT

COGNITION

BEHAVIOR

AFFECT

COGNITION

BEHAVIOR

CONTEXTUAL MOTIVATION

SituationalLevel

Corollary 5-2Generality of Consequences

How will this week’s content be assessed?

Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEA

BASES accredited Sport and Exercise Scientist (Psychology)HCPC registered Sport and Exercise Psychologist

E: m.i.jones@exeter Tw: @drmijones