ess2710 week 4
TRANSCRIPT
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Motivation
Martin I. JonesBSc MSc PhD CPsychol CSci AFBPsS SFHEABASES accredited Sport and Exercise Scientist (Psychology)HCPC registered Sport and Exercise Psychologist
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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?
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What is motivation?
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Motivation is the direction and intensity of
effortWhat energizes your behaviour?
What moves you to behave?
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Traditionally a unitary concept
Something that differs in amount
More or less motivated?
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A differentiated
viewDifferent types of
motivation that function differently
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What we covered last year
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Achievement goal theory
Basic premise
People engage in achievement situations in order to demonstrate
competenceNicholls, 1989
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To understand achievement behaviour
we need to understand the intentions of the person
what one is trying to achieve?
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“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)
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“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)
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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
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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
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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)
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Disposition(orientation)
Situation(climate)
Goal Involvement
(right here, right now)
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Goal orientations are orthogonal Athletes can be high in both task and ego goal orientations
Why?What about goal involvement? Is involvement orthogonal?
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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
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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)
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Perceived Competence
Task orientation more likely to facilitate positive perceptions of competence
Perceived competence is fragile if strongly ego oriented
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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
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Moral Functioning
The preoccupation of ego oriented individuals with outperforming others may lead to a lack
of concern about justice and fairness (Nicholls, 1989)
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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
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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
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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.
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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)
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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.
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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.
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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.
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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.
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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.
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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
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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
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Intrinsic motivation
Identified regulation
Integrated regulation
Amotivation
External regulation
Introjected
regulation
Extrinsic
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Intrinsic MotivationMotivation that is based on the satisfactions of
behaving “for its own sake.” Prototypes of intrinsic motivation are children’s exploration
and play
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Participation for fun and for the activity itselfIntrinsic motivation
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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).
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The behaviour is performed to satisfy important personal goals that are symbolic of the person’s identity Integrated regulation
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Identified Regulation Action motivated by an appreciation of valued
outcomes of participation.
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Action motivated by an appreciation of valued outcomes of participationIdentified regulation
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Introjected Regulation
The individual is acting out of avoidance of
negative feelings, such as guilt.
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The individual is acting out of avoidance of negative feelings, such as guiltIntrojected regulation
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External RegulationBehaviour is controlled by rewards, threats
and possible coercion.
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Behaviour is controlled by rewards, threats and possible coercionExternal regulation
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AmotivationThe relative absence of motivation.
A lack of contingency between actions and outcomes is perceived.
Reasons for continuing involvement cannot be found
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Extrinsic MotivationDoing an activity specifically because it
leads to a separate consequence
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COMPETENCE
AUTONOMY
BASIC NEEDS
RELATEDNESS
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CompetenceSense of effectance and
confidence in one's context
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AutonomyBehave in accord with abiding values
and interests: Actions would be reflectively self endorsed
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RelatednessFeeling cared for, connected to, sense
of belonging with others
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5Postulates
Corollaries
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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"
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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.
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POSTULATE 1
A complete analysis of motivation must include intrinsic and extrinsic motivation and amotivation
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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
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POSTULATE 2
Intrinsic and extrinsic motivation exist at three levels of generality:
global, contextual and situational
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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
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POSTULATE 3
MOTIVATION AT A GIVEN LEVEL RESULTS FROM TWO POTENTIAL SOURCES:
SOCIAL FACTORS
TOP DOWN EFFECTS FROM MOTIVATION AT THE PROXIMAL LEVEL
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COROLLARY 3.1 Motivation can result from social factors that are global, contextual or situational depending on the level of generality
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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
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COROLLARY 3.2The impact of social factors on motivation is mediated by perceptions of competence, autonomy and relatedness
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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
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COROLLARY 3.3 Motivation results from top down effects from motivation at the proximal level higher up in the hierarchy.
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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
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POSTULATE 4There is a recursive bottom up relationship between motivation at the given level and motivation at the next higher level in the hierarchy
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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
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POSTULATE 5Motivation leads to important consequences
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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
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COROLLARY 5.1Consequences are decreasingly positive from intrinsic motivation to amotivation
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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)
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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)
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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)
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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.
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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
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How will this week’s content be assessed?
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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