unit outline teaching staff - wikimedia · based on reeve (2009, ch 2) a historical view of...

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Motivation & Emotion

Introduction

Dr James NeillCentre for Applied Psychology

University of Canberra

2014Image source

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Unit outline

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Teaching staff

Dr. James Neill (convener, lecturer & tutor)

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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) #emot14

� Private message: Moodle message or email [email protected]

� Phone : 02 6201 2536 6

Be able to:

integrateintegrate theories and

current research research towards explaining the role of

motivationmotivation and emotionemotion

in human behaviour .

Learning outcomes

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1. Drives and instincts2. Theories of motivation, consciousness

and volitional behaviour3. Self-control and self-regulation4. Structure and function of emotions 5. Relationships between emotion and

cognition6. Regulation of emotions

Syllabus

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1. There are optional on-campus activities (lectures and tutorials)

2. You can choose f2f or virtual tutorials3. Lectures and tutorials are recorded,

with accompanying notes4. It is possible to successful achieve the

learning objectives via f2f, virtual, or blended engagement → your choice

Flexible delivery mode

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1. Lectures: Wednesdays 12.30-14.30 12B2 Weeks 1-7, 9-13

2. Tutorials:T1 Wed 18.00 9A2 W 1, 3, 5, 7, 10, 12T2 Thu 10.30 9A2 W 1, 3, 5, 7, 10, 12 T3 Wed 18.00 9A2 W 2, 4, 6, 9, 11, 14T4 Wed 20.30 Vir W 2, 4, 6, 9, 11, 14 T5 Thu 10.30 9A2 W 2, 4, 6, 9, 11, 14

Timetable

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TextbookReeve, J. (2009). Understanding motivation and emotion (5th ed.).

Hoboken, NJ: Wiley.

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� 12 x 2 hour weekly lectures based on Reeve (2009) textbook chapters�1st half about motivation�2nd half about emotion

� Lecture video and audio will be recorded and downloadable. Access via Moodle site

Lectures

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1. Introduction2. Assessment task skills3. Brain & physiological needs4. Personal & social needs5. I-E motivation and goal setting6. Personal control & the self

Lectures - Topics

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7. Nature of emotion8. Aspects of emotion9. Personality, motivation &

emotion10. Unconscious motivation11. Growth psychology12. Summary and conclusion

Lectures - Overview

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1. 6 x 2hr x fortnightly tutorials2. Follows and extends lecture

and textbook chapter topics3. Structure

1. ~20% content review2. ~50% activities3. ~30% assessment task skills

Tutorials

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1. Introduction + Wiki editing2. Needs3. Self & goals4. Emotion5. Personality6. Growth psychology

Tutorials - Topics

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Tutorial attendance

1. Tutorial attendance is strongly recommended but not compulsory.

2.Tutorials provide hands-on skills and activities which are directly related to the assessment exercises.

3. Non-engagement in tutorials will make successful completion of the assessment exercises more difficult.

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1. Book chapter (50%): Due 9am Mon Week 12

2. Multimedia (20%) Due 9am Mon Week 13

3. Quizzes (30%) Due 9am Mon Week 14

Assessment - Overview

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WorkloadTask Expected 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-improvement book chapter about a specific, unique motivation or emotion topic.

� Consider how psychological theory and research knowledge can be used to help people live more effective motivational or emotional lives.

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1. Theme2. User name3. Topic4. Location5. Licensing

Book chapter – Guidelines

6. Academic integrity, independence, & collaboration

7. Length8. Feedback & peer

review9. Submission

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Topic examples - Motivation

Motivation – How can we …? e.g.,� be more motivated to achieve?� be more efficient with our time?� procrastinate less?� motivate others to do uninteresting

tasks?� eat a healthy diet?� exercise more?� attract a partner?

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Topic examples - Emotion

Emotion – How can we …? e.g.,� be happier?� become more emotionally intelligent?� measure emotions?� express emotions?� become more aware of others'

emotions?� deal with our anger?

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1. Theory (30%): Effective use of key theoretical concepts, critical thinking & application of theory.

2. Research (30%): Key peer-reviewed research discussed in relation to theoretical aspects of the topic.

3. Written expression (30%): Interesting and readable, logical structure, interactive learning features, APA style.

4. 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 are encouraged to suggest more – must be unique (not already covered on Wikiversity)

� 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) about the same topic as the book chapter. Max. 5 mins.

Multimedia - Task

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Multimedia – Guidelines

1. Chapter overview2. Style3. Format4. Location5. Equipment

6. Length7. Copyright8. Attribution9. Links

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1. Structure and content (25%): Well-designed, logical content which overviews the chapter content

2. Communication (50%): Clear, well-paced, engaging communication of ideas

3. 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)

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Quizzes - Task�Online quizzes about each of the

16 textbook chapters� Equally-weighted 10-item multiple-

choice quizzes.

Image source: http://commons.wikimedia.org/wiki/File:Ambox_blue_question.svg 34

Quizzes – Guidelines

1. Attempts2. Availability3. Content4. Academic integrity5. Reviewing results6. Time limit7. Weighting

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1. W03 – Sign up for chapter topic

2. W04 (Fri) - Final date to withdraw without penalty

3. W08 - Mid-semester break

4. W08 (Fri) – Final date to withdraw without incurring fail grade

5. W12 (Mon 9am) - Book chapter due

6. W13 (Mon 9am) - Multimedia due

7. W14 (Mon 9am) - Quizzes due

Key dates

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Introduction to the study of motivation

Reading: Reeve (2009), Ch 1, pp. 1-23 Image source

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Activity: What is motivation and emotion?

1. Write your own definition of:1. “motivation”2. “emotion

2. Share and discuss your definitions with someone else.

3. Modify/improve your definitions4. Let's hear some definitions … (2 min.)

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What is motivation?

"motivation" derives from

the Latin verbmovere

(to move)

"motivation" derives from

the Latin verbmovere

(to move)

Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0

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Motivation = Energy + Direction

Processes that give behaviour energy and direction .

Processes that give behaviour energy and direction .

� Energy (Strength): Behaviour is relatively strong, intense and persistent

� Direction (Purpose): Behaviour is aimed toward achieving a particular purpose or goal

� Energy (Strength): Behaviour is relatively strong, intense and persistent

� Direction (Purpose): Behaviour is aimed toward achieving a particular purpose or goal

Image source: http://commons.wikimedia.org/wiki/File:One_hand_handstand.jpg, CC-by-SA 3.0 40

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

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Motivational reasons to exerciseReeve (2009), Table 1

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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?”

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Specific questions that constitute the core problems to be solved in

motivation study

1. What starts behaviour?2. How is behaviour sustained over time?3. Why is behaviour directed towards

some ends but away from others?4. Why does behaviour change its

direction?5. Why does behaviour stop?

1. What starts behaviour?2. How is behaviour sustained over time?3. Why is behaviour directed towards

some ends but away from others?4. Why does behaviour change its

direction?5. Why does behaviour stop?

Based on Reeve (2009, pp. 5-6) 44

Four motivational sources

Based on Reeve (2009, Figure 1.2, pp. 8-9)

Needs

Cognitions

Emotions

Externalevents

Intern

al mo

tives

Motivation is concerned with the processes that give behavior its energy and direction.

Four processes are capable of giving behaviour its energy and direction

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Measuring motivation:Expressions of motivation


Behaviour

Brain &physiology activations

Engage-ment

Self-report

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Engagement: Four inter-related aspects

Based on Reeve (2009, Figure 1.3, p. 12)

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Engagement

Behaviouralengagement

Emotionalengagement

Cognitiveengagement

Voice

• Attention• Effort• Persistence

• Interest• Enjoyment• Low anger• Low frustration

● Sophisticated learning strategies● Active self-regulation

• Offers suggestions• Makes contributions• Asks questions

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Self-report1. People can typically self-report their

motivation e.g., via interview or questionnaire

2. Questionnaires are easy to administer but there can be a lack of correspondence between what people say their motivations are and people's behavioural and physiological expressions

1. People can typically self-report their motivation e.g., via interview or questionnaire

2. Questionnaires are easy to administer but there can be a lack of correspondence between what people say their motivations are and people's behavioural and physiological expressions


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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.

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Stream of behaviour and changes in the strength of its underlying motives


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Framework to understand the study of motivation


Antecedent conditions

Motivestatus

Sense of “wanting to”

Urge toapproach vs.

avoid

Energising & directing

• Behaviour• Engagement• Physiology• Self-Report

Needs Cognitions Emotions

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Using motivational theories to solve practical problems

Based on Reeve (2009, p. 22)

Practicalproblem

Given what I know abouthuman motivation & emotion

Proposed solution/intervention, if any

e.g., • 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

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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…

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.

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History of motivation(Overview)

Based on Reeve (2009, Ch 2, pp. 26-46)

1. Will2. Instinct3. Drive4. Incentive, Arousal, Discrepancy5. Rise of Mini-theories•1977 – 1st dedicated journal, “Motivation and Emotion”

6. Contemporary era

•2004 – M&E unit 1st taught at UC

1. Will2. Instinct3. Drive4. Incentive, Arousal, Discrepancy5. Rise of Mini-theories•1977 – 1st dedicated journal, “Motivation and Emotion”

6. Contemporary era

•2004 – M&E unit 1st taught at UC

•Freud’s Drive Theory•Hull’s Drive Theory

•Active nature of the person•Cognitive revolution•Applied socially relevant research

•Darwin, James, McDougall

•Ancient philosophers, Descartes

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Grand theories of motivation


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

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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.

Drive’sSource

Drive’sImpetus

Drive’sObject

Drive’sAim

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Summary of Hull's drive theory

Image source: http://www.drbalakidd.files.wordpress.com/2010/11/drive_reduction_theory.ppt

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Decline of grand theories of motivation


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 field’s disillusionment with grand theories in general, though several additional grand motivational principles emerged with some success, including incentive and arousal.

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Post-drive theory years


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.

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Outline of the typical development of a scientific discipline


New paradigm

Crisis and Revolution

Paradigmatic

PreparadigmaticA 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 discipline’s methods, problems, and solutions.

Preparadigmatic factionalism merges into a shared consensus about what constitutes the discipline’s 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.

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Rise of the mini-theories


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 :

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Abbreviated list of mini-theoriesAchievement 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) 68

Relationship of motivation study to psychology’s areas of specialisation

Based on Reeve (2009, Ch 2, Figure 2.2, p. 38)

Social

Industrial/Organisational

Develop-mental

Educat-ional

Person-ality

Cognit-ive

ClinicalPhysio-logical

HealthCounsel

-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

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The many voices in motivation study

Based on Reeve (2009, Ch 2, p. 43)

● Motivation’s 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…

_________________________________________________________________________________________________________

Behavioural Environmental incentives

Neurological Brain activations

Physiological Hormonal activity

Cognitive Mental events and thoughts

Social-cognitive Ways of thinking guided

by exposure to other people

Cultural Groups, organisations, and nations

Evolutionary Genes and genetic endowment

Humanistic Encouraging the human potential

Psychoanalytical Unconscious mental life_________________________________________________________________________________________________________

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To get a better overview of motivation and emotion

1. Read the 16 Reeve (2009) chapter summaries

2. Look through the motivation and emotion textbooks in short loan in the library

3. Check out past issues of the journal, “Motivation and Emotion”

4. Explore the 2010, 2011 and 2013 books on Wikiversity

1. Read the 16 Reeve (2009) chapter summaries

2. Look through the motivation and emotion textbooks in short loan in the library

3. Check out past issues of the journal, “Motivation and Emotion”

4. Explore the 2010, 2011 and 2013 books on Wikiversity

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References

� Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.

� Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley.

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