introduction to motivation and emotion 2013

Welcome to Psychology 102

Motivation & Emotion

Introduction

Dr James NeillCentre for Applied PsychologyUniversity of Canberra2013

Image source

Image source: http://commons.wikimedia.org/wiki/File:Portrait_gemma_and_mehmet.jpgImage by: Mehmet Karatay, http://commons.wikimedia.org/wiki/User:Mehmet_KaratayImage license: GFDL, http://en.wikipedia.org/wiki/GNU_Free_Documentation_LicenseAcknowledgements: This lecture is based in part on Reeve (2009) .

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



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



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.



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



Introduction

Assessment task skills

Brain & physiological needs

Personal & social needs

I-E motivation and goal setting

Personal control & the self

Lectures - Topics



Nature of emotion

Aspects of emotion

Personality, motivation &
emotion

Unconscious motivation

Growth psychology

Summary and conclusion

Lectures - Overview



6 x 2hr x fortnightly tutorials

Follows and extends lecture and textbook chapter topics

Structure ~20% content review

~50% activities

~30% assessment skills

Tutorials



Introduction + Wiki editing

Needs

Self & goals

Emotion

Personality

Growth psychology

Tutorials - Topics



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.



Book chapter (50%):
Due 9am Mon Week 13

Multimedia (20%)
Due 9am Mon Week 14

Quizzes (30%)
Due 9am Mon Week 15

Assessment - Overview



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.



Generic skills



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.



Theme

User name

Topic

Location

Licensing

Book chapter Guidelines

Academic integrity, independence, & collaboration

Length

Feedback & peer review

Submission



Book theme

Motivation and Emotion:
How to improve your life
using psychological theory and research about motivation and emotion



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?



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?



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



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



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

Image source:http://commons.wikimedia.org/wiki/File:Nuvola_apps_edu_film.pngImage by: Arek1979, http://pl.wikipedia.org/wiki/Wikipedysta:Arek1979Image license: GFDL, http://en.wikipedia.org/wiki/GNU_Lesser_General_Public_License

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



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



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



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.)


Introduction to the study of motivation

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

Image source


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


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?


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?


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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


Measuring motivation:
Expressions of motivation


Behaviour

Brain &Physiology Activations

Engage-ment

Self-Report


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


.

EngagementBehaviouralengagementEmotionalengagementCognitiveengagementVoice Attention

Effort

Persistence

Interest

Enjoyment

Low anger

Low frustration

Sophisticated learning strategies

Active self-regulation

Offers suggestions

Makes contributions

Asks questions


Brain & physiological activity as expressions of motivation


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


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


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

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


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


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


Motivation in historical perspective


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


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


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


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


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


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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introduction to motivation and emotion 2013

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