This course reviews research on the psychological and physiological aspects of motivation and emotion in human and animal behavior. There is a particular focus on social-cognitive processes and how situational factors trigger various emotions and corresponding motives that can then drive behavior.
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Apr 14, 2022 · Course Format. Psychology 315: Psychology of Motivation consists of short video lessons that are organized into topical chapters. Each video is approximately 5-10 minutes in length and comes with ...
Understand that instincts, drive reduction, self-efficacy, and social motives have all been proposed as theories of motivation. Explain the basic concepts associated with Maslow’s hierarchy of needs. As you read in the introduction to Industrial/Organizational (I/O) Psychology, we learned that motivation at work is a major topic in I/O.
Apr 17, 2021 · The theory proposes that motivations consist of three key elements: Valence: the value people place on the potential outcome. Instrumentality: whether people believe that they have a role to play in the predicted outcome. Expectancy: the belief that one has the capabilities to produce the outcome.
Psychology 315: Psychology of Motivation has been evaluated and recommended for 3 semester hours and may be transferred to over 2,000 colleges and universities. With this self-paced course, you get engaging lessons, expert instructors who make even the most challenging psychology topics simple, and an excellent resource for getting a head start on your degree.
You will have 3 attempts to take each quiz for a score.
Assignments are intended to assess your application, analysis, and critical thinking skills in relation to the concepts you learn in the course. One assignments is required for this course. You can access them here.
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There are no prerequisites for this course, but most students prefer to complete Psychology 101: Intro to Psychology before taking this course. Course Format. Psychology 315: Psychology of Motivation consists of short video lessons that are organized into topical chapters.
Motivation psychology is a study of how biological, psychological, and environmental variables contribute to motivation.
The most well-known process theory of motivation is the reinforcement theory, which focused on the consequences of human behavior as a motivating factor.
Theories of motivation are often separated into content theories and process theories. In short, content theories explain what motivation is, and process theories describe how motivation occurs.
Alderfer ’s ERG theory. Alderfer’s theory of motivation expands on the work of Maslow and takes the premise of need categories a bit further. He observes that when lower needs are satisfied, they occupy less of our attention, but the higher needs tend to become more important, the more we pursue them.
Psychologists research motivation through the use of two different methods. Experimental research is usually conducted in a laboratory and involves manipulating a motivational variable to determine its effects on behavior.
Emotions act like motives as well. They motivate an individual in a coordinated fashion along multiple channels of affect, physiology, and behavior to adapt to significant environmental changes. See our discussion of the motivation cycle and process in the blog post entitled What is Motivation.
While a goal guides a behavior that results in achieving it, an incentive is an anticipated feature of the environment that pulls an individual toward or away from a goal. Incentives usually enhance motivation for goal achievement. Emotions act like motives as well.
What you’ll learn to do: explain motivation, how it is influenced, and major theories about motivation. Motivation to engage in a given behavior can come from internal and/or external factors. There are multiple theories have been put forward regarding motivation—biologically oriented theories that say the need to maintain bodily homeostasis ...
Motivation describes the wants or needs that direct behavior toward a goal. In addition to biological motives, motivations can be intrinsic (arising from internal factors) or extrinsic (arising from external factors) (Figure 1). Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring, ...
They chose mathematics because students tend to have strong beliefs about their skills (“I’m good at math” or “I’m not a math person”), which is influenced by their mindset and because math proficiency can be tested and graded fairly objectively. Although the study focused on math, the researchers were interested in any area of study or skill, not just math.
According to the drive theory of motivation, deviations from homeostasis create physiological needs. These needs result in psychological drive states that direct behavior to meet the need and, ultimately, bring the system back to homeostasis.
Figure 1. Intrinsic motivation comes from within the individual, while extrinsic motivation comes from outside the individual.
While the theories of motivation described earlier relate to basic biological drives, individual characteristics, or social contexts, Abraham Maslow (1943) proposed a hierarchy of needs that spans the spectrum of motives ranging from the biological to the individual to the social.
William James (1842–1910) was an important contributor to early research into motivation, and he is often referred to as the father of psychology in the United States. James theorized that behavior was driven by a number of instincts, which aid survival (Figure 3).
Student motivation is sometimes driven by fear of failure, based on the belief that grades amount to a judgment of their personal ability or intelligence rather than their performance on a specific learning task. This is part of what drives intense student interest in achieving high grades, in addition to beliefs about how their grades may influence future prospects.
Although there may be some truth to these perceptions, most instructors want to do far more — to encourage active engagement with the material, to foster students’ ability to self-monitor their learning, and to create a safe environment in which students can be inquisitive learners.
Extrinsic motivation and fear of failure: When asked what makes them study and work hard in college, undergraduates typically say that they are trying to get the best grade possible. Grades, in fact, are the primary focus of most students (an extrinsic motivation). Only as secondary reasons do students list the desires to become competent, to prove themselves, and to avoid mistakes (intrinsic motivations). Learning about the content of the course for its own sake is the last of the reasons students give.
Because students are so invested in grades, their expectations of a course can be very different from or at odds with their teachers’ expectations. Learning environments and course designs that leverage intrinsic motivation — student curiosity and interest — improve the quality of students’ learning.
Motivation is the force that initiates, guides, and maintains goal-oriented behaviors. It is what causes us to take action, whether to grab a snack to reduce hunger ...
Humanistic theories of motivation are based on the idea that people also have strong cognitive reasons to perform various actions. This is famously illustrated in Abraham Maslow's hierarchy of needs, which describes various levels of needs and motivations.
This theory is useful in explaining behaviors that have a strong biological or physiological component, such as hunger or thirst. The problem with the drive theory of motivation is that these behaviors are not always motivated purely by drive, or the state of tension or arousal caused by biological or physiological needs. For example, people often eat even when they are not really hungry.
Poncho / Getty Images. According to instinct theories, people are motivated to behave in certain ways because they are evolutionarily programmed to do so. An example of this in the animal world is seasonal migration.
Arousal Theory. The arousal theory of motivation suggests that people take certain actions to either decrease or increase levels of arousal. When arousal levels get too low, for example, a person might watch an exciting movie or go for a jog.
In operant conditioning, behaviors are learned by forming associations with outcomes. Reinforcement strengthens a behavior while punishment weakens it. While incentive theory is similar, it instead proposes that people intentionally pursue certain courses of action in order to gain rewards.
According to the drive theory of motivation, people are motivated to take certain actions in order to reduce the internal tension that is caused by unmet needs. For example, you might be motivated to drink a glass of water in order to reduce the internal state of thirst.
Understanding and motivating employees is the key to increasing self-worth in the workplace. Training can help employees understand how their work fits into their company’s structure, mission and goals. Employees often become more motivated when they understand how their work matters.
Before employers can make decisions regarding leading, training, personnel and employee investment, they must believe that improving employee self-worth is valuable . This belief can come from a range of sources. Before assessing training costs, managers must ask themselves, “Will training and development lead to success, and will it improve individual performance?”
Training, particularly for departments and teams, can improve work quality and outcomes. As a result, employees feel happier in their work, become more excited about the prospect of success and develop a higher self-worth.
Training and development opportunities should be seen as an investment in vital human resources. When companies offer training to their employees, they must remember the importance of illustrating the value their people have. Clearly demonstrating succession planning, a commitment to training and development, and a long-term commitment to employee career progression is vital.
Developing employees’ self-worth can promote attachment, loyalty and enthusiasm. It should also make the majority of employees keen to structure their learning and development so that it meets organizational needs. As a result, the organization will develop an ideal atmosphere for learning and growing.
the optimal arousal theory suggests that we’re motivated to avoid both boredom and stress.
Evolution is a far more complex, chaotic, and interesting process than that. Plenty
theory may over-simplify a lot of our behavior. For example, a person may fast for days, ignoring
These are true, genetically-predisposed instincts that do not require learning.
Of course there are problems with Maslow’s vision. Empirical research hasn’t really supported