Conclusion and review
jtneill
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106 slides
Nov 14, 2011
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About This Presentation
This lecture concludes and reviews the motivation and emotion unit.
Slide Content
1
Motivation & Emotion
Dr James Neill
Centre for Applied Psychology
University of Canberra
2013
Image source
Conclusion and review
Motivation & Emotion
Dr James Neill
Centre for Applied Psychology
University of Canberra
2013
Image source
Conclusion and review
2
Outline –
Conclusion and review
1. Review of key content (Ch 1 - 15)
2. Conclusion (Reeve, Ch 16)
3. Feedback
1. Review of key content (Ch 1 - 15)
2. Conclusion (Reeve, Ch 16)
3. Feedback
Outline –
Conclusion and review
1. Review of key content (Ch 1 - 15)
2. Conclusion (Reeve, Ch 16)
3. Feedback
1. Review of key content (Ch 1 - 15)
2. Conclusion (Reeve, Ch 16)
3. Feedback
3
Review of
key content
Reading:
Reeve (2009)
Chs 1-15
Review of
key content
Reading:
Reeve (2009)
Chs 1-15
4
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 447)
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 447)
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
5
Motivation is about explaining why
Based on Reeve (2009, pp. 449)
Why do we do what we do?
Why are we afraid or resistant?
Empirically supported theories can
help diagnose, predict, and intervene.
Motivation is about explaining why
Based on Reeve (2009, pp. 449)
Why do we do what we do?
Why are we afraid or resistant?
Empirically supported theories can
help diagnose, predict, and intervene.
6
What is motivation?
"motivation"
derives from
the Latin verb
movere
(to move)
"motivation"
derives from
the Latin verb
movere
(to move)
Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0
What is motivation?
"motivation"
derives from
the Latin verb
movere
(to move)
"motivation"
derives from
the Latin verb
movere
(to move)
Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0
7
Motivation = Energy + Direction
Processes that give behaviour
energy and 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
Energy: Behaviour is
relatively strong, intense and
persistent
Direction: Behaviour is
aimed toward achieving a
particular purpose or goal
Motivation = Energy + Direction
Processes that give behaviour
energy and 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
Energy: Behaviour is
relatively strong, intense and
persistent
Direction: Behaviour is
aimed toward achieving a
particular purpose or goal
8
Explaining motivation:
Why we do what we do
Based on Reeve (2009, p. 449)
Reasons for
behaviour
Why we do what we do
Why we want what we want
Motivational states
How motives
intensify, change, and fade
Motivation
theories
explain
Explaining motivation:
Why we do what we do
Based on Reeve (2009, p. 449)
Reasons for
behaviour
Why we do what we do
Why we want what we want
Motivational states
How motives
intensify, change, and fade
Motivation
theories
explain
9
Predicting motivation:
Identifying antecedents
Based on Reeve (2009, pp. 449-450)
Which antecedent conditions
energise and direct behaviour?
Interpersonal
Intrapsychic
Environmental
Physiological
Motivation
&
emotion
Predicting motivation:
Identifying antecedents
Based on Reeve (2009, pp. 449-450)
Which antecedent conditions
energise and direct behaviour?
Interpersonal
Intrapsychic
Environmental
Physiological
Motivation
&
emotion
10
Four motivational sources
Based on Reeve (2009, Figure 1.2, pp. 8-9)
Needs
Cognitions
Emotions
External
events
I
n
t
e
r
n
a
l
m
o
t
i
v
e
s
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
Four motivational sources
Based on Reeve (2009, Figure 1.2, pp. 8-9)
Needs
Cognitions
Emotions
External
events
I
n
t
e
r
n
a
l
m
o
t
i
v
e
s
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
11
Framework to understand
the study of motivation
Based on Reeve (2009, Figure 1.5, p. 22)
Antecedent
Conditions
Motive
Status
Sense of
“Wanting to”
Urge to
Approach vs.
Avoid
Energising &
Directing
•Behaviour
•Engagement
•Physiology
•Self-Report
Needs CognitionsEmotions
Framework to understand
the study of motivation
Based on Reeve (2009, Figure 1.5, p. 22)
Antecedent
Conditions
Motive
Status
Sense of
“Wanting to”
Urge to
Approach vs.
Avoid
Energising &
Directing
•Behaviour
•Engagement
•Physiology
•Self-Report
Needs CognitionsEmotions
12
Using motivational theories
to solve practical problems
Based on Reeve (2009, p. 22)
Practical
Problem
Given What I know About
Human 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
Using motivational theories
to solve practical problems
Based on Reeve (2009, p. 22)
Practical
Problem
Given What I know About
Human 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
13
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)
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)
14
The motivated & emotional brain
Thinking brain
Cognitive & Intellectual Functions
“What task it is doing”
Motivated brain
“Whether you want to do it”
Emotional brain
“What your mood is while doing it”
Brain
Based on Reeve (2009, pp. 49-50)
“The brain is not only a thinking brain, it is
also the center of motivation and emotion.”
“The brain is not only a thinking brain, it is
also the center of motivation and emotion.”
Image source:
http://commons.wikimedia.org/wiki/File:Brain_090407.jpg
The motivated & emotional brain
Thinking brain
Cognitive & Intellectual Functions
“What task it is doing”
Motivated brain
“Whether you want to do it”
Emotional brain
“What your mood is while doing it”
Brain
Based on Reeve (2009, pp. 49-50)
“The brain is not only a thinking brain, it is
also the center of motivation and emotion.”
“The brain is not only a thinking brain, it is
also the center of motivation and emotion.”
Image source:
http://commons.wikimedia.org/wiki/File:Brain_090407.jpg
15
Brain & physiological sources of
motivation and emotion
Based on Reeve (2009, Ch 3)
Brain structures
(e.g., for approach and avoid – left and right
pre-frontal cortex respectively)
Hormones
(e.g., for ghrelin/leptin for hunger/satiation,
oxytocin for bonding)
Neurotransmitters
(e.g., dopamine for reward)
Brain & physiological sources of
motivation and emotion
Based on Reeve (2009, Ch 3)
Brain structures
(e.g., for approach and avoid – left and right
pre-frontal cortex respectively)
Hormones
(e.g., for ghrelin/leptin for hunger/satiation,
oxytocin for bonding)
Neurotransmitters
(e.g., dopamine for reward)
16
The world in which brain livesMotivation c annot be separated from
the social context in which it is embedded
C Environmental events act as the natural
stimulators of the brain’s basic motivational
process.
Motivation cannot be separated from
the social context in which it is embedded
•Environmental events act as the natural
stimulators of the brain’s basic motivational
process.We a re not always consciously aware of
the motivational basis of our behaviour
C A person is not consciously aware of why he or
she committed the social or antisocial act.
We are not always consciously aware of
the motivational basis of our behaviour
•A person is not consciously aware of why he or
she committed the social or antisocial act.
B
a
s
e
d
o
n
R
e
e
v
e
(
2
0
0
9
)
,
C
h
3
The world in which brain livesMotivation c annot be separated from
the social context in which it is embedded
C Environmental events act as the natural
stimulators of the brain’s basic motivational
process.
Motivation cannot be separated from
the social context in which it is embedded
•Environmental events act as the natural
stimulators of the brain’s basic motivational
process.We a re not always consciously aware of
the motivational basis of our behaviour
C A person is not consciously aware of why he or
she committed the social or antisocial act.
We are not always consciously aware of
the motivational basis of our behaviour
•A person is not consciously aware of why he or
she committed the social or antisocial act.
B
a
s
e
d
o
n
R
e
e
v
e
(
2
0
0
9
)
,
C
h
3
17
Need:
When needs are nurtured
and satisfied, well-being is
maintained and enhanced.
Motivational
states
therefore
provide the
impetus to act
before
damage
occurs to
psychological
and bodily
well-being.
If neglected or frustrated,
the need’s thwarting will
produce damage that
disrupts biological or
psychological well-being.
Any condition within an organism that is
essential and necessary for life, growth,
and well-being.
Based on Reeve (2009)
Need:
When needs are nurtured
and satisfied, well-being is
maintained and enhanced.
Motivational
states
therefore
provide the
impetus to act
before
damage
occurs to
psychological
and bodily
well-being.
If neglected or frustrated,
the need’s thwarting will
produce damage that
disrupts biological or
psychological well-being.
Any condition within an organism that is
essential and necessary for life, growth,
and well-being.
Based on Reeve (2009)
18
Need structure:
Types of needs
Needs
Physiological
Needs
(Chapter 4)
•Thirst
•Hunger
•Sex
Psychological
Needs
(Chapter 6)
•Autonomy
•Competence
•Relatedness
Social Needs
(Chapter 7)
•Achievement
•Affiliation
•Intimacy
•Power
Internalised or
learned from our
emotional and
socialisation histories
Inherent within the
workings of biological
systems Based on Reeve (2009)
Need structure:
Types of needs
Needs
Physiological
Needs
(Chapter 4)
•Thirst
•Hunger
•Sex
Psychological
Needs
(Chapter 6)
•Autonomy
•Competence
•Relatedness
Social Needs
(Chapter 7)
•Achievement
•Affiliation
•Intimacy
•Power
Internalised or
learned from our
emotional and
socialisation histories
Inherent within the
workings of biological
systems Based on Reeve (2009)
19
Failures to self-regulate
physiological needs
People fail at self-regulation for three primary reasons
1
People routinely
underestimate how
powerful a
motivational force
biological urges
can be when they
are not currently
experiencing them.
2
People can lack
standards, or they
have inconsistent,
conflicting,
unrealistic, or
inappropriate
standards.
3
People fail to
monitor what they
are doing as they
become
distracted,
preoccupied,
overwhelmed, or
intoxicated.
Failures to self-regulate
physiological needs
People fail at self-regulation for three primary reasons
1
People routinely
underestimate how
powerful a
motivational force
biological urges
can be when they
are not currently
experiencing them.
2
People can lack
standards, or they
have inconsistent,
conflicting,
unrealistic, or
inappropriate
standards.
3
People fail to
monitor what they
are doing as they
become
distracted,
preoccupied,
overwhelmed, or
intoxicated.
20
Psychological need
Based on Reeve (2009, pp. 142-143)
Inherent source of motivation that
generates the desire to interact with
the environment so as to advance
personal growth, social
development, and psychological well-
being.
“when people find themselves in
environments that support and nurture
their psychological needs, then
positive emotions, optimal experience,
and healthy development follow.”
(Reeve, p. 142)
Inherent source of motivation that
generates the desire to interact with
the environment so as to advance
personal growth, social
development, and psychological well-
being.
“when people find themselves in
environments that support and nurture
their psychological needs, then
positive emotions, optimal experience,
and healthy development follow.”
(Reeve, p. 142)
Psychological need
Based on Reeve (2009, pp. 142-143)
Inherent source of motivation that
generates the desire to interact with
the environment so as to advance
personal growth, social
development, and psychological well-
being.
“when people find themselves in
environments that support and nurture
their psychological needs, then
positive emotions, optimal experience,
and healthy development follow.”
(Reeve, p. 142)
Inherent source of motivation that
generates the desire to interact with
the environment so as to advance
personal growth, social
development, and psychological well-
being.
“when people find themselves in
environments that support and nurture
their psychological needs, then
positive emotions, optimal experience,
and healthy development follow.”
(Reeve, p. 142)
21
Self-determination theory
Autonomy Competence Relatedness
Three psychological needs
Based on Reeve (2009, p. 145)
Self-determination theory
Autonomy Competence Relatedness
Three psychological needs
Based on Reeve (2009, p. 145)
22
Four essential ways of
supporting autonomy
Based on
Reeve (2009,
p. 149)
1. Nurture inner motivational resources
2. Rely on informational language
3. Promote explanatory rationales
4. Acknowledge & accept negative feedback
Four essential ways of
supporting autonomy
Based on
Reeve (2009,
p. 149)
1. Nurture inner motivational resources
2. Rely on informational language
3. Promote explanatory rationales
4. Acknowledge & accept negative feedback
23
Involving competence
•Flow: a state of concentration that involves a
holistic absorption in an activity
1. Optimal challenge
and flow
•Setting the stage for challenge
•Performance feedback
2. Interdependency
between challenge and
feedback
•Information about the pathways to desired
outcomes
•Support and guidance for pursing these pathways
3. Structure
•Considerable error making is essential for
optimising learning.
•Failure produces opportunities for learning.
4. Failure tolerance
Key environmental conditions
Based on
Reeve (2009,
pp. 155-159)
Involving competence
•Flow: a state of concentration that involves a
holistic absorption in an activity
1. Optimal challenge
and flow
•Setting the stage for challenge
•Performance feedback
2. Interdependency
between challenge and
feedback
•Information about the pathways to desired
outcomes
•Support and guidance for pursing these pathways
3. Structure
•Considerable error making is essential for
optimising learning.
•Failure produces opportunities for learning.
4. Failure tolerance
Key environmental conditions
Based on
Reeve (2009,
pp. 155-159)
24
Relatedness
•Emotionally positive interactions and
interaction partners
Involving relatedness:
Interaction with others
•Intimate and high-quality relationships that
involve caring, liking, accepting, and
valuing
Supporting relatedness:
Perception of a social
bond
•In communal relationships, people care for
the needs of the other, and both feel an
obligation to support the other’s welfare
Communal & exchange
relationships
•Relationships that provide a rich supply of
relatedness need satisfaction and clear
and convincing rationale for the other’s
prescriptions and proscriptions
Internalisation
Based on Reeve (2009, pp. 162-165)
Relatedness
•Emotionally positive interactions and
interaction partners
Involving relatedness:
Interaction with others
•Intimate and high-quality relationships that
involve caring, liking, accepting, and
valuing
Supporting relatedness:
Perception of a social
bond
•In communal relationships, people care for
the needs of the other, and both feel an
obligation to support the other’s welfare
Communal & exchange
relationships
•Relationships that provide a rich supply of
relatedness need satisfaction and clear
and convincing rationale for the other’s
prescriptions and proscriptions
Internalisation
Based on Reeve (2009, pp. 162-165)
25
What makes for a good day?
Based on
Reeve (2009
pp. 167-168)
Psychological
Nutriments
for Good
Days
Daily
Autonomy
Daily
Relatedness
Daily
Competence
Psychological Nutriments necessary for
Good Days, Positive Well-Being, and Vitality
What makes for a good day?
Based on
Reeve (2009
pp. 167-168)
Psychological
Nutriments
for Good
Days
Daily
Autonomy
Daily
Relatedness
Daily
Competence
Psychological Nutriments necessary for
Good Days, Positive Well-Being, and Vitality
26
Social needsdyurortrnokA An acquired
psychological process that grows out of
one’s socialisation history that activates
emotional responses to a particular oyyb6
Pygy fotArovyotr y .
Definition: An acquired
psychological process that grows out of
one’s socialisation history that activates
emotional responses to a particular need-
relevant incentive.l–fiWgyckA
e
Achievement
e
Affiliation
e
Intimacy
e
Power
Examples:
●
Achievement
●
Affiliation
●
Intimacy
●
Power
Based on
Reeve (2009,
p. 173)
Social needsdyurortrnokA An acquired
psychological process that grows out of
one’s socialisation history that activates
emotional responses to a particular oyyb6
Pygy fotArovyotr y .
Definition: An acquired
psychological process that grows out of
one’s socialisation history that activates
emotional responses to a particular need-
relevant incentive.l–fiWgyckA
e
Achievement
e
Affiliation
e
Intimacy
e
Power
Examples:
●
Achievement
●
Affiliation
●
Intimacy
●
Power
Based on
Reeve (2009,
p. 173)
27
Primary need-activating incentive
Incentive that activates each social need’s emotional and behaviour potential
Social need Incentive that activates
each need
Achievement Doing something well to
show personal competence
Affiliation Opportunity to please others
and gain their approval
Intimacy Warm, secure relationship
Power Having impact on othersBased on
Reeve (2009,
Table 7.2, p. 175)
Primary need-activating incentive
Incentive that activates each social need’s emotional and behaviour potential
Social need Incentive that activates
each need
Achievement Doing something well to
show personal competence
Affiliation Opportunity to please others
and gain their approval
Intimacy Warm, secure relationship
Power Having impact on othersBased on
Reeve (2009,
Table 7.2, p. 175)
28
Achievement goals
Two Main
Achievement
Goals
Mastery
Goals
- Develop one’s competence
- Make progress
- Improve the self
- Overcome difficulties with
effort and persistence
Performance
GoalseCIhfrtCfAtplCifdotPtAitC
eCn0lo ymCv0gvCyu0 0PmC
eCb1PothafhdCfPvthlC
eC.1iitt2C30PvC 0PP tCyooyhtAP
CC taafhP
- Prove one’s competence
- Display high ability
- Outperform others
- Succeed with little apparent
effort
Based on
Reeve (2009,
pp. 183-184)
Achievement goals
Two Main
Achievement
Goals
Mastery
Goals
- Develop one’s competence
- Make progress
- Improve the self
- Overcome difficulties with
effort and persistence
Performance
GoalseCIhfrtCfAtplCifdotPtAitC
eCn0lo ymCv0gvCyu0 0PmC
eCb1PothafhdCfPvthlC
eC.1iitt2C30PvC 0PP tCyooyhtAP
CC taafhP
- Prove one’s competence
- Display high ability
- Outperform others
- Succeed with little apparent
effort
Based on
Reeve (2009,
pp. 183-184)
29
Benefits of adopting mastery goals
Preference for a
challenging task
one can learn from
Adoption of a
mastery goal
Work
harder
Persist
longer
Perform
better
Use conceptually
based learning
strategies
Experience greater
intrinsic than
extrinsic motivation
More likely to ask
for information &
help
(rather than a
performance goal)
Based on
Reeve (2009)
Benefits of adopting mastery goals
Preference for a
challenging task
one can learn from
Adoption of a
mastery goal
Work
harder
Persist
longer
Perform
better
Use conceptually
based learning
strategies
Experience greater
intrinsic than
extrinsic motivation
More likely to ask
for information &
help
(rather than a
performance goal)
Based on
Reeve (2009)
30
Avoidance motivation & well-being
Fear
of
failure
Perform-
ance-
avoidanc
e
goals
LOW
*Self-esteem
*Personal control
*Vitality
*Life satisfaction
*Psychological well-
being
Based on Reeve (2009, pp. 187-189)
Avoidance motivation & well-being
Fear
of
failure
Perform-
ance-
avoidanc
e
goals
LOW
*Self-esteem
*Personal control
*Vitality
*Life satisfaction
*Psychological well-
being
Based on Reeve (2009, pp. 187-189)
31
Affiliation and intimacy
Profile of high intimacy motivation
Based on Reeve (2009, Table 7.7, p. 192)
Affiliation and intimacy
Profile of high intimacy motivation
Based on Reeve (2009, Table 7.7, p. 192)
32
Conditions that involve & satisfy
the affiliation and intimacy needs
Affiliation need
‘Deficiency-oriented
motive’
Deprivation from social
interaction: Social
isolation and fear
Social acceptance,
approval, and
reassurance
Intimacy need
‘Growth-oriented
motive’
Interpersonal caring,
warmth, and love
Relatedness within a
warm, close,
reciprocal & enduring
relationships
Need-
involving
condition
Need-
satisfying
condition
Based on
Reeve (2009,
pp. 193-195)
Conditions that involve & satisfy
the affiliation and intimacy needs
Affiliation need
‘Deficiency-oriented
motive’
Deprivation from social
interaction: Social
isolation and fear
Social acceptance,
approval, and
reassurance
Intimacy need
‘Growth-oriented
motive’
Interpersonal caring,
warmth, and love
Relatedness within a
warm, close,
reciprocal & enduring
relationships
Need-
involving
condition
Need-
satisfying
condition
Based on
Reeve (2009,
pp. 193-195)
33
Power
•Leadership
•Aggressiveness
•Influential occupations
•Prestige possessions
Conditions that involve and satisfy the need
for power
•Power increases approach tendencies.
•People high in the need for power more easily acquire
the goals they seek.
Power and goal pursuit
Based on
Reeve (2009,
pp. 196-198)
The need to impact on others
Power
•Leadership
•Aggressiveness
•Influential occupations
•Prestige possessions
Conditions that involve and satisfy the need
for power
•Power increases approach tendencies.
•People high in the need for power more easily acquire
the goals they seek.
Power and goal pursuit
Based on
Reeve (2009,
pp. 196-198)
The need to impact on others
34
Motivation to exercise personal control:
Initial assumptions and understandings
People desire control over their
environment so as to be able to make:
positive outcomes likely
negative outcomes ¯ likely
Exercising personal control is predicated
upon a person's belief that s/he has the
power to influence results favourably.
The strength with which people try to
exercise personal control can be traced to
their expectancies of being able to do so.
People desire control over their
environment so as to be able to make:
positive outcomes likely
negative outcomes ¯ likely
Exercising personal control is predicated
upon a person's belief that s/he has the
power to influence results favourably.
The strength with which people try to
exercise personal control can be traced to
their expectancies of being able to do so.
Based on Reeve (2009, p. 231)
Motivation to exercise personal control:
Initial assumptions and understandings
People desire control over their
environment so as to be able to make:
positive outcomes likely
negative outcomes ¯ likely
Exercising personal control is predicated
upon a person's belief that s/he has the
power to influence results favourably.
The strength with which people try to
exercise personal control can be traced to
their expectancies of being able to do so.
People desire control over their
environment so as to be able to make:
positive outcomes likely
negative outcomes ¯ likely
Exercising personal control is predicated
upon a person's belief that s/he has the
power to influence results favourably.
The strength with which people try to
exercise personal control can be traced to
their expectancies of being able to do so.
Based on Reeve (2009, p. 231)
35
Two kinds of expectancies
Expectancy: A subjective prediction of
how likely it is that an event will occur.
Expectancy: A subjective prediction of
how likely it is that an event will occur.
Efficacy expectations
“Can I do it?”
Expectation of being able to enact
the behaviours needed to cope
effectively with the situation at hand.
e.g.,
Can I do 20 mins on a treadmill,
3 x week for 12 months?
Outcome expectations
“Will what I do work?”
Expectation that one's behaviour will
produce positive outcomes (or
prevent negative outcomes).
e.g.,
Would I lose 5 kgs as a result?
Motivation to exercise personal control
Based on Reeve (2009, pp. 231-232)
Two kinds of expectancies
Expectancy: A subjective prediction of
how likely it is that an event will occur.
Expectancy: A subjective prediction of
how likely it is that an event will occur.
Efficacy expectations
“Can I do it?”
Expectation of being able to enact
the behaviours needed to cope
effectively with the situation at hand.
e.g.,
Can I do 20 mins on a treadmill,
3 x week for 12 months?
Outcome expectations
“Will what I do work?”
Expectation that one's behaviour will
produce positive outcomes (or
prevent negative outcomes).
e.g.,
Would I lose 5 kgs as a result?
Motivation to exercise personal control
Based on Reeve (2009, pp. 231-232)
36
Self-efficacy
Based on Reeve (2009, pp. 233-235)
One’s judgment of how well one will cope with a
situation (given the skills one possesses and
the circumstances one faces).
Capacity to improvise ways to translate
personal abilities into effective performance.
The opposite of self-efficacy is self-doubt.
Self-efficacy predicts the motivational balance
between wanting to give it a try vs. anxiety,
doubt and avoidance.
Self-efficacy
Based on Reeve (2009, pp. 233-235)
One’s judgment of how well one will cope with a
situation (given the skills one possesses and
the circumstances one faces).
Capacity to improvise ways to translate
personal abilities into effective performance.
The opposite of self-efficacy is self-doubt.
Self-efficacy predicts the motivational balance
between wanting to give it a try vs. anxiety,
doubt and avoidance.
37
Sources & effects
of self-efficacy
Based on Reeve (2009, Figure 9.3, pp. 235-240)
Extent of
self-efficacy
Personal
behaviour
history
Vicarious
experience
(Modeling)
Verbal
persuasion
(Pep talk)
Physiological
activity
Choice
(Approach vs.
avoid)
Effort and
persistence
Thinking and
decision
making
Emotional
reactions
(Stress, anxiety)
Sources of self-efficacy Effects of self-efficacy
Image source:
http://commons.wikimedia.org/wiki/File:Skier-carving-a-turn.jpg
Sources & effects
of self-efficacy
Based on Reeve (2009, Figure 9.3, pp. 235-240)
Extent of
self-efficacy
Personal
behaviour
history
Vicarious
experience
(Modeling)
Verbal
persuasion
(Pep talk)
Physiological
activity
Choice
(Approach vs.
avoid)
Effort and
persistence
Thinking and
decision
making
Emotional
reactions
(Stress, anxiety)
Sources of self-efficacy Effects of self-efficacy
Image source:
http://commons.wikimedia.org/wiki/File:Skier-carving-a-turn.jpg
38
Empowerment
Based on Reeve (2009, p. 241)
Empowerment
Knowledge
Self-efficacy
beliefs
Skills
Empowerment involves possessing the knowledge,
skills, and beliefs that allow people to exert control
over their lives.
Empowerment
Based on Reeve (2009, p. 241)
Empowerment
Knowledge
Self-efficacy
beliefs
Skills
Empowerment involves possessing the knowledge,
skills, and beliefs that allow people to exert control
over their lives.
39
Mastery versus helplessness
Based on Reeve (2009, pp. 243-244)
Mastery
motivational
orientation
•A hardy, resistant
portrayal of the self
during encounters of
failure
•Failure feedback can
be helpful and
constructive
information.
Helpless
motivational
orientation
•A fragile view of the
self during
encounters of failure
•Failure feedback is a
sign of personal
inadequacy.
Mastery versus helplessness
Based on Reeve (2009, pp. 243-244)
Mastery
motivational
orientation
•A hardy, resistant
portrayal of the self
during encounters of
failure
•Failure feedback can
be helpful and
constructive
information.
Helpless
motivational
orientation
•A fragile view of the
self during
encounters of failure
•Failure feedback is a
sign of personal
inadequacy.
40
Explanatory style:
Relatively stable, cognitively-based personality orientation
Based on Reeve (2009, pp. 253-255)
Optimistic
explanatory
style
•Explains bad events with
attributions that are
unstable and controllable
•Related to the self-serving
bias of an illusion of control
which contributes to
enhancing self-esteem and
promoting an optimistic
view of the future
Pessimistic
explanatory
style
•Explains bad events with
attributions that are stable
and uncontrollable
•Associated with academic
failure, social distress,
impaired job performance,
physical illness, and
depression
Attributions vary in their locus, stability and controllability
Explanatory style:
Relatively stable, cognitively-based personality orientation
Based on Reeve (2009, pp. 253-255)
Optimistic
explanatory
style
•Explains bad events with
attributions that are
unstable and controllable
•Related to the self-serving
bias of an illusion of control
which contributes to
enhancing self-esteem and
promoting an optimistic
view of the future
Pessimistic
explanatory
style
•Explains bad events with
attributions that are stable
and uncontrollable
•Associated with academic
failure, social distress,
impaired job performance,
physical illness, and
depression
Attributions vary in their locus, stability and controllability
41
Six dimensions of
psychological well-being
1. Self-acceptance
2. Positive relations with others
3. Autonomy
4. Environmental mastery
5. Purpose in life
6. Personal growth
1. Self-acceptance
2. Positive relations with others
3. Autonomy
4. Environmental mastery
5. Purpose in life
6. Personal growth
Based on Reeve (2009, Table 10. 1, p. 265) which is based on Ryff (1991)
Six dimensions of
psychological well-being
1. Self-acceptance
2. Positive relations with others
3. Autonomy
4. Environmental mastery
5. Purpose in life
6. Personal growth
1. Self-acceptance
2. Positive relations with others
3. Autonomy
4. Environmental mastery
5. Purpose in life
6. Personal growth
Based on Reeve (2009, Table 10. 1, p. 265) which is based on Ryff (1991)
42
The self
Based on Reeve (2009, pp. 264-266)
Four topics taking center stage
Defining or
creating
the self
Relating
the self
to society
Discovering
& developing
personal
potential
Managing or
regulating
the self
The self
Based on Reeve (2009, pp. 264-266)
Four topics taking center stage
Defining or
creating
the self
Relating
the self
to society
Discovering
& developing
personal
potential
Managing or
regulating
the self
43
Self-concept
(cognitive structure)
Based on Reeve (2009, p. 268)
a reflection of the invariance people
have discovered in their own social
behaviour.
(the way the self has been differentiated and
articulated in memory)
Set of beliefs an individual uses to conceptualise
his or her self e.g.,
“I am....” (self-descriptions)
Cluster of domain-specific self-schemas
Self-concept
(cognitive structure)
Based on Reeve (2009, p. 268)
a reflection of the invariance people
have discovered in their own social
behaviour.
(the way the self has been differentiated and
articulated in memory)
Set of beliefs an individual uses to conceptualise
his or her self e.g.,
“I am....” (self-descriptions)
Cluster of domain-specific self-schemas
44
Motivational properties of
self-schemas
Based on Reeve (2009, pp. 269-272)
Self-schemas direct behaviour to confirm the self-view
and to prevent episodes that generate feedback that
might disconfirm that self-view.
Consistent
self
Self-schemas generate motivation to move the present
self toward a desired future self.
Possible
self
Motivational properties of
self-schemas
Based on Reeve (2009, pp. 269-272)
Self-schemas direct behaviour to confirm the self-view
and to prevent episodes that generate feedback that
might disconfirm that self-view.
Consistent
self
Self-schemas generate motivation to move the present
self toward a desired future self.
Possible
self
45
Benefits of well-developed self-schema
Based on Reeve (2009, pp. 268-270)
Process information about
the self with relative ease.
Confidently predict his own
future behaviour in the
domain.
Quickly retrieve self-
related behavioural
evidence from the domain.
Resist counter-schematic
information about
him/herself.
Benefits of
well-developed
self-schema
Benefits of well-developed self-schema
Based on Reeve (2009, pp. 268-270)
Process information about
the self with relative ease.
Confidently predict his own
future behaviour in the
domain.
Quickly retrieve self-
related behavioural
evidence from the domain.
Resist counter-schematic
information about
him/herself.
Benefits of
well-developed
self-schema
46
Possible selves
Based on Reeve (2009, pp. 273-275)
An important piece of the puzzle
in understanding how the self develops
Mostly social in origin,
as the individual observes the selves modeled by others.
The possible self’s motivational role
is to link the present self with ways to become the possible (ideal) self.
Representations of attributes, characteristics, and
abilities that the self does not yet possess.
Portraying the self as a dynamic entity
with a past, present, and future.
Possible selves
Based on Reeve (2009, pp. 273-275)
An important piece of the puzzle
in understanding how the self develops
Mostly social in origin,
as the individual observes the selves modeled by others.
The possible self’s motivational role
is to link the present self with ways to become the possible (ideal) self.
Representations of attributes, characteristics, and
abilities that the self does not yet possess.
Portraying the self as a dynamic entity
with a past, present, and future.
47
Cognitive dissonance
Based on Reeve (2009, pp. 275-276)
A state of tension that
occurs whenever an
individual simultaneously
holds two cognitions
(ideas, attitudes, beliefs,
opinions) that are
psychologically
inconsistent with one
another.
Most people are
motivated to justify their
own actions, beliefs, and
feelings.
People are not rational
beings; instead, people
are rationalising beings.
Cognitive
dissonance
Assumptions
Cognitive dissonance
Based on Reeve (2009, pp. 275-276)
A state of tension that
occurs whenever an
individual simultaneously
holds two cognitions
(ideas, attitudes, beliefs,
opinions) that are
psychologically
inconsistent with one
another.
Most people are
motivated to justify their
own actions, beliefs, and
feelings.
People are not rational
beings; instead, people
are rationalising beings.
Cognitive
dissonance
Assumptions
48
Definition of emotion
Based on Reeve (2009, pp. 301)
“Emotions are … short-lived,
feeling-arousal-purposive-
expressive phenomena that
helps us adapt to the
opportunities and challenges we
face during important life
events.”
Definition of emotion
Based on Reeve (2009, pp. 301)
“Emotions are … short-lived,
feeling-arousal-purposive-
expressive phenomena that
helps us adapt to the
opportunities and challenges we
face during important life
events.”
49
What is an emotion?
Feelings
•Subjective experience
•Phenomenological awareness
•Cognition
Bodily arousal
•Physiological activation
•Bodily preparation for action
•Motor responses
Emotion
Sense of purpose
•Goal-directed motivational state
•Functional aspect
Significant
life event
Based on Reeve (2009, Figure 11.1 Four components of emotion, p. 300)
Social-expressive
•Social communication
•Facial expression
•Vocal expression
What is an emotion?
Feelings
•Subjective experience
•Phenomenological awareness
•Cognition
Bodily arousal
•Physiological activation
•Bodily preparation for action
•Motor responses
Emotion
Sense of purpose
•Goal-directed motivational state
•Functional aspect
Significant
life event
Based on Reeve (2009, Figure 11.1 Four components of emotion, p. 300)
Social-expressive
•Social communication
•Facial expression
•Vocal expression
50
Relationship between
motivation & emotion
Based on Reeve (2009, pp. 301-303)
Emotions are one type of motive which
energises and directs behaviour.
Emotion as motivation
Emotions serve as an ongoing “readout” to
indicate how well or how poorly personal
adaptation is going.
Emotion as readout
Relationship between
motivation & emotion
Based on Reeve (2009, pp. 301-303)
Emotions are one type of motive which
energises and directs behaviour.
Emotion as motivation
Emotions serve as an ongoing “readout” to
indicate how well or how poorly personal
adaptation is going.
Emotion as readout
51
What causes an emotion?
Based on Reeve (2009, Figure 11.3, Causes of the emotion experience, p. 303)
Significant
situational
event
Cognitive
processes
Biological
processes
Feelings
Sense of purpose
Bodily arousal
Social-expressive
What causes an emotion?
Based on Reeve (2009, Figure 11.3, Causes of the emotion experience, p. 303)
Significant
situational
event
Cognitive
processes
Biological
processes
Feelings
Sense of purpose
Bodily arousal
Social-expressive
52
How many emotions are there?
Basic emotions
(Families/clusters of emotions)
Based on Reeve (2009, pp. 312-317)
Basic emotions
Fear Anger DisgustSadness Joy Interest
Negative emotion themes
• Response to threat and harm
• Potential of threatening and
harmful events causes fear.
• In fighting off or rejecting them
we experience anger and disgust.
• After they occur, there is
sadness
Positive emotion
themes
• Motive involvement
(Interest)
• Satisfaction (Joy)
How many emotions are there?
Basic emotions
(Families/clusters of emotions)
Based on Reeve (2009, pp. 312-317)
Basic emotions
Fear Anger DisgustSadness Joy Interest
Negative emotion themes
• Response to threat and harm
• Potential of threatening and
harmful events causes fear.
• In fighting off or rejecting them
we experience anger and disgust.
• After they occur, there is
sadness
Positive emotion
themes
• Motive involvement
(Interest)
• Satisfaction (Joy)
53
What good are the emotions?
Based on Reeve (2009, pp. 317-320)
Utility of
emotion
Coping functions Social functions
What good are the emotions?
Based on Reeve (2009, pp. 317-320)
Utility of
emotion
Coping functions Social functions
54
Coping functions of emotion
Based on Reeve (2009, Table 11.1 Functional view of emotional behaviour, pp. 318,
from Plutchik (1980, p. 289))
Coping functions of emotion
Based on Reeve (2009, Table 11.1 Functional view of emotional behaviour, pp. 318,
from Plutchik (1980, p. 289))
55
Social functions of emotion
Based on Reeve (2009, pp. 319-320)
2. Influence how others interact with us.
4. Create, maintain, & dissolve relationships.
3. Invite & facilitate social interaction.
1. Communicate our feelings to others.
Social functions of emotion
Based on Reeve (2009, pp. 319-320)
2. Influence how others interact with us.
4. Create, maintain, & dissolve relationships.
3. Invite & facilitate social interaction.
1. Communicate our feelings to others.
56
Individual differences in
happiness, arousal, & control
Why do different people
have different motivational
and emotional states even
in the same situation?
Why do different people
have different motivational
and emotional states even
in the same situation?
B
a
s
e
d
o
n
R
e
e
v
e
(
2
0
0
9
,
p
p
.
3
6
8
-
3
6
9
)
Individual differences in
happiness, arousal, & control
Why do different people
have different motivational
and emotional states even
in the same situation?
Why do different people
have different motivational
and emotional states even
in the same situation?
B
a
s
e
d
o
n
R
e
e
v
e
(
2
0
0
9
,
p
p
.
3
6
8
-
3
6
9
)
57
Personality & happiness
Based on Reeve (2009, p. 370)
Extraversion
Happiness
Neuroticism
Unhappiness
Happiness
set point
Unhappiness
set point
Personality & happiness
Based on Reeve (2009, p. 370)
Extraversion
Happiness
Neuroticism
Unhappiness
Happiness
set point
Unhappiness
set point
58
Natural happiness and
synthetic happiness
Natural happiness: Occurs when you
get what you want.
Synthetic happiness: Occurs when you
accept that you didn't get what you
want.
Synthetic happiness is as real as natural
happiness
e.g., in dating, you look to get what you want, in
marriage, you find a way to like what you’ve got.
Natural happiness: Occurs when you
get what you want.
Synthetic happiness: Occurs when you
accept that you didn't get what you
want.
Synthetic happiness is as real as natural
happiness
e.g., in dating, you look to get what you want, in
marriage, you find a way to like what you’ve got.
Natural happiness and
synthetic happiness
Natural happiness: Occurs when you
get what you want.
Synthetic happiness: Occurs when you
accept that you didn't get what you
want.
Synthetic happiness is as real as natural
happiness
e.g., in dating, you look to get what you want, in
marriage, you find a way to like what you’ve got.
Natural happiness: Occurs when you
get what you want.
Synthetic happiness: Occurs when you
accept that you didn't get what you
want.
Synthetic happiness is as real as natural
happiness
e.g., in dating, you look to get what you want, in
marriage, you find a way to like what you’ve got.
59
Sensation seeking
Based on Reeve (2009, p. 379)
Defined as “the seeking of varied,
novel, complex, and intense
sensations and experiences, and the
willingness to take physical, social,
legal, and financial risks for the sake
of such experiences”.
(Zuckerman, 1994)
Sensation seeking
Based on Reeve (2009, p. 379)
Defined as “the seeking of varied,
novel, complex, and intense
sensations and experiences, and the
willingness to take physical, social,
legal, and financial risks for the sake
of such experiences”.
(Zuckerman, 1994)
60
Sensation seeking
Sensation seeking determines
how a person reacts to a
situation or event.
Sensation seeking determines
the situations and activities a
person chooses.
Sensation seeking determines
how a person reacts to a
situation or event.
Sensation seeking determines
the situations and activities a
person chooses.
Sensation seeking
Sensation seeking determines
how a person reacts to a
situation or event.
Sensation seeking determines
the situations and activities a
person chooses.
Sensation seeking determines
how a person reacts to a
situation or event.
Sensation seeking determines
the situations and activities a
person chooses.
Affect intensity
Based on Reeve (2009, p. 382)
Affect-stable
individuals
Affect-intense
individuals
Figure 13.5 Daily Mood Reports Graphed Over 80 Consecutive Days
Based on Reeve (2009, p. 382)
Affect-stable
individuals
Affect-intense
individuals
Figure 13.5 Daily Mood Reports Graphed Over 80 Consecutive Days
62
Control
Based on Reeve (2009, p. 384)
Perceived
control
The extent to which an
individual believes that
s/he possesses the
capacity needed to
produce positive
outcomes.
Desire for control
The extent to which
individuals are
motivated to establish
control over the events
in their lives.
Control
Based on Reeve (2009, p. 384)
Perceived
control
The extent to which an
individual believes that
s/he possesses the
capacity needed to
produce positive
outcomes.
Desire for control
The extent to which
individuals are
motivated to establish
control over the events
in their lives.
63
Contemporary psychodynamic perspective
Based on Reeve (2009, pp. 395-396)
1. The unconscious
Much of mental life is unconscious.
2. Psychodynamics
Mental processes operate in parallel with one another.
3. Ego development
Healthy development involves moving from an immature socially
dependent personality to one that is more mature and
interdependent with others. → Ego effectance
4. Object relations theory
Mental representations of self and other form in childhood that
guide the person’s later social motivations and relationships.
Contemporary psychodynamic perspective
Based on Reeve (2009, pp. 395-396)
1. The unconscious
Much of mental life is unconscious.
2. Psychodynamics
Mental processes operate in parallel with one another.
3. Ego development
Healthy development involves moving from an immature socially
dependent personality to one that is more mature and
interdependent with others. → Ego effectance
4. Object relations theory
Mental representations of self and other form in childhood that
guide the person’s later social motivations and relationships.
64
Evolution of paradigms in
psychology
1
st
force: Psychoanalytic
2
nd
force: Behaviourism
3
rd
force: Humanistic
4
th
force: Transpersonal
Evolution of paradigms in
psychology
1
st
force: Psychoanalytic
2
nd
force: Behaviourism
3
rd
force: Humanistic
4
th
force: Transpersonal
65
Holism
Based on Reeve (2009, pp. 419-421)
Human motives are integrated wholes
(rather than a sum of parts).
Personal growth is the ultimate
motivational force.
Stresses “top-down” master motives such
as the self and its strivings toward
fulfillment
Focuses on discovering human potential
and encouraging its development
Human motives are integrated wholes
(rather than a sum of parts).
Personal growth is the ultimate
motivational force.
Stresses “top-down” master motives such
as the self and its strivings toward
fulfillment
Focuses on discovering human potential
and encouraging its development
Holism
Based on Reeve (2009, pp. 419-421)
Human motives are integrated wholes
(rather than a sum of parts).
Personal growth is the ultimate
motivational force.
Stresses “top-down” master motives such
as the self and its strivings toward
fulfillment
Focuses on discovering human potential
and encouraging its development
Human motives are integrated wholes
(rather than a sum of parts).
Personal growth is the ultimate
motivational force.
Stresses “top-down” master motives such
as the self and its strivings toward
fulfillment
Focuses on discovering human potential
and encouraging its development
66
Positive psychology
Based on Reeve (2009, pp. 419-421)
Focuses on proactive building of
personal strengths and
competencies
Seeks to make people stronger
and more productive, and to
actualise the human potential in
all of us
Uses scientific methods to identify
evidence-based methods
Focuses on proactive building of
personal strengths and
competencies
Seeks to make people stronger
and more productive, and to
actualise the human potential in
all of us
Uses scientific methods to identify
evidence-based methods
Positive psychology
Based on Reeve (2009, pp. 419-421)
Focuses on proactive building of
personal strengths and
competencies
Seeks to make people stronger
and more productive, and to
actualise the human potential in
all of us
Uses scientific methods to identify
evidence-based methods
Focuses on proactive building of
personal strengths and
competencies
Seeks to make people stronger
and more productive, and to
actualise the human potential in
all of us
Uses scientific methods to identify
evidence-based methods
67
Self-actualisation
Based on Reeve (2009, p. 421)
Autonomy
Greater mindfulness
Courage to create
Realistic appraisals
Openness
Self-
realisation
The desire for self-fulfillment, the tendency to
actualise one's potential. The desire to become
more and more what one is, to become everything
that one is capable of becoming.
Motivation and personality (Maslow, 1954)
Two fundamental directions that characterise self-actualisation as a process
Self-actualisation
Based on Reeve (2009, p. 421)
Autonomy
Greater mindfulness
Courage to create
Realistic appraisals
Openness
Self-
realisation
The desire for self-fulfillment, the tendency to
actualise one's potential. The desire to become
more and more what one is, to become everything
that one is capable of becoming.
Motivation and personality (Maslow, 1954)
Two fundamental directions that characterise self-actualisation as a process
68
Behaviours that
encourage self-actualisation
Based on Reeve (2009, Table 15.1, pp. 424-425) and Maslow (pp. 44-49
Make growth choices (progression vs.
regression or growth vs. fear)
Be honest (when in doubt)
Situationally position yourself for peak
experiences
Give up defensiveness
Let the self emerge (listen to impulse
voices rather than introjected voices)
Be open to experience (identify defences
and have the courage to give them up)
Make growth choices (progression vs.
regression or growth vs. fear)
Be honest (when in doubt)
Situationally position yourself for peak
experiences
Give up defensiveness
Let the self emerge (listen to impulse
voices rather than introjected voices)
Be open to experience (identify defences
and have the courage to give them up)
Behaviours that
encourage self-actualisation
Based on Reeve (2009, Table 15.1, pp. 424-425) and Maslow (pp. 44-49
Make growth choices (progression vs.
regression or growth vs. fear)
Be honest (when in doubt)
Situationally position yourself for peak
experiences
Give up defensiveness
Let the self emerge (listen to impulse
voices rather than introjected voices)
Be open to experience (identify defences
and have the courage to give them up)
Make growth choices (progression vs.
regression or growth vs. fear)
Be honest (when in doubt)
Situationally position yourself for peak
experiences
Give up defensiveness
Let the self emerge (listen to impulse
voices rather than introjected voices)
Be open to experience (identify defences
and have the courage to give them up)
69Based on Reeve (2009, pp. 425-430)
Actualising tendency
“The organism has one basic tendency and striving – to actualize,
maintain, and enhance the experiencing self.” (Rogers, 1951)
•Innate, a continual presence that quietly guides the
individual toward genetically determined potentials
•Motivates the individual to want to undertake new and
challenging experiences
Actualising tendency
•Innate capability for judging whether a specific experience
promotes or reverses growth
•Provides the interpretive information needed for deciding
whether the new undertaking is growth-promoting or not
Organismic valuation process
Actualising tendency
“The organism has one basic tendency and striving – to actualize,
maintain, and enhance the experiencing self.” (Rogers, 1951)
•Innate, a continual presence that quietly guides the
individual toward genetically determined potentials
•Motivates the individual to want to undertake new and
challenging experiences
Actualising tendency
•Innate capability for judging whether a specific experience
promotes or reverses growth
•Provides the interpretive information needed for deciding
whether the new undertaking is growth-promoting or not
Organismic valuation process
70
Fully functioning individual
Based on Reeve (2009, p. 431)
Emergence
Onset of innate
desire, impulse,
or motive
Acceptance
Desire, impulse,
or motive is
accepted “as is”
into
consciousness
Expression
Unedited
communication of
desire, impulse,
or motive
Figure 15.3 Fully functioning as the emergence, acceptance, and expression of a motive
Fully functioning individual
Based on Reeve (2009, p. 431)
Emergence
Onset of innate
desire, impulse,
or motive
Acceptance
Desire, impulse,
or motive is
accepted “as is”
into
consciousness
Expression
Unedited
communication of
desire, impulse,
or motive
Figure 15.3 Fully functioning as the emergence, acceptance, and expression of a motive
71
Organismic valuing process
This process may include any of the following
principles:
Authenticity
Autonomy
Internal locus of evaluation
Unconditional positive self-regard
Process living
Relatedness
Openness to inner and outer experience
This process may include any of the following
principles:
Authenticity
Autonomy
Internal locus of evaluation
Unconditional positive self-regard
Process living
Relatedness
Openness to inner and outer experience
Based on ChangingMinds - http://changingminds.org/explanations/values/organismic_valuing.htm
Organismic valuing process
This process may include any of the following
principles:
Authenticity
Autonomy
Internal locus of evaluation
Unconditional positive self-regard
Process living
Relatedness
Openness to inner and outer experience
This process may include any of the following
principles:
Authenticity
Autonomy
Internal locus of evaluation
Unconditional positive self-regard
Process living
Relatedness
Openness to inner and outer experience
Based on ChangingMinds - http://changingminds.org/explanations/values/organismic_valuing.htm
72
Based on Reeve (2009, pp. 431-434)
Autonomy causality orientation
Relies on internal guides (e.g., needs,
interests)
Pays closer attention to one’ s own needs
and feelings
Relates to intrinsic motivation and
identified regulation
Correlates with positive functioning (e.g.,
self-actualisation, ego development,
openness to experience etc.)
Relies on internal guides (e.g., needs,
interests)
Pays closer attention to one’ s own needs
and feelings
Relates to intrinsic motivation and
identified regulation
Correlates with positive functioning (e.g.,
self-actualisation, ego development,
openness to experience etc.)
Based on Reeve (2009, pp. 431-434)
Autonomy causality orientation
Relies on internal guides (e.g., needs,
interests)
Pays closer attention to one’ s own needs
and feelings
Relates to intrinsic motivation and
identified regulation
Correlates with positive functioning (e.g.,
self-actualisation, ego development,
openness to experience etc.)
Relies on internal guides (e.g., needs,
interests)
Pays closer attention to one’ s own needs
and feelings
Relates to intrinsic motivation and
identified regulation
Correlates with positive functioning (e.g.,
self-actualisation, ego development,
openness to experience etc.)
73
Based on Reeve (2009, pp. 431-434)
Control causality orientation
Relies on external guides (e.g., social
cues)
Pays closer attention to behavioural
incentives & social expectations
Relates to extrinsic regulation and
introjected regulation
Relies on external guides (e.g., social
cues)
Pays closer attention to behavioural
incentives & social expectations
Relates to extrinsic regulation and
introjected regulation
Based on Reeve (2009, pp. 431-434)
Control causality orientation
Relies on external guides (e.g., social
cues)
Pays closer attention to behavioural
incentives & social expectations
Relates to extrinsic regulation and
introjected regulation
Relies on external guides (e.g., social
cues)
Pays closer attention to behavioural
incentives & social expectations
Relates to extrinsic regulation and
introjected regulation
74
How relationships support
the actualising tendency
Based on Reeve (2009, pp. 436-439)
Quality of interpersonal
relationships
Warmth
Genuine-
ness
Empathy
Interpers-
onal
acceptance
Confirmation
of the other
person’s
capacity for
self-
determination
How relationships support
the actualising tendency
Based on Reeve (2009, pp. 436-439)
Quality of interpersonal
relationships
Warmth
Genuine-
ness
Empathy
Interpers-
onal
acceptance
Confirmation
of the other
person’s
capacity for
self-
determination
75
Positive psychology & growth
Based on Reeve (2009, pp. 440-441)
Positive
psychology
•Looks at people’s mental
health and the quality of
their lives to ask,
“What could be?”
•Seeks to build people’s
strengths and
competencies
Positive psychology & growth
Based on Reeve (2009, pp. 440-441)
Positive
psychology
•Looks at people’s mental
health and the quality of
their lives to ask,
“What could be?”
•Seeks to build people’s
strengths and
competencies
76
Conclusion
Reading:
Reeve (2009)
Ch 16
(pp. 447-464)
Conclusion
Reading:
Reeve (2009)
Ch 16
(pp. 447-464)
77
Outline – Conclusion
Based on Reeve (2009, p. 447)
Case study scenario
Understanding &
applying motivation
Explaining motivation:
Why we do what we do
Predicting motivation:
Identifying antecedents
Applying motivation:
Solving problems
Motivating self &
others
Motivating self
Motivating others
Feedback on how the effort
to motivate self and others
is going
Case study scenario
Understanding &
applying motivation
Explaining motivation:
Why we do what we do
Predicting motivation:
Identifying antecedents
Applying motivation:
Solving problems
Motivating self &
others
Motivating self
Motivating others
Feedback on how the effort
to motivate self and others
is going
Designing
motivational
interventions
Four case studies
Four success stories
Wisdom gained from
a scientific study of
motivation and
emotion
Designing
motivational
interventions
Four case studies
Four success stories
Wisdom gained from
a scientific study of
motivation and
emotion
Outline – Conclusion
Based on Reeve (2009, p. 447)
Case study scenario
Understanding &
applying motivation
Explaining motivation:
Why we do what we do
Predicting motivation:
Identifying antecedents
Applying motivation:
Solving problems
Motivating self &
others
Motivating self
Motivating others
Feedback on how the effort
to motivate self and others
is going
Case study scenario
Understanding &
applying motivation
Explaining motivation:
Why we do what we do
Predicting motivation:
Identifying antecedents
Applying motivation:
Solving problems
Motivating self &
others
Motivating self
Motivating others
Feedback on how the effort
to motivate self and others
is going
Designing
motivational
interventions
Four case studies
Four success stories
Wisdom gained from
a scientific study of
motivation and
emotion
Designing
motivational
interventions
Four case studies
Four success stories
Wisdom gained from
a scientific study of
motivation and
emotion
78
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 447)
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 447)
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
79
Motivational intervention:
Three objectives
Based on Reeve (2009, pp. 456-457)
Causes?
Diagnose why the person is experiencing
motivational problems (Explaining)
Sources?
Identify the key sources of the person’s
motivation (Predicting)
Strategies?
Apply knowledge about motivation to solve
the problem (Applying)
Causes?
Diagnose why the person is experiencing
motivational problems (Explaining)
Sources?
Identify the key sources of the person’s
motivation (Predicting)
Strategies?
Apply knowledge about motivation to solve
the problem (Applying)
Motivational intervention:
Three objectives
Based on Reeve (2009, pp. 456-457)
Causes?
Diagnose why the person is experiencing
motivational problems (Explaining)
Sources?
Identify the key sources of the person’s
motivation (Predicting)
Strategies?
Apply knowledge about motivation to solve
the problem (Applying)
Causes?
Diagnose why the person is experiencing
motivational problems (Explaining)
Sources?
Identify the key sources of the person’s
motivation (Predicting)
Strategies?
Apply knowledge about motivation to solve
the problem (Applying)
80
Understanding & applying motivation
Based on Reeve (2009, p. 448)
Three objectives
PREDICT
(Sources)
APPLY
(Strategies)
EXPLAIN
(Causes)
How
conditions
will affect
motivation
and emotion
Why
people do
what
they do
Motivational
principles
to solve
practical
problems
Understanding & applying motivation
Based on Reeve (2009, p. 448)
Three objectives
PREDICT
(Sources)
APPLY
(Strategies)
EXPLAIN
(Causes)
How
conditions
will affect
motivation
and emotion
Why
people do
what
they do
Motivational
principles
to solve
practical
problems
81
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 448)
Three objectives
PREDICT
(Sources)
APPLY
(Strategies)
EXPLAIN
(Causes)
Ask what is
working?
(build on
strengths/
interests)
Extrinsic
motivation?
Lack of goals?
Quality of
relationships?
Lack of
meaning?
Ask her
about emotions?
Help build skills?
(competence)
Help her
identify goals?
Case study scenario 1:
Teenager struggling at school
Based on Reeve (2009, p. 448)
Three objectives
PREDICT
(Sources)
APPLY
(Strategies)
EXPLAIN
(Causes)
Ask what is
working?
(build on
strengths/
interests)
Extrinsic
motivation?
Lack of goals?
Quality of
relationships?
Lack of
meaning?
Ask her
about emotions?
Help build skills?
(competence)
Help her
identify goals?
82
Applying motivation:
Solving problems
Based on Reeve (2009, pp. 450-451)
Two questions:
How do I motivate myself?
How do I motivate others?
Two questions:
How do I motivate myself?
How do I motivate others?
Fix what isn't working
• Repairing weaknesses
• Overcoming pathology
Accentuate what is working
• Amplifying strengths
• Improving functioning
Solving motivational problemsSolving motivational problems
Applying motivation:
Solving problems
Based on Reeve (2009, pp. 450-451)
Two questions:
How do I motivate myself?
How do I motivate others?
Two questions:
How do I motivate myself?
How do I motivate others?
Fix what isn't working
• Repairing weaknesses
• Overcoming pathology
Accentuate what is working
• Amplifying strengths
• Improving functioning
Solving motivational problemsSolving motivational problems
83
Motivating self and others
Based on Reeve (2009, p. 453)
Resource for
motivating self
Life-long development of
inner motivational resources
Environmental
conditions
Situational events
Resource for
motivating others
Quality of interpersonal
relationships
Motive
status
• Needs
• Cognitions
• Emotions
Outcomes
• Performance
• Engagement
• Approach
• Well-being
Figure 16.1 Framework to think about motivating self and motivating others
Motivating self and others
Based on Reeve (2009, p. 453)
Resource for
motivating self
Life-long development of
inner motivational resources
Environmental
conditions
Situational events
Resource for
motivating others
Quality of interpersonal
relationships
Motive
status
• Needs
• Cognitions
• Emotions
Outcomes
• Performance
• Engagement
• Approach
• Well-being
Figure 16.1 Framework to think about motivating self and motivating others
84
Motivating self
Based on Reeve (2009, pp. 451-453)
Nurturing resources for motivating self:
Life-long development of
productive inner motivational resources
Experiencing
strong,
resilient,
and
productive
motivational states
Growing
approach-oriented
needs, cognitions,
and emotions
Motivating self
Based on Reeve (2009, pp. 451-453)
Nurturing resources for motivating self:
Life-long development of
productive inner motivational resources
Experiencing
strong,
resilient,
and
productive
motivational states
Growing
approach-oriented
needs, cognitions,
and emotions
85
Motivating others
Based on Reeve (2009, pp. 453-455)
Motivator
The person (self)
Outside force
Who is motivating the person?Who is motivating the person?
Motivating others
Based on Reeve (2009, pp. 453-455)
Motivator
The person (self)
Outside force
Who is motivating the person?Who is motivating the person?
86
Based on Reeve (2009, pp. 453-455)
Is the social context supporting the
person’s personal causation and inner
motivational resources?
Primary goal
Enhancing the other’s capacity for personal causation
(NOT producing compliance or a predetermined pattern of desired behaviour)
Interpersonal
relationship
Supports?
Undermines?
the person’s motivation
Motivating others
Based on Reeve (2009, pp. 453-455)
Is the social context supporting the
person’s personal causation and inner
motivational resources?
Primary goal
Enhancing the other’s capacity for personal causation
(NOT producing compliance or a predetermined pattern of desired behaviour)
Interpersonal
relationship
Supports?
Undermines?
the person’s motivation
Motivating others
87
Feedback on how the effort to
motivate self and others is going
Based on Reeve (2009, p. 455)
Emotions
• Interest
• Enjoyment
• Optimism
vs.
• Apathy
• Anger
• Pessimism
Overt
behaviours
●
Intense effort
●
Long persistence
●
Short latency to
begin
●
High probability
of occurrence
Well-being
●
Changes in vitality
and well-being
Feedback mechanism
Feedback on how the effort to
motivate self and others is going
Based on Reeve (2009, p. 455)
Emotions
• Interest
• Enjoyment
• Optimism
vs.
• Apathy
• Anger
• Pessimism
Overt
behaviours
●
Intense effort
●
Long persistence
●
Short latency to
begin
●
High probability
of occurrence
Well-being
●
Changes in vitality
and well-being
Feedback mechanism
88
Designing motivational interventions
Based on Reeve (2009, pp. 456-464)
Four success stories:
1. Attaining personal goals
2. Motivating students
3. Suppressing the urge to smoke
4. Autonomy-supportive parenting
Designing motivational interventions
Based on Reeve (2009, pp. 456-464)
Four success stories:
1. Attaining personal goals
2. Motivating students
3. Suppressing the urge to smoke
4. Autonomy-supportive parenting
89
Success stories:
Attaining personal goals
Students listed goals to attain in a semester
Rated extent to which goals reflect personal
interests and values
Self-management plans identified sources of
distraction and counter-behaviours
62% of goals completed – sig. higher for self-
concordant goals with implementation plans
Take-home message: Self-concordant goals
+ implementation plans → success
Students listed goals to attain in a semester
Rated extent to which goals reflect personal
interests and values
Self-management plans identified sources of
distraction and counter-behaviours
62% of goals completed – sig. higher for self-
concordant goals with implementation plans
Take-home message: Self-concordant goals
+ implementation plans → success
Based on Reeve (2009, pp. 459-460)
Success stories:
Attaining personal goals
Students listed goals to attain in a semester
Rated extent to which goals reflect personal
interests and values
Self-management plans identified sources of
distraction and counter-behaviours
62% of goals completed – sig. higher for self-
concordant goals with implementation plans
Take-home message: Self-concordant goals
+ implementation plans → success
Students listed goals to attain in a semester
Rated extent to which goals reflect personal
interests and values
Self-management plans identified sources of
distraction and counter-behaviours
62% of goals completed – sig. higher for self-
concordant goals with implementation plans
Take-home message: Self-concordant goals
+ implementation plans → success
Based on Reeve (2009, pp. 459-460)
90
Based on Reeve (2009, pp. 457-464)
Self-concordant goals
Goals: What people want to accomplish
Self-concordance:
Why people pursue these particular goals
Clear implementation
intentions
How people plan to reach the goals
High levels of
goal progress,
accomplishment,
and
positive affect
Success stories:
Attaining personal goals
Based on Reeve (2009, pp. 457-464)
Self-concordant goals
Goals: What people want to accomplish
Self-concordance:
Why people pursue these particular goals
Clear implementation
intentions
How people plan to reach the goals
High levels of
goal progress,
accomplishment,
and
positive affect
Success stories:
Attaining personal goals
91
Success stories:
Motivating students
Poor school attendance and performance
Intervention: Activities to bolster personal
causation (perceived autonomy) in regard to
schoolwork
Personal causation
→ Achievement motivation
→ Achievement
Long-term effects
Poor school attendance and performance
Intervention: Activities to bolster personal
causation (perceived autonomy) in regard to
schoolwork
Personal causation
→ Achievement motivation
→ Achievement
Long-term effects
Based on Reeve (2009, pp. 460-462)
Success stories:
Motivating students
Poor school attendance and performance
Intervention: Activities to bolster personal
causation (perceived autonomy) in regard to
schoolwork
Personal causation
→ Achievement motivation
→ Achievement
Long-term effects
Poor school attendance and performance
Intervention: Activities to bolster personal
causation (perceived autonomy) in regard to
schoolwork
Personal causation
→ Achievement motivation
→ Achievement
Long-term effects
Based on Reeve (2009, pp. 460-462)
92
Success stories:
Suppressing the urge to smoke
Nicotine
→ Dopamine (reinforcement)
→ More Nicotine use
Intervention:
Nicotine blocker
→ Low dopamine release (less
reinforcements)
→ decreased urge to smoke
Nicotine
→ Dopamine (reinforcement)
→ More Nicotine use
Intervention:
Nicotine blocker
→ Low dopamine release (less
reinforcements)
→ decreased urge to smoke
Based on Reeve (2009, pp. 462-463)
Success stories:
Suppressing the urge to smoke
Nicotine
→ Dopamine (reinforcement)
→ More Nicotine use
Intervention:
Nicotine blocker
→ Low dopamine release (less
reinforcements)
→ decreased urge to smoke
Nicotine
→ Dopamine (reinforcement)
→ More Nicotine use
Intervention:
Nicotine blocker
→ Low dopamine release (less
reinforcements)
→ decreased urge to smoke
Based on Reeve (2009, pp. 462-463)
93
Success stories:
Autonomy-supportive parenting
Jennifer, 10, danced since 4, but now wants
to do team sports with her friends
Parents supported Jennifer's strivings and
autonomy (avoiding amotivation/learned
helplessness and aggressive reactance)
Jennifer later requested to return to dance
Parents motivated daughter by providing a
relationship that supported and affirmed
daughter's capacity for self-determination
and autonomous self-regulation
Jennifer, 10, danced since 4, but now wants
to do team sports with her friends
Parents supported Jennifer's strivings and
autonomy (avoiding amotivation/learned
helplessness and aggressive reactance)
Jennifer later requested to return to dance
Parents motivated daughter by providing a
relationship that supported and affirmed
daughter's capacity for self-determination
and autonomous self-regulation
Based on Reeve (2009, pp. 460-462)
Success stories:
Autonomy-supportive parenting
Jennifer, 10, danced since 4, but now wants
to do team sports with her friends
Parents supported Jennifer's strivings and
autonomy (avoiding amotivation/learned
helplessness and aggressive reactance)
Jennifer later requested to return to dance
Parents motivated daughter by providing a
relationship that supported and affirmed
daughter's capacity for self-determination
and autonomous self-regulation
Jennifer, 10, danced since 4, but now wants
to do team sports with her friends
Parents supported Jennifer's strivings and
autonomy (avoiding amotivation/learned
helplessness and aggressive reactance)
Jennifer later requested to return to dance
Parents motivated daughter by providing a
relationship that supported and affirmed
daughter's capacity for self-determination
and autonomous self-regulation
Based on Reeve (2009, pp. 460-462)
94
Nuggets of wisdom
In tutorials, we will collect and organise your
“nuggets of wisdom” (short statements about
your greatest insights from the unit).
e.g.,
●What has been your most significant
learning about motivation and emotion?
●What is the take-home message from your
book chapter?
In tutorials, we will collect and organise your
“nuggets of wisdom” (short statements about
your greatest insights from the unit).
e.g.,
●What has been your most significant
learning about motivation and emotion?
●What is the take-home message from your
book chapter?
Nuggets of wisdom
In tutorials, we will collect and organise your
“nuggets of wisdom” (short statements about
your greatest insights from the unit).
e.g.,
●What has been your most significant
learning about motivation and emotion?
●What is the take-home message from your
book chapter?
In tutorials, we will collect and organise your
“nuggets of wisdom” (short statements about
your greatest insights from the unit).
e.g.,
●What has been your most significant
learning about motivation and emotion?
●What is the take-home message from your
book chapter?
95
Wisdom gained from a scientific
study of motivation & emotion
Based on Reeve (2009, p. 464)
1. Human nature can be discovered using
scientific methods
2. What we don't know about motivation and
emotion exceeds what we do know
3. The brain is as much about motivation and
emotion as it is about cognition and thinking
4.We routinely underestimate how powerful a
motivational force biological urges can be
when we are currently not experiencing
them
1. Human nature can be discovered using
scientific methods
2. What we don't know about motivation and
emotion exceeds what we do know
3. The brain is as much about motivation and
emotion as it is about cognition and thinking
4.We routinely underestimate how powerful a
motivational force biological urges can be
when we are currently not experiencing
them
Wisdom gained from a scientific
study of motivation & emotion
Based on Reeve (2009, p. 464)
1. Human nature can be discovered using
scientific methods
2. What we don't know about motivation and
emotion exceeds what we do know
3. The brain is as much about motivation and
emotion as it is about cognition and thinking
4.We routinely underestimate how powerful a
motivational force biological urges can be
when we are currently not experiencing
them
1. Human nature can be discovered using
scientific methods
2. What we don't know about motivation and
emotion exceeds what we do know
3. The brain is as much about motivation and
emotion as it is about cognition and thinking
4.We routinely underestimate how powerful a
motivational force biological urges can be
when we are currently not experiencing
them
96
Wisdom gained from a scientific
study of motivation & emotion
Based on Reeve (2009, p. 464)
5. The quality of one's motivation matters as
much as does its quantity
6. To flourish, motivation needs supportive
conditions, especially supportive
relationships
7. We share many of the same needs, while
other needs are acquired through
experience
8. We do not do our best when we “try to do
our best”; rather, we do our best when
pursue a difficult, specific goal
5. The quality of one's motivation matters as
much as does its quantity
6. To flourish, motivation needs supportive
conditions, especially supportive
relationships
7. We share many of the same needs, while
other needs are acquired through
experience
8. We do not do our best when we “try to do
our best”; rather, we do our best when
pursue a difficult, specific goal
Wisdom gained from a scientific
study of motivation & emotion
Based on Reeve (2009, p. 464)
5. The quality of one's motivation matters as
much as does its quantity
6. To flourish, motivation needs supportive
conditions, especially supportive
relationships
7. We share many of the same needs, while
other needs are acquired through
experience
8. We do not do our best when we “try to do
our best”; rather, we do our best when
pursue a difficult, specific goal
5. The quality of one's motivation matters as
much as does its quantity
6. To flourish, motivation needs supportive
conditions, especially supportive
relationships
7. We share many of the same needs, while
other needs are acquired through
experience
8. We do not do our best when we “try to do
our best”; rather, we do our best when
pursue a difficult, specific goal
97
Wisdom gained from a scientific
study of motivation and emotion
Based on Reeve (2009, p. 464)
9. The cognitive pillars of motivated action
are “I can do it” and “It will work.”
10. Boosting self-esteem is a poor
motivational strategy.
11. All emotions are good.
12. Emotions are biological, cognitive,
and social reactions to important events
in our life.
9. The cognitive pillars of motivated action
are “I can do it” and “It will work.”
10. Boosting self-esteem is a poor
motivational strategy.
11. All emotions are good.
12. Emotions are biological, cognitive,
and social reactions to important events
in our life.
Wisdom gained from a scientific
study of motivation and emotion
Based on Reeve (2009, p. 464)
9. The cognitive pillars of motivated action
are “I can do it” and “It will work.”
10. Boosting self-esteem is a poor
motivational strategy.
11. All emotions are good.
12. Emotions are biological, cognitive,
and social reactions to important events
in our life.
9. The cognitive pillars of motivated action
are “I can do it” and “It will work.”
10. Boosting self-esteem is a poor
motivational strategy.
11. All emotions are good.
12. Emotions are biological, cognitive,
and social reactions to important events
in our life.
98
Wisdom gained from a scientific
study of motivation and emotion
Based on Reeve (2009, p. 464)
13. Happiness lies in our genes and in what
we choose to strive for.
14. We are not always consciously aware
of the motivational basis of our behaviour.
15. Encouraging growth is more
productive than is trying to cure
weakness.
16. There is nothing so practical as a good
theory.
13. Happiness lies in our genes and in what
we choose to strive for.
14. We are not always consciously aware
of the motivational basis of our behaviour.
15. Encouraging growth is more
productive than is trying to cure
weakness.
16. There is nothing so practical as a good
theory.
Wisdom gained from a scientific
study of motivation and emotion
Based on Reeve (2009, p. 464)
13. Happiness lies in our genes and in what
we choose to strive for.
14. We are not always consciously aware
of the motivational basis of our behaviour.
15. Encouraging growth is more
productive than is trying to cure
weakness.
16. There is nothing so practical as a good
theory.
13. Happiness lies in our genes and in what
we choose to strive for.
14. We are not always consciously aware
of the motivational basis of our behaviour.
15. Encouraging growth is more
productive than is trying to cure
weakness.
16. There is nothing so practical as a good
theory.
99
Feedback
Feedback
100
IntegrateIntegrate
theories and
current research research
towards explaining the role of
motivationmotivation and emotionsemotions
in human behaviour.
Learning outcomes
IntegrateIntegrate
theories and
current research research
towards explaining the role of
motivationmotivation and emotionsemotions
in human behaviour.
Learning outcomes
101
Generic skills
Communication
Working independently and with
others
Professionalism and social
responsibility
Communication
Working independently and with
others
Professionalism and social
responsibility
Generic skills
Communication
Working independently and with
others
Professionalism and social
responsibility
Communication
Working independently and with
others
Professionalism and social
responsibility
102
What worked for you?
What didn't work so well for you?
How could this unit be improved?
Put honest views in the Unit
Satisfaction Survey
Also feel free to contact me directly
with your feedback about any aspect of
the unit.
Review and feedback
What worked for you?
What didn't work so well for you?
How could this unit be improved?
Put honest views in the Unit
Satisfaction Survey
Also feel free to contact me directly
with your feedback about any aspect of
the unit.
Review and feedback
103
1.*
Ideas and suggestions (2013)
1.*
Ideas and suggestions (2013)
104
Quizzes preferred to exam
Quiz autonomy good
Book chapter preferred to essay – more real life/advanced
skills, with choice of topic and social expectation
Online platform allowed collaboration and feedback
Multimedia preferred to group presentation
Screenr functionality – no timer shows & if messed up had
to re-record
Could people have a choice of presentation format
Extra workshops for book chapter & multimedia – e.g.,
mid-semester 2/3 might turn up - or tutorials in a lab
Not everyone has internet connection or has limits
Lecture notes – simplifed non-image? - download size
All assessment towards end-of-semester e.g., have a draft
outline due mid-semester
Ideas and suggestions (2011)
Quizzes preferred to exam
Quiz autonomy good
Book chapter preferred to essay – more real life/advanced
skills, with choice of topic and social expectation
Online platform allowed collaboration and feedback
Multimedia preferred to group presentation
Screenr functionality – no timer shows & if messed up had
to re-record
Could people have a choice of presentation format
Extra workshops for book chapter & multimedia – e.g.,
mid-semester 2/3 might turn up - or tutorials in a lab
Not everyone has internet connection or has limits
Lecture notes – simplifed non-image? - download size
All assessment towards end-of-semester e.g., have a draft
outline due mid-semester
Ideas and suggestions (2011)
105
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.
Note: Image credits are in the slide notes which are downloadable from Slideshare
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.
Note: Image credits are in the slide notes which are downloadable from Slideshare
106
Open Office Impress
This presentation was made using
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http://www.openoffice.org/product/impress.html
This presentation was made using
Open Office Impress.
Free and open source software.
http://www.openoffice.org/product/impress.html
Open Office Impress
This presentation was made using
Open Office Impress.
Free and open source software.
http://www.openoffice.org/product/impress.html
This presentation was made using
Open Office Impress.
Free and open source software.
http://www.openoffice.org/product/impress.html
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