3. What Is MotivationWhat Is Motivation??
īMotivation is defined as the conditionsMotivation is defined as the conditions
īwhichwhich initiate ,guide, and maintaininitiate ,guide, and maintain
ībehaviors, usually until a goal has beenbehaviors, usually until a goal has been
īreachedreached or the response has beenor the response has been
īblockedblocked..
4. Types of Motives
īMcClelland ,Koestner and Weinberger
ī)1989(,posited that two types of of motives
īcoexist within the person:
īA- Implicit motives, which operate
noconsciously. People may have no
īor only very limited insight into what
īmotivates their behavior.
ī
5. Types of Motives
īB â Self-attributed )or explicit( motives,
īare linked to the goals and expectations
īthat are normative for a particular group
ī)family ,peer ,society( and that thus focus
īthe individual's decisions and behaviors on
īwhat the group deems important and
īdesirable.
6. Types of Motives
īA. Primary or unlearned motivesA. Primary or unlearned motives::
īSome unlearned motives are calledSome unlearned motives are called
īsurvival motives because they must besurvival motives because they must be
īsatisfied for an organism to continue tosatisfied for an organism to continue to
īlivelive..
īHunger âThirst â the need for AirHunger âThirst â the need for Airââ
īPain âunlearned but is not a survivalPain âunlearned but is not a survival
7. Types of Motives
īB-Learned motives )social motivesB-Learned motives )social motives( :( :
īThey develop from social interactionsThey develop from social interactions..
īIn many societies they becameIn many societies they became
īpredominant motives because survivalpredominant motives because survival
īmotives aremotives are satisfied readily and easilysatisfied readily and easily..
8. Types of Motives
īNeed for dominanceNeed for dominance
īNeed for AffiliationNeed for Affiliation
īNeed for AchievementNeed for Achievement
9. Motivation and Leadership
ī)Effective leaders have the ability to
īconsistently move themselves and
īothers to action because they
īunderstand the" invisible forces" that
īshape us(
10. Theories of MotivationTheories of Motivation
īBiologicalBiological theories of motivation focus ontheories of motivation focus on
the importance of biological processes inthe importance of biological processes in
determining motivated behaviordetermining motivated behavior..
īInstinctsInstincts are unlearned, species-specificare unlearned, species-specific
behaviors that are more complex thanbehaviors that are more complex than
reflexes and triggered by environmentalreflexes and triggered by environmental
events called releasing stimulievents called releasing stimuli..
11. The Psychoanalytical ViewThe Psychoanalytical View
īFor Freud ,For Freud , sexualitysexuality andand aggressionaggression areare
the ultimate wellsprings of humanthe ultimate wellsprings of human
motivationmotivation..
A - Sexuality and all otherA - Sexuality and all other life instinctslife instincts..
B - Aggression and all otherB - Aggression and all other deathdeath
instinctsinstincts..
12. The Humanistic ViewThe Humanistic View
īCarl Rogers writesCarl Rogers writes::
īThere is an inherent tendency of theThere is an inherent tendency of the
īorganism to develop all its capacity inorganism to develop all its capacity in
īways which serves to maintain or enhanceways which serves to maintain or enhance
īthe personthe person..
īPeoplePeople need to be loved for their veryneed to be loved for their very
īexistence as personsexistence as persons..
13. The Humanistic ViewThe Humanistic View
īLove and acceptanceLove and acceptance are oftenare often
īconditionalconditional : We are praised, rewarded: We are praised, rewarded
ī,,liked, admired and blessed for particularliked, admired and blessed for particular
īthings that we do ,say ,think ,and feelthings that we do ,say ,think ,and feel..
īSuch conditional positive regards fromSuch conditional positive regards from
īothers leads toothers leads to apprehensionapprehension ofof conditionsconditions
īof worthof worth..
14. Social Learning TheorySocial Learning Theory
īSuggests thatSuggests that previous learningprevious learning is a majoris a major
īsource of motivation. The success orsource of motivation. The success or
īfailure of particular responses leads to anfailure of particular responses leads to an
īunderstanding of what will produceunderstanding of what will produce
īpositive or negativepositive or negative consequences andconsequences and
īdesire to repeat successful behaviorsdesire to repeat successful behaviors..
15. Social Learning TheorySocial Learning Theory
īObserving another personObserving another person succeed or failsucceed or fail
īmay be sufficient to produce motivemay be sufficient to produce motive
īconditionsconditions..
16. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
īResearch onResearch on intrinsic motivationintrinsic motivation suggestssuggests
īthat providingthat providing rewards and incentivesrewards and incentives forfor
īintrinsicallyintrinsically enjoyableenjoyable behaviours maybehaviours may
īwork not to reinforce but rather towork not to reinforce but rather to
īundermineundermine these behavioursthese behaviours..
17. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
īDeci & Ryan argue that self -determinedDeci & Ryan argue that self -determined
behaviours stem from three basic psychologicalbehaviours stem from three basic psychological
needsneeds::
īFirstFirst :the need for the:the need for the competencecompetence
īencompasses the person's strivings toencompasses the person's strivings to
īcontrol the outcomes of eventscontrol the outcomes of events and toand to
īexperience a sense of mastery andexperience a sense of mastery and
īeffectiveness in dealing with theeffectiveness in dealing with the
īenvironmentenvironment..
18. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
ī
īSecondSecond :The need for autonomy involves:The need for autonomy involves
īthe desire to feel that one isthe desire to feel that one is independentindependent
īof external pressuresof external pressures and able to relate toand able to relate to
īthe world as an origin rather than pawnthe world as an origin rather than pawn..
19. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
īThirdThird : The need for: The need for relatednessrelatedness
īencompasses a person's strivings to careencompasses a person's strivings to care
īfor others ,to feel that others are relatingfor others ,to feel that others are relating
īto self in authentic and mutually supportiveto self in authentic and mutually supportive
īways ,and to feel satisfying and coherentways ,and to feel satisfying and coherent
īinvolvement with the social world moreinvolvement with the social world more
īgenerallygenerally..
20. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
īSome studies have shown that as peopleSome studies have shown that as people
īmake significant progress in themake significant progress in the
īattainment of goals that contribute to theattainment of goals that contribute to the
īneeds forneeds for autonomyautonomy ,,competencecompetence ,and,and
īinterpersonal relatednessinterpersonal relatedness ,they experience,they experience
īhigher level ofhigher level of mental healthmental health ,self-actualization,self-actualization
ī,,and psychological-well-beingand psychological-well-being..
21. Intrinsic Motivation and Self-Intrinsic Motivation and Self-
Determination TheoryDetermination Theory
ī
īFirstFirst: the social environment may offer: the social environment may offer
īautonomy supportautonomy support..
īSecondSecond : the social environment may: the social environment may
īprovideprovide structure for behaviourstructure for behaviour..
īThirdThird : The social environment may: The social environment may
īofferoffer interpersonal involvementinterpersonal involvement..
ī
ī
22. Four Basic NeedsFour Basic Needs
īConstructive Thinking âConstructive Thinking â Seymour Epstein, 1998Seymour Epstein, 1998..
ī11ââTo maximizeTo maximize pleasurepleasure and minimizeand minimize painpain..
ī22ââTo maintain a coherent ,realistic set of beliefs thatTo maintain a coherent ,realistic set of beliefs that
īallows one toallows one to operate effectively in the worldoperate effectively in the world..
īToTo make sensemake sense out of your experienceout of your experience..
ī33ââTo have closeTo have close emotional (satisfying)emotional (satisfying) relationshipsrelationships
īwith otherswith others..
ī44ââTo haveTo have high self-esteemhigh self-esteem ( to( to think well of yourself ).-think well of yourself ).-
self-esteem is apparently a need that can overrideself-esteem is apparently a need that can override
the need to avoid pain and even to preserve one's lifethe need to avoid pain and even to preserve one's life..
ī
23. Emotion and MotivationEmotion and Motivation
īThe highest incidence ofThe highest incidence of
heart attack in America isheart attack in America is
on Monday mooringon Monday mooring..
25. EmotionEmotion
ī
īAll three of these wordsAll three of these wordsââ
īemotionemotion ,,movemove ,, motivatemotivate â share theâ share the
Latin rootLatin root emovareemovare ,which means to,which means to
movemove..
26. The What of EmotionThe What of Emotion
īEmotion is the awareness of a feelingEmotion is the awareness of a feeling
īelicited in response to an environmentalelicited in response to an environmental
īstimulus, accompanied by physiologicalstimulus, accompanied by physiological
īchanges overt behaviors such as facialchanges overt behaviors such as facial
īexpressionsexpressions..
27. The What of EmotionThe What of Emotion
īEmotions are reactions to matters thatEmotions are reactions to matters that
īseem to be very important to ourseem to be very important to our welfare..
īEmotions often begin so quickly that weEmotions often begin so quickly that we
īareare not aware of he processesnot aware of he processes in our mindin our mind
īThat set them offThat set them off..
28. Theories of EmotionTheories of Emotion
īThe commonsense view of emotionsThe commonsense view of emotions
states the sequence of events instates the sequence of events in
emotional responding asemotional responding as::
īŦ
emotional stimulusemotional stimulus
īŦ
emotionemotion
īŦ
physiological changesphysiological changes..
29. Theories of EmotionTheories of Emotion
īThe James-Lange theoryThe James-Lange theory states thatstates that
physiological changes precede andphysiological changes precede and
actually create emotionsactually create emotions..
īThe sequence of events in emotionalThe sequence of events in emotional
responding isresponding is::
īŦ
EEmotionalmotional SStimulustimulus
īŦ
PPhysiological changeshysiological changes
īŦ
EEmotionmotion..
30. Theories of EmotionTheories of Emotion
īThe Cannon-Bard theoryThe Cannon-Bard theory stresses the rolestresses the role
īof the thalamus inof the thalamus in simultaneouslysimultaneously relayingrelaying
īemotional input to the cortex andemotional input to the cortex and
īsympathetic nervous systemsympathetic nervous system..
31. Theories of EmotionTheories of Emotion
īDifferent emotions are mediated byDifferent emotions are mediated by
īdifferentdifferent brain networksbrain networks ,different,different
īmodules, andmodules, and evolutionary changesevolutionary changes in ain a
īparticular network don`t necessarilyparticular network don`t necessarily
īaffect the others directlyaffect the others directly..
ī
32. The Physiological ComponentsThe Physiological Components
īThere are some physiological differences among theThere are some physiological differences among the
emotions such as increased heart rate in angeremotions such as increased heart rate in anger..
33. The Basic EmotionsThe Basic Emotions
īThere are believed to eight basic emotionsThere are believed to eight basic emotions::
ī11--AngerAnger
ī22--SorrowSorrow
ī33ââJoyJoy
ī44ââSurpriseSurprise
ī55--FearFear
ī66--DisgustDisgust
ī77ââGuiltshameGuiltshame
ī88--InterestInterest
34. The Expressive ComponentsThe Expressive Components
īNonverbal communication involvesNonverbal communication involves
īcommunication through body languagecommunication through body language,,
īmovements, and gesturesmovements, and gestures..
35. The Expressive ComponentsThe Expressive Components
īParalanguage involves communicationParalanguage involves communication
īthrough tone of voice, rate of speechthrough tone of voice, rate of speech,,
īpauses, sighs, and loudnesspauses, sighs, and loudness..
36. The Expressive ComponentsThe Expressive Components
īCompared with men, women report moreCompared with men, women report more
emotional experiences and greateremotional experiences and greater
comfort with emotionscomfort with emotions..
īOne possible explanation is that women'sOne possible explanation is that women's
roles and occupations tend to requireroles and occupations tend to require
greatergreater sensitivitysensitivity to the emotionalto the emotional
expressions inexpressions in othersothers..
37. Social component
īThe separation of reason and emotion ,at its
extreme ,is the hallmark of the psychopath.
īBut a society that worships reason is
concerned only with the excesses of emotion
,not those of so â called rationality.
)Miriam Greenspan,2003.(
38. Social component
The Bad Listening to Pain:
Ignoring , stopping ,and shaming or punishing
emotion are the three parenting styles that most
often results in emotional illiteracy in children.
In an emotion phobic culture ,most of us don't
know how to listen very well to emotional pain
for the simple reason that we have never been
taught that doing so is a good thing , or how to
do it.
39. The Cognitive ComponentsThe Cognitive Components
īAppraisal theories of emotion propose thatAppraisal theories of emotion propose that
īhow we makehow we make judgmentsjudgments about eventsabout events
īleads to emotional reactionsleads to emotional reactions..
īCultural valuesCultural values can influence people'scan influence people's
emotionsemotions..
40. Positive Emotion
ī
Why do positive emotion exist?
ī1-Broadens a person's mindset.
ī2-Making novel responses more likely.
ī3-Undo lingering negative emotions.
ī4-Build resilience for confronting challenges in
īthe future.
)Isen,2000,Fredrickson,2006
41. Positive Emotion
īPeople should cultivate positive emotions
īin themselves and in those around them
īnot just as end â states in themselves
ī,but also as means to achieving
īpsychological growth and improved
īpsychological and physical well-being
īovertime.
43. Emotions Regulation
īPeople can regulate their emotions by:
īA â Managing the situation to which they
īexpose themselves.
īB â Transforming their responses by
īreviewing the situation.
īC â Suppressing or intensifying their
īresponses.
44. Emotional IntelligenceEmotional Intelligence
ī Definition :Definition :
īThe ability to perceive emotions ,toThe ability to perceive emotions ,to
īaccess and generate emotions so as toaccess and generate emotions so as to
īassist thought ,to understand emotionsassist thought ,to understand emotions
īand emotional knowledge ,and toand emotional knowledge ,and to
īreflectively regulate emotions so as toreflectively regulate emotions so as to
īpromotepromote emotional and intellectual growthemotional and intellectual growth..