Introduction. Teaching staff. Unit outline. Dr. James Neill (convener, lecturer & tutor)

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1 Motivation & Emotion Introduction Dr James Neill Centre for Applied Psychology University of Canberra 2014 Image source 1 Unit outline Teaching staff Dr. James Neill (convener, lecturer & tutor) 3 4 Contacting James Neill Face to face: Before or after tutorials and lectures or by appointment. Office hours: Wed (after lectures) in lecture weeks (12D12) Open discussion: Moodle discussion forum, Wikiversity talk page (jtneill), Twitter (jtneill) #emot14 Private message: Moodle message or james.neill@canberra.edu.au Learning outcomes Be able to: integrate theories and current research towards explaining the role of motivation and emotion in human behaviour. Phone:

2 Syllabus 1. Drives and instincts 2. Theories of motivation, consciousness and volitional behaviour 3. Self-control and self-regulation 4. Structure and function of emotions 5. Relationships between emotion and cognition 6. Regulation of emotions Flexible delivery mode 1. There are optional on-campus activities (lectures and tutorials) 2. You can choose f2f or virtual tutorials 3. Lectures and tutorials are recorded, with accompanying notes 4. It is possible to successful achieve the learning objectives via f2f, virtual, or blended engagement your choice 7 8 Timetable 1. Lectures: Wednesdays B2 Weeks 1-7, Tutorials: T1 Wed A2 W 1, 3, 5, 7, 10, 12 T2 Thu A2 W 1, 3, 5, 7, 10, 12 T3 Wed A2 W 2, 4, 6, 9, 11, 14 T4 Wed Vir W 2, 4, 6, 9, 11, 14 T5 Thu A2 W 2, 4, 6, 9, 11, 14 Textbook Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley. 9 10

3 Lectures 12 x 2 hour weekly lectures based on Reeve (2009) textbook chapters 1 st half about motivation 2 nd half about emotion Lecture video and audio will be recorded and downloadable. Access via Moodle site Lectures - Topics 1. Introduction 2. Assessment task skills 3. Brain & physiological needs 4. Personal & social needs 5. I-E motivation and goal setting 6. Personal control & the self Lectures - Overview 7. Nature of emotion 8. Aspects of emotion 9. Personality, motivation & emotion 10. Unconscious motivation 11. Growth psychology 12. Summary and conclusion 15 Tutorials 1. 6 x 2hr x fortnightly tutorials 2. Follows and extends lecture and textbook chapter topics 3. Structure 1. ~20% content review 2. ~50% activities 3. ~30% assessment task skills 16 Tutorials - Topics Tutorial attendance 1. Introduction + Wiki editing 2. Needs 3. Self & goals 4. Emotion 5. Personality 6. Growth psychology 1. Tutorial attendance is strongly recommended but not compulsory. 2.Tutorials provide hands-on skills and activities which are directly related to the assessment exercises. 3. Non-engagement in tutorials will make successful completion of the assessment exercises more difficult

4 Assessment - Overview Workload 1. Book chapter (50%): Due 9am Mon Week Multimedia (20%) Due 9am Mon Week Quizzes (30%) Due 9am Mon Week Task Textbook chapter (50%) Multimedia (20%) Quizzes (30%) Expected time involved 50 hours: 8 hours to learn "how", 20 hours research, 22 hours preparation. (With 100 students, this is equivalent to one person working full-time for 3 years!) 10 hours: 2 hours to learn "how", 6 hours preparation, 2 hours to record & finalise. 90 hours: 12 lectures (x 2 hours each; 24 hours), 6 tutorials (x 2 hours each; 12 hours), 16 chapters (x 3 hours each; 48 hours) and 6 hours completing the quizzes. 20 Generic skills Book chapter - Task Author an interesting, well-written, freely available, online, selfimprovement book chapter about a specific, unique motivation or emotion topic. Consider how psychological theory and research knowledge can be used to help people live more effective motivational or emotional lives Book chapter Guidelines 1. Theme 2. User name 3. Topic 4. Location 5. Licensing 6. Academic integrity, independence, & collaboration 7. Length 8. Feedback & peer review 9. Submission 23

5 Topic examples - Motivation Motivation How can we? e.g., be more motivated to achieve? be more efficient with our time? procrastinate less? motivate others to do uninteresting tasks? eat a healthy diet? exercise more? Topic examples - Emotion Emotion How can we? e.g., be happier? become more emotionally intelligent? measure emotions? express emotions? become more aware of others' emotions? deal with our anger? attract a partner? Book chapter - Marking criteria 1. Theory (30%): Effective use of key theoretical concepts, critical thinking & application of theory. 2. Research (30%): Key peer-reviewed research discussed in relation to theoretical aspects of the topic. 3. Written expression (30%): Interesting and readable, logical structure, interactive learning features, APA style. 4. Social contribution (10%): Helping others to improve book quality. Logged. 27 Book chapter - Topic signup Table of contents: Some possible topics are available you are encouraged to suggest more must be unique (not already covered on Wikiversity) Lecture 2 and Tutorial 1: Discuss/expand the table of contents Sign up or negotiate topic: You can propose or sign up to a chapter topic any time. You should have a topic by the end of W3. 28 Multimedia - Task Multimedia Guidelines Create a multimedia presentation (video) about the same topic as the book chapter. Max. 5 mins. 1. Chapter overview 2. Style 3. Format 4. Location 5. Equipment 6. Length 7. Copyright 8. Attribution 9. Links 29 30

6 Multimedia - Marking criteria 1. Structure and content (25%): Welldesigned, logical content which overviews the chapter content 2. Communication (50%): Clear, wellpaced, engaging communication of ideas 3. Production quality (25%): Clear picture and sound. Informative title, description, license, etc. 31 Student feedback (2011) Best aspects? Choosing our own topic and writing a chapter that was meaningful to us, using a new medium that extended our skills. Learning to use the Wiki, and writing in this way was more relevant to real life than an essay. Really engaging unit! Worst aspects? did not like at all the focus on wikiversity and multimedia/social media aspect... overly challenging to be learning the content as well as the medium. 32 Quizzes - Task Online quizzes about each of the 16 textbook chapters Equally-weighted 10-item multiplechoice quizzes. Quizzes Guidelines 1. Attempts 2. Availability 3. Content 4. Academic integrity 5. Reviewing results 6. Time limit 7. Weighting Image source: Key dates 1. W03 Sign up for chapter topic 2. W04 (Fri) - Final date to withdraw without penalty 3. W08 - Mid-semester break 4. W08 (Fri) Final date to withdraw without incurring fail grade 5. W12 (Mon 9am) - Book chapter due 6. W13 (Mon 9am) - Multimedia due 7. W14 (Mon 9am) - Quizzes due 35 Introduction to the study of motivation Reading: Reeve (2009), Ch 1, pp Image source 36

7 Activity: What is motivation and emotion? 1. Write your own definition of: 1. motivation 2. emotion 2. Share and discuss your definitions with someone else. 3. Modify/improve your definitions 4. Let's hear some definitions (2 min.) What is motivation? "motivation" derives from the Latin verb movere (to move) 37 Image source: CC-by-A Motivation = Energy + Direction Processes that give behaviour energy and direction. Energy (Strength): Behaviour is relatively strong, intense and persistent Direction (Purpose): Behaviour is aimed toward achieving a particular purpose or goal Motivational science: The function & utility of good theory Reality (In all its complexity) Applications; Recommendations (How to support and enhance motivation and emotion in applied settings) Theory (Created by motivational psychologists) Data (To test the adequacy of each hypothesis) Hypotheses (Derived from theory) Image source: CC-by-SA Based on Reeve (2009), Figure Motivational reasons to exercise Reeve (2009), Table 1 Two perennial questions What causes behaviour? Why does behaviour vary in its intensity? 41 Why did she do that? Why do people do what they do?? Why does a person behave one way in a particular situation at one time yet behave in a different way at another time? What are the motivational differences among individuals, and how do such differences arise? Based on Reeve (2009, pp. 5-8) 42

8 Internal motives Specific questions that constitute the core problems to be solved in motivation study 1. What starts behaviour? 2. How is behaviour sustained over time? 3. Why is behaviour directed towards some ends but away from others? 4. Why does behaviour change its direction? 5. Why does behaviour stop? Four motivational sources Motivation is concerned with the processes that give behavior its energy and direction. Four processes are capable of giving behaviour its energy and direction Needs Cognitions Emotions External events Based on Reeve (2009, pp. 5-6) 43 Based on Reeve (2009, Figure 1.2, pp. 8-9) 44 Measuring motivation: Expressions of motivation Behaviour Engagement Brain & physiology activations Self-report Based on Reeve (2009, pp ) 45 Engagement: Four inter-related aspects. Engagement Behavioural engagement Emotional engagement Cognitive engagement Voice Attention Effort Persistence Interest Enjoyment Low anger Low frustration Sophisticated learning strategies Active self-regulation Offers suggestions Makes contributions Asks questions Based on Reeve (2009, Figure 1.3, p. 12) 47

9 Self-report 1. People can typically self-report their motivation e.g., via interview or questionnaire 2. Questionnaires are easy to administer but there can be a lack of correspondence between what people say their motivations are and people's behavioural and physiological expressions Based on Reeve (2009, pp ) 49 Motives vary over time & influence the ongoing stream of behaviour Motivation is a dynamic process (always changing, always rising and falling) rather than a discrete event or static condition. How motives influence behaviour for a student sitting at a desk Stream of behaviour and changes in the strength of its underlying motives Note: The number of asterisks in column 4 represents the intensity of the aroused motive. One asterisk denotes the lowest intensity level, while five asterisks denote the highest intensity level. Based on Reeve (2009, Table 1.4, p. 15) 51 Based on Reeve (2009, Figure 1.4, p. 16) 52 Framework to understand the study of motivation Using motivational theories to solve practical problems Antecedent conditions Motive status Sense of wanting to Urge to approach vs. avoid Needs Cognitions Emotions Energising & directing Behaviour Engagement Physiology Self-Report Practical problem e.g., Student dropout Mediocre performance Given what I know about human motivation & emotion Theories Empirical findings Practical experience Proposed solution/ intervention, if any Do I have a strong reason to believe that my proposed intervention will produce positive benefits? Do no harm Based on Reeve (2009, Figure 1.5, p. 22) 53 Based on Reeve (2009, p. 22) 54

10 Motivation in historical perspective Reading: Reeve (2009), Ch 2, Motivation in historical perspective A historical view of motivation study helps us to consider how the concept of motivation came to prominence, how it changed and developed, how ideas were challenged and replaced, how the field reemerged and brought together various disciplines within psychology. 57 Based on Reeve (2009, Ch 2) 58 History of motivation (Overview) 1. Will 2. Instinct 3. Drive Freud s Drive Theory Hull s Drive Theory 4. Incentive, Arousal, Discrepancy 5. Rise of Mini-theories st dedicated journal, Motivation and Emotion 6. Contemporary era 2004 M&E unit 1st taught at UC Based on Reeve (2009, Ch 2, pp ) Ancient philosophers, Descartes Darwin, James, McDougall Active nature of the person Cognitive revolution Applied socially relevant research 59 Grand theories of motivation All-encompassing theories that seek to explain the full range of motivated action - why we eat, drink, work, play, compete, fear certain things, read, fall in love, and so on. Will Instinct Drive Ancient philosophers understood motivation within two themes: good, rational, immaterial, and active (i.e., the will) primitive, impulsive, biological, and reactive (i.e., bodily desires). Physiological analysis of motivation by focusing on the mechanistic. The appeal of instinct doctrine was its ability to explain unlearned behaviour that had energy and purpose (i.e., goal-directed biological impulses). Based on Reeve (2009, Ch 2, pp ) Behaviour was motivated to the extent that it served the needs of the organism and restored a biological homeostasis. 60

11 Summary of Freud's drive theory Summary of Hull's drive theory Drive s Source Drive s Impetus Drive s Object Drive s Aim A bodily deficit occurs (e.g., blood sugar drops & a sense of hunger emerges). The intensity of the bodily deficit grows & emerges into consciousness as a psychological discomfort, which is anxiety. Seeking to reduce anxiety & satisfy the bodily deficit, the person searches out & consumes a need satisfying environmental object (e.g., food). If the environmental object successfully satisfies the bodily deficit, satisfaction occurs & quiets anxiety, at least for a period of time. Based on Reeve (2009, Ch 2, Figure 2.1, p. 31) 61 Image source: 62 Decline of grand theories of motivation Post-drive theory years Will Instinct Drive Third, the field focused on applied, socially relevant problems. The philosophical The physiological Drive theory proved itself study of the will study of the to be overly limited in turned out to be a instinct proved to scope, and with its dead end that be an intellectual rejection came the field s explained very little dead end as well, disillusionment with grand about motivation, as it became theories in general, though as it actually raised clear that several additional grand more questions naming is not motivational principles than it answered. explaining. emerged with some success, including Based on Reeve (2009, Ch 2) incentive and arousal. 63 First, motivation study rejected its commitment to a passive view of human nature and adopted a more active portrayal of human beings. Based on Reeve (2009, Ch 2, pp ) Second, motivation turned decidedly cognitive and somewhat humanistic. 64 Outline of the typical development of a scientific discipline Preparadigmatic Paradigmatic Crisis and Revolution New paradigm A budding science emerges. It consists of participants who do not share the same language or the same knowledge base. Debates are frequent about what should be the discipline s methods, problems, and solutions. Preparadigmatic factionalism merges into a shared consensus about what constitutes the discipline s methods, problems, and solutions. This shared consensus is called a paradigm. Participants who share this paradigm accumulate knowledge and make incremental advances. An anomaly emerges that cannot be explained by the existing consensus/paradigm. A clash erupts between the old way of thinking (that can explain the anomaly). The new way brings discipline-changing progress. Embracing the new consensus, participants settle back into the new paradigm (a new Paradigmatic stage). Progress returns to making incremental advances. Based on Reeve (2009, Ch 2) 65 Unlike grand theories that try to explain the full range of motivation, mini-theories limit their attention: Rise of the mini-theories 1. Motivational phenomenon (e.g.., the flow experience) 2. Spec. circumstances that affect motivation (e.g., failure feedback) 3. Groups of people (e.g., extraverts, children, workers) 4. Theoretical questions (e.g., what is the relationship b/w cog. & emotion?) Based on Reeve (2009, Ch 2, pp ) 66

12 Abbreviated list of mini-theories Achievement motivation theory (Atkinson, 1964) Relationship of motivation study to psychology s areas of specialisation 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) Motivation study in the 21st century is populated by multiple perspectives and multiple voices, all of which contribute a different piece to the puzzle of motivation and emotion study Industri al/organ isational Clinical Based on Reeve (2009, Ch 2, pp ) 67 Based on Reeve (2009, Ch 2, Figure 2.2, p. 38) 68 Social Counsel -ing Develop -mental Motivation and Emotion Domain-specific answers to core questions: What causes behaviour? Why does behaviour vary in its intensity? Health Educational Personality Cognitive Physiological The many voices in motivation study Motivation s new paradigm is one in which behaviour is energised and directed not by a single grand cause but, instead, by a multitude of multilevel and co-acting influences. Most motivational states can be (and indeed need to be) understood at multiple levels - from a neurological level, a cognitive level, a social level, and so on. Perspective: Motives emerge from Behavioural Neurological Physiological Cognitive Social-cognitive Cultural Evolutionary Humanistic Psychoanalytical Environmental incentives Brain activations Hormonal activity Mental events and thoughts Ways of thinking guided by exposure to other people Groups, organisations, and nations Genes and genetic endowment Encouraging the human potential Unconscious mental life To get a better overview of motivation and emotion 1. Read the 16 Reeve (2009) chapter summaries 2. Look through the motivation and emotion textbooks in short loan in the library 3. Check out past issues of the journal, Motivation and Emotion 4. Explore the 2010, 2011 and 2013 books on Wikiversity Based on Reeve (2009, Ch 2, p. 43) References Reeve, J. (2009). Understanding motivation and emotion (5th ed.). Hoboken, NJ: Wiley. 71