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27 Cards in this Set
- Front
- Back
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components of motivation |
activation, persistance, intensity |
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activation |
initiating a behvior |
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persistence |
continued effort toward a goal |
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intensity |
focused energy and attention applied to a goal |
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primary drive |
innate drive or tension arising from physiological need, not learned |
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social / secondary motives |
learned / acquired drives, example: work motivation, achievement motivation |
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extrinsic motivation |
behaving in a way to gain external reward or avoid unpleasant consequence |
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intrinsic motivation |
behaving in a way because the behavior itself is enjoyable / intrinsically rewarding |
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drive reduction theory |
biological need leads to a drive / tension that organisms are motivate to reduce based on homeostasis can't explain why some are motivated to increase tension (sensation seekers) |
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arousal theory |
motivation to maintain optimal level of arousal / tension LOW AROUSAL = do something to stimulate HIGH AROUSAL = seek to reduce it |
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Yerkes-Dodson Law |
performance on task is best when arousal level is appropriate to difficulty of task performance suffers when arousal level is too low or too high LOW AROUSAL = minds wander HIGH AROUSAL = interferences with concentration |
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expectancy theory (work motivation) |
motivation to engage is determined by: expectancy, instrumentality, valence |
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expectancy |
belief that more effort will result in improved performance |
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instrumentality |
belief that doing a job well will be noticed and rewarded |
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valence |
the degree to which a person values the rewards that are offered |
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achievement motivation |
behavior results from the need to accomplish something difficult and to perform at a high level of excellence |
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goal orientation theory |
behavior depends on: mastery / approach orientation, mastery / avoidance orientation, performance / avoidance orientation, performance / approach orientation |
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mastery / approach orientation |
interested in truly mastering an academic task |
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mastery / avoidance orientation |
interested in avoiding misunderstanding the task |
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performance / avoidance orientation |
interested in avoiding appearing incompetent or stupid. |
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performance / approach orientation |
interested in demonstrating that they are more competent than other students |
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maslow's heirachy of needs |
Top to Bottom: 1) self-actualization, 2) esteem needs, 3) love and belonging needs, 4) safety needs, 5) physiological needs |
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components of emotions |
physiological, cognitive, behavioral |
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james-lange theory of emotion |
emotional feelings result when we become aware of a physiological response to a stimulus. Only after our interpretation of the arousal can we experience emotion. For example, suppose you are walking in the woods and you see a grizzly bear. You begin to tremble and your heart begins to race. The James-Lange theory proposes that you will interpret your physical reactions and conclude that you are frightened |
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cannon-bard theory |
an event causes a physiological and emotional response simultaneously. none causes the other EX I see a snake --> I am afraid --> I begin to tremble. Occurs at the same time |
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schachter-singer theory |
event causes physiological arousal. You must identify a reason for this arousal and then you are able to experience and label the emotion. |
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lazarus theory |
event occurs, a cognitive appraisal is made, and emotional and physiological arousal follows. you must first think about your situation before you can experience an emotion |
