IB SEHS UNIT 4

Motivation

Direction and intensity of effort

Direction of effort

Whether someone seeks or avoids a situation

Intensity of effort

How much effort is put in

Intrinsic motivation

Motivation from internal enjoyment

Extrinsic motivation

Motivation from external rewards

Additive principle

Extrinsic rewards can increase intrinsic motivation

Cognitive evaluation theory

Rewards can be controlling or informational

Need Achievement Theory

Motivation = desire to succeed - fear of failure

High achiever

Seeks challenge, persists, effort, pride in success

Low achiever

Avoids challenge, low effort, fear of failure

Goal Orientation Theory

Motivation based on goals and perceived ability

Task orientation

Focus on mastery and improvement

Ego orientation

Focus on outperforming others

Motivational climate

Environment influencing success perception

Mastery climate

Focus on effort, improvement, learning

Ego climate

Focus on comparison and winning

TARGET

Task, Authority, Recognition, Grouping, Evaluation, Time

Self-Determination Theory

Motivation exists on a continuum

Amotivation

No desire to participate

External regulation

Driven by rewards/punishment

Introjected regulation

Driven by guilt or pressure

Identified regulation

Activity is personally important

Integrated regulation

Activity is part of identity

Intrinsic motivation (SDT)

Participation for enjoyment

Autonomy

Need to feel in control

Competence

Need to feel capable

Relatedness

Need to belong

Personality

Stable traits that define behavior

Trait

Consistent behavior across situations

State

Temporary behavior in a situation

Interactionist approach

Behavior = personality + environment

Big Five personality traits

Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism

Adaptive perfectionism

High standards without excessive worry

Maladaptive perfectionism

High standards with anxiety and fear

Mental toughness

Ability to perform under pressure

Resilience

Ability to bounce back from adversity

Confidence

Belief in ability

Commitment

Persistence despite obstacles

Perceived control

Feeling in control of situations

Psychological Skills Training (PST)

Mental training to improve performance

Imagery

Mental rehearsal of performance

Self-talk

Internal dialogue affecting performance

Goal setting

Setting targets for improvement

Arousal

Physiological activation level

Sympathetic nervous system

Fight or flight response

Drive theory

Performance increases with arousal

Inverted-U theory

Optimal arousal level for performance

Catastrophe theory

Sudden drop in performance with high anxiety

Anxiety

Negative emotional response to stress

Cognitive anxiety

Worry and negative thoughts

Somatic anxiety

Physical symptoms of anxiety

Coping

Managing stress demands

Problem-focused coping

Changing the situation

Emotion-focused coping

Managing emotions

Avoidance coping

Ignoring the stressor

Primary appraisal

Evaluating if situation is stressful

Secondary appraisal

Evaluating ability to cope

Attention

Focus on task-relevant information

Selective attention

Focusing on important cues

Divided attention

Handling multiple tasks

Attentional narrowing

Reduced focus under high arousal

Internal focus

Focus on thoughts/feelings

External focus

Focus on environment

Broad focus

Many cues at once

Narrow focus

Few cues

Trigger words

Words used to guide attention

Pre-performance routines

Habits to improve focus

Mental practice

Visualizing performance