Motivation and Emotion Chapter 8

Tolman

Goal-directed (molar, means → ends); cognitive maps encode relationship btw path and outcome (latent learning, independent of reinforcement, performance not knowledge; reveals instead of creates learning)

Prospective= planned in some ways but knee-jerk in others

Purpose and Cognition (Tolman)

Predictions about future outcomes, cognitive mediation (guided by beliefs, not just stimuli); what do I expect to happen over what was reinforced

Procrastinators: I get overwhelmed when I study, so I won’t (but fail when don’t study, so consistent but irrational)

Lewin’s Field of Forces

Behavior function of person (needs → goals → tension, which drives behavior to resolution) and environment (life space, psychological influences perceived or actual)

Trait view; behavior = person; situation view; behavior = environment (interaction of both, Carrie jumps in front of person bc thinks drill is real)

Tension and Tension Systems

Like social drive; clean room before write paper bc relieve tension of not writing by being productive; continues til goal achieved or tension reduced/displaced/restructured (got an outline so good to go!)

Pressure to resolve imbalance (pick the easier thing that makes feel better)

Multiple tension competes; conflict (indecision, freeze), substitution (shift to alt goal) or displacement (redirect to safter target, stressed so scream at family)

Valence

Attractive/aversive; barriers block goal attainment, paths as perceived rate; perceived barrier can be more powerful than real one (hard to get rid of idea that you suck at something)

Same environment produces diff behaviors depending on perception (two papers, can’t decide so don’t do either…but if one is worth 10 and the other 50, do the 50)

Exam as challenge (pos) if prepared and threat (neg) if unprepared)

Expectancy-Value Theory

Motivation as expectancy x value; I think I can succeed, and it matters

0= inaction, high val/low expec= avoidance (don’t do it at all); high expec/low val= disengagement (don’t care)

Procrastination comes from both but right before avoidance bc does get done

Rotter’s Social Learning Theory

Behavior depends on expected reinforcement and its value

BP: likelihood of a behavior in a psychological situation; expectancy= belief that behavior will lead to reinforcement; reinforcement value= desirability

Two students respond differently to same test because don’t really care, so not as reinforcing

Atkinson’s Achievement

Achievement reflects the pull of success (Ts= Ms x Ps x Is with I as incentive) and threat of failure (Taf= Maf x P x If) and net is what prevails in the moment; if think can succeed from studying, study

Fear of failure can increase effort but also lead to paralysis/avoidance

Moderate tasks good bc success and value balanced (easy= no value, difficult = unlikely success); good for success-oriented people

easy for confident-boost and failure-avoidant choose easy or very hard (not an ability issue, just something hard…and I gave it my all)

Preferences vary with perceived competence and situation

Limitations of Atkinsons

Not always simple calculations, emotions and self-eval affect, perceived ability and social context shape preferences, model predictions depend on assumptions abt motives and incentives (assume want to do well)

Attributions of Atkinson

Explanation of failure influence future persistence; Weiner= causal explanations shape expectations and emotions
Locus: internal vs external cause, stability= stable vs not, controllability= controllable or not (super hard class)

Are you bad at studying or bad at math?

Ajzens Planned Behavior

Attitude: pos/neg evaluation of behavior, subjective norm of social pressure, perceived behavioral control (ability and opportunity); all of these shape intention and predict behavior (if intention of doing better doesn’t work, what’s the point?)

Intention

Readiness to perform a specific behavior → specificity predicts more than vague, but don’t guarantee action

Habits can stop us, as well as stress/fatigue, environmental barriers (lack of parking) and perceived control exceeds actual control (if feel lack, stop)

Turning it to action: specificity (when/where/how, implementation intentions), increase actual and eprceived control (junk out of house), remove barriers/distractions, use environmental cues

Social Loafing

Reduced individual effort in collective tasks (group project); lower group performance reflect motivation/coordination); Ringelmann= lower individual output in larger pulling groups

Occurs bc individual contributions seem unidentifiable, group outcomes with limited personal value, low accountability; unnecessary or unrewarded

Increasing Group Motivation

Accountability and meaningful contributions can reduce loafing; make it identifiable, meaningful and distinct, individual feedback, shared outcomes

karau and Williams; effort rises when individual contributions are instrumental

Valued group outcomes support greayer effprt

Some groups produce social compensation