Sports Psychology Challenge 2

What are the symptoms of an activated sympathetic nervous system (SAM)?

-increased HR

-butterflies

Which stress response system is associated with chronic stress and the release of the stress hormone cortisol?

HPA axis

Understand all the theories explaining the relationship between arousal and performance.

-How do they explain what will happen to performance when arousal levels change?

-How will task type or the athletes skill level affect the relationship?

Cue utilization theory

-disruptions to performance occurs because the performer fails to attend to and utilize information necessary for the performance

-disruption to performance is due to the narrowing of attention

-can involve attending to task irrelevant cues

-ex: QB throws right to the defense bc he failed to see who is open

Tenets drive theory

-performance = dominant response x drive (arousal)

-proposes a linear relationship between arousal and performance

-as arousal increases, so will the likelihood of an individual responding with their dominant response

-well learned or habit behavior

-increased arousal is disruptive to new or novel skills. Bad for beginners

inverted U theory

-relationship between arousal and performance is curvilinear (inverted U)

-moderate arousal is optimal for performance

-once you reach a certain point, there is a drop off: catastrophic cusp

-suggests an inverted U relationship between physiological arousal and performance but varies along another dimension that is defined as a splitting factor which they arbitrarily identified as cognitive anxiety

-therefore the curve is discontinuous with a catastrophic drop off

-individual has to work their way back from a disruption (cognitive anxiety) by reducing arousal

-dramatic drop in performance may occur because the athlete is distracted by anxiety or self doubt

moderators of inverted U theory

task type, performer characteristics

According to the Cue Utilization Theory what happens to and individuals visual field when arousal increases?

disruption to performance is due to the narrowing of attention

How is performance impaired by arousal according to the Search Light Metaphor?

errors in performance can be attributed to misdirected attention.

-having too broad of a searchlight (failure to limit focus)

-searchlight pointed in the wrong direction (focused on task irrelevant cues)

-searchlight too narrow or unable to rapidly shift from one cue to another (inability to divide attention between concurrent relevant cues)

-need self regulatory skills to be able to inhibit (resist distraction) and shift attention to relevant cues as needed

What are the different forms of anxiety according to Multi-dimensional Anxiety Theory?

-anxiety is a cognitive and emotional state characterized by negative affect and worrisome thoughts

-Cognitive anxiety vs somatic anxiety

Cognitive anxiety

-negative thoughts and appraisals indicating concern regarding performance

-ex: worry, apprehension, self doubt, fear

Somatic anxiety

-one's perception of the physiological changes of the anxiety experience

-ex: nervousness, increased HR, sweating, butterflies

What are the principles of Reversal Theory?

How does an individual's interpretation of their physiological response affect their emotional experience?

-reversal theory adopts the view that an athlete exhibits complex, changeable, and inconsistent behavior that can and does alternate between psychological states from moment to moment, depending upon the meaning and motives felt by that athlet

-used to explain how interpretation of arousal is related to an individual's emotional experience

-relationship is contingent upon an individual's interpretation of the arousal state

-ex: high arousal may be interpreted as excitement or as anxiety

-if one is in a state and things are going well, positive emotions result; if the needs of the state are not fulfilled, negative emotions result.

How does a coach influence the achievement motivations of athletes?

How would creating a task oriented environment or an ego oriented environment affect the achievement motivation?

Motivational climate

-what type of motivation is being promoted within a culture/ organization/ sports team

Creating a task oriented environment: emphasize effort, individual improvement, PRs

Creating an ego oriented environment: encourage displaying ability rather than skill development

Which stress response system is designed for the immediate release of energy to overcome an acute stressor?

sympathetic nervous system response - fight or flight

Understand the differences in how an optimist explains success or failure compared to a pessimist according to Seligman

As Seligman explains it:

-The optimist believes that bad events have specific causes, and they are not to blame, while good events will enhance everything he does

-The pessimist believes that bad events have universal causes and they internalize the bad. They believe good events are caused by specific factors

Define self-talk

-An inner discourse that reflects and influences our cognitions about ourselves, outcomes, and subsequent behavior.

-Words/ thoughts about you that are relevant to you

-These thoughts can create emotional states and can influence behaviors

What are the different type of self-talk?

Positive self talk

Encouraging, optimistic, confidence building. Can reduce anxiety and help form approach oriented goals

Negative self talk

Critical, rigidly demanding, pessimistic. Can be counterproductive and produce anxiety, hinder performance, undermine self esteem and confidence

Utility of self talk

Skill acquisition, changing habits, directing attention, eliciting affects changing affect, regulating effort

Instructional self talk

Used to direct attention and focused. To give technical instruction for a skill or to guide kinesthetic global feel. Often utilized early on in motor learning as an explicit instructional strategy. Often utilized early on in motor learning as an explicit instructional strategy

Motivational self talk

To increase energy or psyching up, to maximize effort, to increase self efficacy/ confidence, to enhance mood. May be more effective for the execution of conditioning related tasks. More for elites.

What is self talk used for

Self talk and its effect on learning and performance:

-Overall positive effect on learning and performance.

BUT the relationship between self talk and performance can depend on task characteristics (fine motor skills, gross motor skills, novel or well learned), participant characteristics (beginner or elite), self talk characteristics (instructional or motivational)

Define choking in sports

-a process whereby the individual perceives their resources are insufficient to meet the demands of the situation

-concludes with a significant drop in performance

According to Baumeister's explanation of Paradoxical Performances what conditions must be present for a choke to occur?

How skilled does an athlete need to be?

What type of situation is necessary, for a failure to perform be attributed to or explained as the athlete choking?

-a theory that defines the performance conditions that qualify as a choke

-performance defined, pressure defined, choking defined

-situation needs to have pressure on it/ be worth something

Paradoxical performance performance defined

-when a performer is required to perform a task in a situation that calls for optimal performance

-immediate goal for maximum achievement (make free throw to win the game)

Paradoxical performance pressure defined

-the presence of situational incentives for optimal, maximal, or superior performance.

-Rewards, punishments an evaluative audience, presence of competitive cofactors, ego relevance

-money, disappointment of losing, being known as the hero

-Individual perceives influences of the situational incentives

-if you don't fully have the skill, you can't choke.

Define Allostatic Load

-the wear and tear that results from either too much stress or from inefficient management of allostasis

-consequences of prolonged exposure to stress hormones or the cumulative toll on the body due to chronic over activation of stress response systems:

-immune system: long term regulation of certain immune parameters as a result of chronic exposure to stressors could increase vulnerability to infection

-decreased proliferation of T-cells, lymphocytes, and natural killer cells

-narrowing of blood vessels through atherosclerosis (hardening and thickening)

-increased pro inflammatory cytokines

-atrophy of the hippocampus

What are the different types of stress described in the pre-lecture slides

-acute stress: short term

-chronic stress: long term

-deprivational stress: low motivation, lack of stimulation, or boredom

-anticipatory stress: what's going to happen in the future

-secondary stress: what happened in the past

-primary stress: what's happening right now

Understand Rational Emotive Behavior Theory.

-philosophical underpinnings: people are not disturbed by things but by their view of things

-humans are complex and dynamic beings

-assumes that humans are the happiest when they are engaged in the pursuit of meaningful goals

-assumed that no human is damnable

-all humans deserve unconditional positive regard

-behavior is influenced by internal biological, psychological, and social/ environmental factors

-humans have the responsibility of choice

-we have the ability to become aware of our maladaptive beliefs and thoughts

-we can change our beliefs and ways of thinking

-we have the ability to persistently work towards making these changes using cognitive, emotive, and behavioral methods

How does REBT define rational and irrational thinking or behaving?

What are some examples of irrational and rational thinking according to Ellis?

Rational thinking:

-defined by The theory of Rational Emotive Behavior Therapy as "that which helps people to achieve their basic goals and purposes"

-whereas 'irrational' means that which prevents them from achieving these goals and purposes

irrational beliefs tend to be absolute or dogmatic, expressed in the form of rigid musts, shoulds, or have to's, lead to negative emotions which thwart progress towards goal attainment and create psychological distress

According to the ABC's of Rational Emotive Behavior Theory, one's beliefs about an activating event will lead to...

Consequences (emotional and behavioral)

-The framework of the ABC's describes the interaction between one's beliefs about life events and the resultant emotional and behavioral outcomes

-A: activating event

-B: beliefs

-C: emotional and behavioral consequences

Define Self-Serving Bias

-a tendency to explain success as internal, stabler, and controllable while explaining failure as external unstable, and uncontrollable

-this is done as an effort to preserve self esteem and self efficacy

-differences in winners and losers attributions

What happened in the Something to Gain Something to Lose studies?

What were differences in physiological response based on how individuals frame the tasks?

What is the function of the parasympathetic system?

initiates the relaxation response. Rest, recover, and digest. Anabolic processes (restoring, rebuilding, growth)

According to the lecture, cognitive theories posit that specific negative biases in thought or views of one's abilities, life, or the world, lead to specific neurosis.

What is the result of negative biases about one's future? What is the result of negative biases about one's past?

-negative bias about future: anxiety

-negative bias about past: depression

What happened in the study of Self-Presentational Efficacy?

How did their confidence in their ability to form favorable impression affect the level of anxiety?

-Impression efficacy (IE) is one's estimation of the subjective probability of actually making a desired impression

-According to self-presentation theory, social anxiety occurs when people believe that they are not able to present themselves in a particular way.

-To the degree that people perceive themselves as lacking such efficacy, they are likely to experience social anxiety.

What are the two ways to perceive/interpret external rewards or sources of motivation, according to the Cognitive Evaluative Theory?

How do they affect long term motivation?

-how you think about rewards and how they affect rewards

- intrinsic motivation and feelings of autonomy are impacted by demonstrations of competence and social/ environmental feedback.

-Ex: receiving a monetary reward for doing something you like to do may decrease your motivation to do it. Intrinsically motivating activities are by nature autonomous or self-determined (motivation is easily sustained).

-Intrinsic motivation is sustained by feelings of competence and the excitement of challenge.

-Do extrinsic motivations support autonomy and competence? -If not, extrinsic sources of motivation may undermine/decrease motivation.

informational feedback: When the reward or instruction is seen as providing performance related feedback

Controlling feedback: When the reward or instruction is perceived to create demands for meeting a specific standard

-expected rewards can be perceived as controlling

-big rewards can be seen as controlling

-amount of effort relative to the size of the reward

Define Self-Presentational Stress

self presentation: the way we present ourselves. we want to present ourselves in the most favorable way.

proposes that social anxiety arises when individuals are motivated to make a preferred impression on real or imagined audiences, but perceive or imagine unsatisfactory evaluative reactions from subjectively important audiences.

self handicapping increases with self presentational stress

conditions for self presentational stress

-judges

-performance made public

-how you perceive your ability/ confidence

Define Self-Handicapping and know when it occurs and the behaviors that are used to create the handicap (example behaviors).

Why do individuals self handicap?

What psychological constructs/variables are they trying to maintain?

Self-handicapping is a self-protective mechanism.In essence, people "self-handicap" with behaviors/ statements you make prior to performance that set others up to know there is another factor influencing performance.

ex: wow my arm is sore, or drinking a lot the night before, or procrastinating

-done in order to preserve the perception of high ability in the face of failure

-self handicapping increases with self presentational stress

-we self handicap to protect self esteem

Fixed mindset

-the idea that we have a set amount of an ability that cannot change

-ego oriented: worried about how we compare with others.

What is intra-psychic regulation? Who is the source?

-the ongoing tension between the different aspects of the personality structure, the id, ego, and superego.

-Tension and conflict arise because the id, ego, and superego are motivated by different pursuits and desires.

-ID - what you want to do

-Superego- what you should do

-Ego- what you actually do

-inner sources

Know the differences between intrinsic/internal and extrinsic/external sources of motivation and how they influence the sustainability of motivation.

intrinsic motivation:

The act of doing the behavior is inherently rewarding, meaningful, and satisfying

Sources: knowledge accomplishment, stimulation

extrinsic motivation:

Engaging in a behavior with the expectation that it will lead to a rewarding outcome/ avert a punishing outcome

-doing the behavior is a means to an end

According to the Biopsychosocial Model, what are the two physiological states resulting in the individual/s appraisal of or beliefs about their ability to complete a task?

challenge or threat states

threat: you don't perceive you have the resources to overcome the threat/ do the required work. increases HPA axis activity, increases total periphery resistance (basal constriction, arteries narrow), and decreases cardiac output. avoidance motivation state

challenge: this is a challenge but i got it and i can do it. activates sympathetic adrenal medullary, increases cardiac output, decreases TPR. More optimal state bc more blood flow and less resistance

sympathetic adrenal-medullary (SAM) system

a circuit that responds to perceived stressors by initiating the release of epinephrine and norepinephrine into the bloodstream

epinephrine: adrenaline

norepinephrine: used to increase and maintain blood pressure

Understand the different stages within Organismic Integration Theory.

Know how an individual progress from perceiving having no autonomy (other-determined motivation) to experiencing having full autonomy (self-determined motivation).

4 stages. Individuals adapt to external sources of motivation, such that they internalize the behaviors. As such

this theory explains how individuals begin to value the behavior to such an extent that they see it as

a part of their identity. When this identification occurs motivation is more likely to persist

External regulation stage 1:

-the least autonomous form of extrinsic motivation

-individuals are motivated to either obtain a reward or avoid a punishment

-individuals behave in order to comply with external demands

-the value of the behavior has not been internalized and the individual is not really buying into the value

of the behavior

-ex: study to get reward from parents

Introjection regulation stage 2

-involves people taking in an external contingency, demand, or regulation but not accepting it as their own

-they still perceive an external locus, therefore their behavior is not fully accepted as one's own

-ex: practicing piano a lot so people dont make fun of you at the recital

Identified regulation stage 3

-identification involves people accepting the importance of the behavior for themselves

-thus accept it as their own

-they identify with the behavior and accept responsibility for regulating behavior

-no longer perceive external pressure to engage in behavior

-behavior is congruent with personal values

-ex: working out to get muscles and look better

Integrated regulation stage 4

-the most complete form of internalization

-final process of converting extrinsically motivated behavior into more autonomous/ self determined behaviors

-behavior is now a part of identity

-ex: doing flexibility exercises everyday bc i know it helps my identity and performance as an athlete

What are the three components of the Basic Need Theory?

How do the components affect motivation?

What is needed for an individual to thrive or flourish?

-Explains the innate psychological needs that support motivated behavior, energy, and optimal functioning.

To be at your best, need to have these 3 achieved:

-autonomy: to be the origin/ determiner of our own actions

-competence: demonstrate and exert control over our environment

-relatedness: need to be in mutually caring, not contingent relationships

Understand all the theories that attempt to explain why choking occurs.

Know how they differ and which types of tasks are best explained by the theory.

Causes of choking, attentional theories

-some attentional theories propose that performance is disrupted because the athlete's attention is turned inward and subsequently becomes more self conscious and they are concerned with what's at stake in regards to their ego

-self focused attention (ego) and what's at stake (threat)

-my self worth (ego), my self efficacy (competence), and my social status (relatedness)

Cue utilization theory

-heightened arousal causes peripheral narrowing of visual attention

-may lead to an overly narrow focus that may omit task relevant information

-attention is a limited resource

-If the quarterback is only capable of seeing his receiver because his visual attention has been narrowed by stress, he may miss seeing the safety and throw an interception to lose the game. Tunnel vision caused the choke

Processing efficiency theory

-Anxiety expressed as worry takes up working memory capacity and interferes with problem solving, such as in math.

-ex: QB is to worried about the defense coming at him to be able to make a good decision

Attentional control theory

-so focused that all our attention shifts to one spot, stress disrupts this

-anxiety also disrupts the attentional processes of inhibition and shifting

examples:

-inhibition is the ability to resist distracting information (crazy fans jumping up and down)

-shifting is the ability to control and shift attention to task relevant cues (shifting from one teammate to the other to see which is more open)

Self focused attention

-attention turned inward

-self evaluation or self control

-thoughts about ability, worth, status, what others may think

conscious processing hypothesis

we revert to early stages of instruction to try to consciously control what you do. goes internal

Factors that may undermine motivation

-competition

-motivational climate

Effect of rewards on behavior

-make natural reinforcements more salient

-use performance feedback as a reward

-utilize small, symbolic rewards

attentional control theory

an extension of processing efficacy theory that further posits that performance decrement in the presence of mental pressure is due to an imbalance between a goal-directed information processing system and the stimulus-driven system

-anxiety also disrupts the attentional processes of inhibition and shifting

examples:

-inhibition is the ability to resist distracting information (crazy fans jumping up and down)

-shifting is the ability to control and shift attention to task relevant cues (shifting from one teammate to the other to see which is more open)

Controlling coach behavior

-controlling use of rewards

-negative conditional regard

-intimidation

-excessive personal control

Undermining coaching behaviors

-use of pressure, demands, guilt

-ego oriented environments

Ways to increase perceived autonomy

-support individual choice

-provide opportunity to take initiative

-reduce pressure

-increased participation

-provide meaningful rationale

According to Processing Efficiency Theory, which tasks are negative affected by stress? Why?

How does this theory explain how stress hinders performance?

Anxiety expressed as worry takes up working memory capacity and interferes with problem solving

-QB is to worried about the defense coming at him to be able to make a good decision

Threats to feelings of autonomy

-rewards/ punishments, pressure, social control

Threats to feelings of competence

-too challenging

Threats to feelings of relatedness

-pressure/ expectations

Corrective feedback (2):

-promotion oriented feedback (confirms and reinforces desired behaviors)

Ex this is what you want to do

-change oriented feedback (behavior needs to be modified to achieve desired standard)

Ex: don't do it that way that is wrong

-change feedback is best when it is empathetic, offers choices, is clearly defined, avoids person related statements

Autonomy supportive coaching

-provide as much choice as possible

-inquire and acknowledge others' feelings

-opportunities to take initiative

-prevent ego involvement from taking place

What does a coach providing a clear rationale for a behavior or task do?

How does it affect motivation?

-directs motivations and goals

According to Hanton, Mellalieu, & Hall, 2004, presented in lecture, which variable through changes in appraisals can moderate (change) the anxiety performance relationship so that anxiety does not disrupt performance?

What is Social Facilitation?

How can concerns about how others perceive you have a positive influence on performance?

-a social phenomenon in which being in the presence of others improves individual task performance. That is, people do better on tasks when they are with other people rather than when they are doing the task alone

-ex: biking with a group you will go faster than biking alone. you will exert more effort

-however, there is also social loafing

social loafing

exert less effort when in a group

Define Emergent Motivation as described in lecture and how it relates to being in a flow state. What is happening?

-a process in which proximal goals emerge as a result of the moment to moment interaction taking place between the person/ environment relationship

-as you interact with the world or go towards a goal, then the feedback presents what to do next

What experiences does an athlete have while being in the zone or flow. What attributes are used to describe the experience?

-a state of ideal human functioning and optimal performance

-no fear of failure

-total immersion in activity

-narrow focus of attention

-effortless

-feeling of complete control

-time and space disorientation

-unique, temporary, involuntary experience

-high self confidence

-energized yet relaxed

What cognitive psychology strategies can be used to change or stop negative self-talk?

alternative beliefs: change your beliefs

habits: hard to form but hard to break

need to be nicer to yourself. even a little progress is still progress

According to Crum's Ted talk on mindsets, how do beliefs and expectations affect a person's experience or behavior?

ex: if you believe that you're capable, competent, and deserving of your dream job, you're probably more likely to notice and seek out opportunities that could help you get there

negative beliefs/ expectations will do the opposite

intrinsic/ extrinsic motivation relative to the task/ individual

intrinsic, task: motivation comes from doing the task itself

extrinsic, task: motivation for doing the task comes from something else. ex: working to get money

intrinsic, individual: motivation comes from within the individual

extrinsic, individual: motivation comes from external to the individual. ex: a coach

self-determination theory

theory of human motivation in which the social context of an action has an effect on the type of motivation existing for the action

goal content theory

not all goals are created equal so there are intrinsic and extrinsic motivations

causality orientations theory

-An individual's perceptions vary regarding their perceived sources of motivations (How much choice or influence one perceives to possess

autonomy oriented (free will), control oriented (we must obey), impersonally oriented (it's all predetermined)

approach-approach conflict

conflict occurring when a person must choose between two desirable goals

approach-avoidance conflict

conflict occurring when a person must choose or not choose a goal that has both positive and negative aspects. we want to achieve approach

which is a better predictor of outcomes: self efficacy or task/ego or approach/avoid

self efficacy

go response

when experiencing positive affect, we are focused on approach/ go response

cognitive behavioral therapy

a popular integrated therapy that combines cognitive therapy (changing self-defeating thinking) with behavior therapy (changing behavior)

-Cognitive biases lead to the development of psychological distress as well as act to sustain negative thinking and distress

-Change how you think — change how you do

-Rigid core beliefs (conscious thoughts that over generalize, conscious and unconscious thoughts that are automatic or spontaneous)

-Specific cognitions are responsible for the development and maintenance of neurosis

behavioral strategies

-self monitoring

-stimulus control (altering environmental cues that affect/ trigger)

-problem solving (clearly define the problem and create alternative solutions)

-cognitive restructuring (reframing)

-changing the way you think (appraisal)

attribution theory

the theory that we explain someone's behavior by crediting either the situation or the person's disposition

Kelly's Covariation Principle (1972)

-Individuals formulate causal relationships by observing how behaviors co-vary with outcomes or other behaviors

-Three types of information used in making an attribution:

-Consensus information:

Is the behavior in consensus with what others do?

Have i observed others do it?

-Consistency information:

Is the behavior consistent across time?

Have i observed this many different times?

-Distinctiveness information:

Is the behavior distinct or related to similar behaviors?

Is what i observed unique or similar to another observation?

Weiner's Attributional Model (1972)

-Built on the premise that individuals seek to understand the cause of outcomes

-This is especially true under conditions of failure

-Unexpected losses or disappointing performances lead to increased attributional search

-Locus of Causality relative to the individual:

-Internal: Caused by the individual

-External: Cause by something or someone not the individual

Stability of the variable over time

-Stable: Constant across time

-Unstable: Varies across time or can change or be changed

-Four causal attributions: ability, effort, task difficulty, luck

-Model expanded to include controllability

-Outcomes within the individuals control

-Outcomes dependent on situational characteristics

seligman

father of positive psychology

learned helplessness

giving up reaction/ quitting response that follows from the belief that whatever you do doesn't matter

Dimensions of Explanatory Style

-a habitual pattern of explaining causal relationships. came from the work on learned helplessness

personalization:

internal (im the cause) /external (im not the cause)

permanence:

temporary/ permanent (can be fixed/ cant be fixed)

pervasiveness:

universal/specific (golf/ putting)

the original flow theory

positive linear relationship b/w challenges and skill level. has concentration, clear goal, clear feedback

updated flow theory

asserts that flow will only occur when both the challenge and individual skills are high

how to get into the flow

it just happens

Emergent motivation

as your interacting with the world or going towards a goal, then the feedback presents what to do next

autonomic nervous system

parasympathetic (rest and digest) and sympathetic (fight or flight)

Hans Seyle's General Adaptation Response

reaction to stress follows - alarm (sympathetic system - fight or flight); resistance (body tries to fight the stress); exhaustion (prolonged resistance leads to exhaustion)

-seyle also believed in non specific response. same response to various stressors

Types of stressors

-acute stress: short term

-chronic stress: long term

-deprivational stress: low motivation, lack of stimulation, or boredom

-anticipatory stress: what's going to happen in the future

-secondary stress: what happened in the past

-primary stress: what's happening right now

sympathetic adrenal medullary

-energy mobilization system

-fight, flight, or freeze

-acute stress response

HPA axis

Interaction between the nervous and endocrine systems to produce the body's response to stress. not a stress system, an everyday system

allostasis

process by which the body achieves stability through physiological change

allostatic load

the long-term negative impact of the stress response on the body

-can disregulate immune system

-atrophy of hippocampus

2 factor theory of emotion

-emotion is viewed as having 2 components:

physiological arousal and cognition

-state arousal or cognition in isolation cannot determine the emotion being experienced

-interpretation of arousal is context dependent: situational environmental cues interact with heightened arousal to form emotions

-physiological arousal is simply a general activation of the body's energy system

-what the change means, whether it is positive or negative, is up to the individual and how they interpret the arousal

basal ganglia

a set of subcortical structures that directs intentional movements. HABIT

schacter

believes the environment is so important

negative attentional bias

predisposed to fixate on the bad stuff

framing

what you call attention to

Trier Social Stress Test

-incorporates social evaluation and unpredictability, by obliging the person to speak in front of an unresponsive audience and completing a surprise mental arithmetic test

-then measures the results when the speakers ignore the judges or reappraise them

-appraisal worked the best

arousal/ performance relationship is moderated by _____

confidence through anxiety interpretation

changes in cortisol

-stress debilitating vs enhancing mindset

-mindset moderates stress & cortisol

Existential Philosophy of Authenticity

Authentic living: being true to one's self/ values.

Pursuing goals that are personally meaningful

Inauthentic living: trying to be what you think others want.

Extrinsic sources of meaning

5 meta theories of self determination theory

1. Goal content theory

2. Basic psychological needs theory

3. Causality orientations theory

4. Cognitive evaluation theory

5. Organismic integration theory

Regulatory focus theory

prevention or promotion focus

promotion focus (similar to approach goals)

-motivation to attain growth in the pursuit of ideals, dreams, aspirations, and accomplishments

-reach gains and avoid non gains

-willing to explore

-sensitive to the presence or absence of positive outcomes

Prevention focus (similar to avoid)

-motivation to attain security and avoid negative outcomes

-guided by oughts, duties, responsibilities

competence motivation theory

-extension of effectance theory (humans have an internal drive to feel as if one has influence on or can deal effectively with the environment

-competence motivation: humans have an inherent drive to experience feelings of competence

-achievements build self efficacy/ confidence

-achievements produce positive affect

-when confident, individuals are motivated to put forth effort, pursue challenges, and persist despite failures

Achievement goal theory

-original achievement goal theory proposed that there are two different goal orientations

-task: when individuals are motivated to demonstrate competence relative to self referent standards

-talents are malleable through sustained effort

-leads to positive performance outcomes independent of self efficacy. Positive affect

-ego: when individuals are motivated to demonstrate competence in comparison to others

-entity view of talent. Talents remain fixed or stable

-self protective behaviors, low effort

-positive outcomes when efficacy is high

-somatic and cognitive anxiety

approach/ avoid task/ego goals

mastery/task approach goals

-focus on attaining intrapersonal competence.

-more likely to view a demanding/ stressful event as an opportunity for accomplishment and growth

Ex: it is important to me to play as well as i possibly can

mastery/task avoidance goals

-focusing on avoiding intra-personal incompetence

-coupled with low self efficacy for performing to personal standards

- is more likely to lead to perceptions of threat

Ex: i worry i may not play as well as i possibly can

performance/ego approach goals

-focused on attaining normative competence

Ex: it is important to me to do well compared to other players

performance/ego avoidance goals

-focused on avoiding normative incompetence

Ex: i want to avoid playing worse than other players