Psych/Soc Deck 5: Identity, Personality, Motivation & Emotion

Emotion

A complex psychological state involving:

• Physiological arousal

• Cognitive interpretation

• Behavioral response

James-Lange Theory

Physiology comes FIRST.

Stimulus
→ Physiological response
→ Emotion

Example:
You see a bear → Heart races → You feel fear.

Cannon-Bard Theory

Emotion and physiological response occur simultaneously.

Bear

↓

Heart races + Feel fear

(at the same time)

Schachter-Singer (Two-Factor Theory)

Emotion = Physiological arousal + Cognitive label.

Example:
Your heart races, then you decide whether it's excitement or fear based on the situation.

Lazarus Cognitive Appraisal Theory

You evaluate (appraise) the situation before experiencing emotion.

James-Lange vs Cannon-Bard vs Schachter-Singer vs Lazarus

James-Lange
Body ➜ Emotion

Cannon-Bard
Body + Emotion together

Schachter-Singer
Body + Thinking = Emotion

Lazarus
Thinking ➜ Emotion

Motivation

Internal process that initiates, directs, and sustains behavior.

Intrinsic Motivation

Doing something because it is personally rewarding.

Example:
Studying because you enjoy learning.

Extrinsic Motivation

Doing something for an external reward or to avoid punishment.

Example:
Studying for a good grade.

Intrinsic vs Extrinsic Motivation

Intrinsic

"I want to."

Extrinsic

"I have to."

Drive Reduction Theory

Behavior is motivated by the desire to reduce physiological needs.

Example:
You drink water because you're thirsty.

Incentive Theory

Behavior is motivated by external rewards.

Arousal Theory

People seek an optimal level of arousal.

Too little → boredom

Too much → stress

Yerkes-Dodson Law

Performance is best at moderate arousal.

Easy tasks tolerate higher arousal.

Difficult tasks require lower arousal.

Yerkes-Dodson Law

Moderate stress = best performance.

Too little or too much stress decreases performance.

Maslow's Hierarchy of Needs

• Physiological

• Safety

• Love & Belonging

• Esteem

• Self-Actualization

Self-Actualization

Achieving one's full potential.

Highest level of Maslow's hierarchy.

Personality

Characteristic patterns of thinking, feeling, and behaving.

Trait Theory

Personality consists of stable traits.

Big Five Personality Traits (OCEAN)

Openness

Conscientiousness

Extraversion

Agreeableness

Neuroticism

Id Freud

Primitive instincts.

Pleasure principle.

"I want it now."

Ego

Reality principle.

Balances the id and superego.

Superego

Moral conscience.

"What is right?"

Id vs Ego vs Superego

Id→Pleasure

Ego→Reality

Superego→Morality

Oral Stage

0–1 year

Pleasure from the mouth.

Anal Stage

1–3 years

Toilet training.

Phallic Stage

3–6 years

Oedipus/Electra conflicts.

Latency Stage

6–Puberty

Social development.

Genital Stage

Puberty onward.

Adult relationships.

Identity vs Role Confusion

Adolescence.

Developing a stable identity.

Intimacy vs Isolation

Young adulthood.

Developing close relationships.

Self-Concept

How someone thinks about themselves.

Self-Esteem

How someone values themselves.

Self-Efficacy

Belief in one's ability to succeed at a task.

(Bandura)

Self-Concept vs Self-Esteem vs Self-Efficacy

Self-Concept→ Who am I?

Self-Esteem→ How do I feel about myself?

Self-Efficacy→ Can I do this?

Internal Locus of Control

Belief that life outcomes are primarily determined by one's own actions.

External Locus of Control

Belief that outside forces determine life outcomes.

Stress

The body's response to perceived challenges or threats.

General Adaptation Syndrome (GAS)

• Alarm

• Resistance

• Exhaustion

Primary Appraisal

Evaluate whether an event is threatening.

Secondary Appraisal

Evaluate whether you have the resources to cope.

Primary vs Secondary Appraisal

Primary → "Is this dangerous?"

Secondary → "Can I handle it?"

Problem-Focused Coping

Addresses the source of the stress.

Example:
Creating a study schedule before an exam.

Emotion-Focused Coping

Reduces emotional distress rather than changing the problem.

Example:
Meditating after receiving bad news

Problem-Focused vs Emotion-Focused Coping

Problem-focused → Fix the problem.

Emotion-focused → Manage your feelings.

A student joins a study group because they genuinely enjoy learning biology.

Intrinsic motivation.

A medical student studies only because they want a high MCAT score.

Extrinsic motivation.

A hiker sees a snake, their heart races, and then they realize they're afraid.

James-Lange Theory.

A patient experiences a racing heart and interprets it as excitement before giving a speech.

Schachter-Singer (Two-Factor Theory).

A child believes they can successfully solve a difficult math problem because they have succeeded before.

High self-efficacy.

A college student fails an exam and immediately creates a new study schedule for the next one.

Problem-focused coping.

After failing the exam, another student goes for a run to feel less anxious but doesn't change their study habits.

Emotion-focused coping.

A worker believes promotions come from hard work rather than luck.

Internal locus of control.