Unit 4 - Motivation (psych)

Motivation

The conscious or unconscious drive leading the behaviours that individuals initiate, direct and maintain

*motives influence behaviour

Motives

The desires behind goal directed behaviour

4 sources/motives of motivation

1. Physiological

2. Cognitions

3. Emotional

4. Social

1. Physiological (4 sources of motivation)

The needs for survival that motivate must human behaviour

• e.g. sleep, toilet, drink, hunger, etc

2. Cognitions (4 sources of motivation)

Motivation is derived from intellectual challenges due to the intrinsic motivation that they produce. This drive is to satisfy curiosity and explore personal interests.

• e.g. values, goals, expectations

3. Emotional (4 sources of motivation)

Motivation can stem from trying to avoid pain and seeking happiness

• e.g. avoid fear, anger, stress or strive for happiness and joy

4. Social (4 sources of motivation)

The drive to form connections and relationships with people around us

• e.g. peer pressure, conforming and seeking approval

3 types of motivation - Self Determination Theory, Deci and Ryan (1985)

1. Amotivation

2. Extrinsic motivation

3. Intrinsic motivation

Amotivation (3 types of motivation - SDT Deci and Ryan (1985))

The lack of intrinsic or extrinsic motivation

• Amotivation increases when the environment does not allow for the behaviour to be performed

Extrinsic motivation (3 types of motivation - SDT Deci and Ryan (1985))

Motivation stems from the desire for external rewards

• e.g. respect, money, awards, social recognition, etc

• this motivation is a means to an end

Intrinsic motivation (3 types of motivation - SDT Deci and Ryan (1985))

Motivation driven by an inner desire for self actualisation (full potential) arising from achieving a specific goal

• e.g. self gratification

• this motivation is an end in itself

3 psychological needs for motivation - SDT Deci and Ryan (1985)

1. Autonomy

2. Competency

3. Relatedness

Autonomy (3 psychological needs for motivation - SDT Deci and Ryan (1985))

People need to feel in control of their own actions. Satisfying this need improves wellbeing and leads to increased motivation.

Competency (3 psychological needs for motivation - SDT Deci and Ryan (1985))

The desire to feel capable of mastering new skills and experiencing a sense of achievement. Increases the likelihood that an individual will feel satisfaction from overcoming obstacles.

Relatedness (3 psychological needs for motivation - SDT Deci and Ryan (1985))

People have a longing to form social connections and be a part of positive relationships. Improves wellbeing.

Strengths of Self Determination Theory - Deci and Ryan (1985)

• Theory is applicable across cultures and contexts. This is because the 3 needs are universal

• Intrinsic motivation is a crucial aspect of self determination theory. It supports the tendency for people to do things they enjoy rather than doing things for external rewards

Limitations of Self Determination Theory - Deci and Ryan (1985)

• The strong emphasis on autonomy is argued to minimise the influence that external rewards have on motivation

• The theory has multiple complex components. It may limit the ability to comprehend and apply

  *facilitator

Application to the real world - Self Determination Theory, Deci and Ryan (1985)

• It is of interest to teachers, employers, managers to increase the 3 psychological needs

• This improves the self determination which leads to intrinsic motivation, which then promotes positive wellbeing

Levels of Motivation - Maslow (1954)

Maslow (1954) created a hierarchy of needs based on the idea that everyone should reach self actualisation

Self actualisation

The ultimate state of being that everyone is trying to attain.

• It involves reaching ones full potential and continually seeking growth and knowledge

2 types of motivation and needs - Maslow (1954)

1. Deficiency needs: basic needs people are motivated to fulfil due to their absence

   • Important for survival

   • Motivation decreases as each need is met

2. Growth needs: needs that once met, act as the motivation to continue fulfilling them

   • Develops unique personality

   • Leads to happiness

   • Motivation increases as need is met

First hierarchy of needs (Maslow, 1954)

• Level 1: physiological needs

• Level 2: safety needs

• Level 3: love and belongingness

• Level 4: esteem

• Level 5: self actualisation

  *don’t say pyramid in exam

Hierarchy of needs (Maslow, 1970)

In 1970, Maslow produced a revised hierarchy of needs after additional reflection and research.

Deficiency needs:

1. Physiological needs

2. Safety needs

3. Love and Belongingness

4. Esteem needs

Growth needs:

5. Cognitive needs

6. Aesthetic needs

7. Self actualisation

8. Transcendence needs

1. Physiological needs (Hierarchy of Needs - Maslow, 1970)

Basic biological requirements that provide energy, physical contentment and health

→ e.g. food, water, shelter, toilet, etc

2. Safety needs (Hierarchy of Needs - Maslow, 1970)

Involves both physical and emotional safety. When these needs are not met, this causes anxiety and a lack of confidence in the environment.

→ e.g. stability, order, free from threat

3. Love and belongingness (Hierarchy of Needs - Maslow, 1970)

Incorporates both receiving love and giving love. A lack of love and belonging can result in isolation and loneliness

→ e.g. worthy of love, affection, etc

4. Esteem needs (Hierarchy of Needs - Maslow, 1970)

Two components of esteem needs…

• Self esteem: desire for achievement, confidence and freedom

• Respect from others: recognition, attention and appreciation from others

5. Cognitive needs

Gaining knowledge and understanding through senses , personal experiences and mental activity

• Curiosity to understand

• Philosophy and theology

6. Aesthetic needs (Hierarchy of Needs - Maslow, 1970)

The appreciation for anything beautiful. It contributes to a positive wellbeing

• Not reaching this level can cause a sense of discomfort

7. Self actualisation (Hierarchy of Needs - Maslow, 1970)

Each person has their own way of reaching a feeling of self realisation, self fulfilment and self actualisation

• Increases as people are autonomous

• Peaks and troughs are normal here

• Restlessness and discontentment are barriers to reaching self actualisation

8. Transcendence needs (Hierarchy of Needs - Maslow, 1970)

Going beyond the limits of human experience. The deeper meaning found is then used to help humanity rather than focusing on the self.

Pyramid of the hierarchy of needs - Maslow, 1970

Strengths - (Hierarchy of Needs - Maslow, 1970)

• The theory focused on healthy human psychological development, uncommon at the time

• Theory was supported by a meta analysis conducted by Alexander and colleagues (1991).

  • Results from 42 studies revealed that transcendental meditation (variant of yoga) was associated with significant progress toward self actualisation

Limitations - (Hierarchy of Needs - Maslow, 1970)

• The sample was small and purposeful selected by Maslow. It lacked objectivity as he used subjective measures only

• The hierarchical categorisation of needs oversimplifies complex human behaviour. Other theorists have argued that this is not the most suitable structure for human needs

*pyramid shape not created by Maslow, however, it has become popular. It is not reflective of human behaviour and life obstacles

Application of real world - (Hierarchy of Needs - Maslow, 1970)

• Maslow’s theory provides the framework to educational programs around the world

• Physiological needs are required behaviour needs can be met

Subjective wellbeing - Diener, 1984

The mixture of negative and positive measures and overall emotional and cognitive assessment of life that is personal to everyone

→ It is based on the personal experiences of an individual and therefore is ‘subjective’ for each person

3 main components that make up subjective wellbeing - Diener (1984)

1. Life satisfaction

2. Affective balance (positive affect (2) and negative affect (3)

→ Life satisfaction + Affective balance = Subjective wellbeing

1. Life satisfaction - 3 main components that make up subjective wellbeing (Diener, 1984)

• Refers to the overall assessment a person makes of their own life and their own life experiences

• Influenced by feeling an overall positive affect of mood, usually influenced by those closest to you

• These global judgements are the ‘cognitive’ measures of wellbeing

2. Affective balance - 3 main components that make up subjective wellbeing (Diener, 1984)

• Encompasses all of the moods, emotions and feelings that an individual experiences. The moods and emotions make up the ‘emotional’ measure of wellbeing

• Positive affect = pleasant emotions

• Negative affect = unpleasant emotions

• People experience both positive and negative affect and attempt to enhance their lives by reducing negative affect and increasing positive affect

• A global judgement of happiness is continually assessed by people comparing their negative affect with their positive affect

Strengths (Subjective wellbeing - Diener, 1984)

• The theory has cultural universality. It can be applied across cultures and contexts

• The theory is comprehensive and ballistic

Limitations (Subjective wellbeing - Diener, 1984)

• External factors are not considered in the theory e.g. finances, work conditions, relationships and cultural influences

• The theory relies on self reporting which can produce bias when participants give answers in order to be socially desirable

Applications to real world (Subjective wellbeing - Diener, 1984)

• The effectiveness of public health initiatives and policies are positively influenced by the knowledge of subjective wellbeing

*includes longitudinal study

Psychological wellbeing scale (PWB) - Ryff, 1989

• Designed PWB based off her theory of psychological wellbeing

• Higher scores on each scale indicate higher wellbeing

6 factors:

1. Autonomy

2. Environmental mastery

3. Personal growth

4. Positive relations with others

5. Purpose in lie

6. Self acceptance

1. Autonomy (PWB - Ryff, 1989)

• Refers to individuals seeking personal evaluation (not from others) from within themselves using their own standards

• Refers to the ability for an individual to make their own decisions using their free will

Dimension:

• High autonomy = independent and able to make their own choices based on their self-accepted moral principles, rather than feeling pressured to conform to social norms

• Low autonomy = highly concerned by what society thinks of them so is easily pressured to conform to social norms and makes decisions based on the opinion of others

2. Environmental mastery (PWB - Ryff, 1989)

• Rather than accepting things for how they are, especially when they are not desirable, environmental mastery involves manipulating the surroundings to best suit personal needs.

• A feeling of being able to influence others.

Dimensions:

• High environmental mastery = feels confident in manipulating their environment, manages complicated tasks, and makes the most of situations they find themselves in.

• Low environmental mastery = feels unable to manipulate their surroundings, finds complex tasks overwhelming, and feels little control over their external environment.

3. Personal growth (PWB - Ryff, 1989)

• Utilising past and present experiences allows one to continually develop as a person and experience new things.

Dimensions:

• High personal growth = has a sense of continual development and self-improvement, welcomes new experiences and reflects upon them to increase knowledge.

• Weak personal growth = feels a sense of stagnation due to a lack of personal improvement, is unmotivated to try to better themselves, finds life boring, and feels unable to shift this mindset.

4. Positive relations with others (PWB - Ryff, 1989)

• Individuals who self-actualise find importance in forming genuine relationships with other people and also in guiding the younger generations (generativity).

• Such individuals believe in the significance of forming empathetic connections with others.

Dimensions:

• Strong positive relations = understands relationships involve a balance of give and take, is empathetic, affectionate and caring, and can participate in trusting relationships.

• Weak positive relations = is unwilling to make compromises in relationships, has difficulties caring for others and forming intimate and trusting human connections.

5. Purpose in life (PWB - Ryff, 1989)

• Meaning in life evolves over time and requires the individual to continually re-evaluate its intentionality and direction.

Dimensions:

• Strong purpose in life = believes that past and present life is meaningful, sets life goals to follow and has a sense of direction.

• Weak purpose in life = feels life lacks purpose so does not reflect on past or present experiences or set personal goals.

6. Self acceptance (PWB - Ryff, 1989)

• An individual's acknowledgement of their personal strengths, weaknesses and past decisions and behaviours.

Dimensions:

• High acceptance = accepting of good and bad personal characteristics, has high self-esteem, and has a positive view of the life they have lived.

• Low self-acceptance = concerned by certain parts of their character, has low self-esteem and is disappointed in their past life.