Motivation IV Lecture Notes

Motivation IV - Class Notes

Class Details

• Date: Monday, Jan. 19th, 2025

• Location: KPER 2540

• Instructor: Dr. Shaelyn Strachan

Outline Review from Last Class

• Topics covered:

  • Conscious vs. Non-conscious processes

  • Definitions and contrasts

  • Mindsets

  • Summary and overview of motivation and behavior change

Review of Last Class

• Motivation for Playing Team Sports:

  • Playing a sport may stem from various motivations such as:

  • Peer Pressure:

    • Feeling pressured by friends to participate in sports.

  • Self-Identification as an Athlete:

    • Seeing oneself in the role of an athlete.

  • Value in Team Membership:

    • Recognizing the importance and value of being part of a team.

  • Guilt from Parental Investment:

    • Feeling bad for quitting after parents have invested money in sports participation.

Types of Regulation in Motivation

• External Regulation:

  • Behaviors aimed solely at obtaining rewards or avoiding punishment; regulated by external contingencies.

  • Example: "I exercise because others think I should."

• Introjected Regulation:

  • Behaviors pursued due to internal pressures, influenced by guilt or obligation.

  • Example: "I exercise because I feel guilty if I don’t."

• Identified Regulation:

  • Actions that are valued personally even if they are not enjoyable.

  • Example: "I exercise because it is good for my health."

• Integrated Regulation:

  • Both external motivations are acknowledged, but the behavior aligns with one's own values and beliefs.

  • Example: "I exercise because I am a healthy individual."

Application of Self-Determination Theory

• As a Physical Education teacher aiming to enhance self-determined and intrinsic motivation in students, consider implementing the following strategies rooted in Self-Determination Theory:

  • Foster autonomy in students.

  • Promote mastery experiences.

  • Encourage social connections among peers.

Conscious vs. Non-conscious Processes

• Conscious Processes:

  • Involve deliberate thought and processing, influenced by beliefs and values while being limited in cognitive resources.

  • Example Theories: Intentions, self-efficacy, attitudes shaped by appraisals (pros and cons).

• Non-conscious Processes:

  • Operate without awareness and rely on heuristics or automatic thoughts, utilizing minimal cognitive resources.

Mindset Assessment

• Rate the following items from 1 (strongly disagree) to 5 (strongly agree):

  • Intelligence is a fixed trait that cannot be changed.

  • Being proficient in math/science/writing is largely innate (born with).

  • Sustained effort leads to growth in abilities.

  • Athletic talent is innate, with little change through training.

  • Regular training can significantly improve non-naturally athletic individuals.

  • Struggling with new topics demonstrates inadequacy.

  • Struggling signifies progress in learning.

  • Total Calculation:

  • Sum responses for items 1, 3, 5, and 7; then for items 2, 4, 6, and 8.

Mindsets According to Dweck (2006)

• Key Concepts:

  • Mindsets are often subconscious beliefs regarding human abilities.

  • Fixed Mindset:

  • Belief that abilities are static and unchangeable.

  • Growth Mindset:

  • Understanding that abilities can be developed with effort, learning, and persistence.

Growth Mindset Quotes

• Henry Ford: “Failure is simply the opportunity to begin again, this time more intelligently.”

• Michael Jordan: “I’ve failed over and over and over again in my life. And that is why I succeed.”

• Serena Williams: “I’ve grown most not from victories, but setbacks.”

Influence of Mindsets on Motivation

• Mindsets impact motivation by altering interpretations of challenges, effort, and failure.

  • Impact of a Fixed Mindset:

  • Avoids challenges and lacks persistence.

  • Gives up after initial failures.

  • Views efforts as indicative of low ability.

  • Typically motivated by external or introjected factors.

  • Impact of a Growth Mindset:

  • Willing to take on challenges.

  • Demonstrates persistence through challenges.

  • Recognizes effort as a precursor to improvement.

Illustrating Mindsets in Sport and Exercise

• Fixed Mindset Strategies:

  • Rely on inherent talent.

  • Praise based on performance alone.

  • Avoid struggles and frame failures as definitive setbacks.

• Growth Mindset Strategies:

  • Emphasize skill development and effort over innate talent.

  • Encourage problem-solving and learning from mistakes.

  • Normalize struggles as part of the learning process.

Mindsets: Conscious or Non-conscious?

• Assumption of Reflective Capacity:

  • Individuals can reflect on and report their mindsets.

• Dweck's Proposition: Mindsets possess both conscious and non-conscious implications.

• Research Insight:

  • Mindsets may exert a more significant non-conscious influence; however, they can be shifted through educational interventions.

  • Reference: Burnett, J.L., Knouse, L.E., Vanhoy, A., & Henry, S. (2023). A systematic review and meta-analysis of growth mindset interventions; do growth interventions impact students' academic achievements and mental health? Educational Psychology Review, 35(4), 69-96.

Summary: Motivation and Behavior Change

• What is Motivation?

  • Understanding motivation is critical for behavior change strategies.

• General Approaches to Motivation:

  • Behavioral Approaches: Utilizing operant conditioning techniques.

  • Cognitive Approaches: Focusing on the mental aspects of motivation.

  • Cognitive-Behavioral Models: Integrating behavioral and cognitive insights into theories of motivation.

• Applicable Theories:

  • Theory of Planned Behavior

  • Social Cognitive Theory

  • Self-Determination Theory

• Non-Conscious Processes:

  • Understanding the role of subconscious drives in motivation.

• Mindsets:

  • Recognition of mindset impacts, particularly in motivation frameworks.

Next Class Topics

• Focus: Personality in Sport and Exercise