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social needs
- originate from preferences gained through experience, socialization, and development
- acquired and learned (via incentive values) part of our personality
- emotional and behavioural potentials that are activated by particular situational incentives
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quasi-needs
- situationally induced wants and desires that are deficiency-oriented
- not full-blown needs, but still affect cognition, emotion, and behaviour
- disappear as soon as they are satisfied
- depends more on the environment than the individual
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need
- any condition within the person that is essential and necessary for life, growth and well-being
- nurtured needs allow us to live, grow, and thrive
- thwarted needs damage us, and we regress and suffer
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achievement
- the desire to do well relative to a standard of excellence
- challenges to competence that end with either objective success or failure
- competitions with tasks, self, and others
- ~ related values need to be internalized
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Atkinson's model
- classical view of achievement motivation
- inherent struggle of approach versus avoidance
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Tendency to Approach Success (Atkinson)
- behaviour (Ts) is based on level of achievement need (Ms), task-specific probability of success (Ps), and incentive value (Is = 1 - Ps)
- Ts = Ms x Ps x Is
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Tendency to Avoid Failure (Atkinson)
- depends against the loss of self-esteem, social respect, and the fear of embarrassment
- behaviour (Taf) is based on the motive to avoid failure (Maf), the probability of failure (Pf = 1 - Ps), and the negative incentive value for failure (If = 1- Pf)
- Taf = Maf x Pf x If
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Tendency to Achieve (Atkinson)
- overall behaviour is determined by relative levels of desire for success and fear of failure
- Ta = Ts - Taf = (Ms x Ps x Is) - (Maf x Pf x If)
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future achievement orientation (Atkinson)
- an individual's psychological distance from a long-term achievement goal
- farther away goals have less approach-avoidance weight than close goals
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Dynamics-of-Action Model
- behaviour occurs within a stream of ongoing behaviour determined by instigation, inhibition, and consummation
- achievement behaviour is dynamic and changes over time
- latency to begin an achievement task and persistence depends on motive strength
- switching to a nonachievement task occurs with rising consumption
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Instigation
- causes a rise in approach tendencies and occurs by confronting environmental stimuli associated with past reward
- equivalent of Ts
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Inhibition
- causes a rise in avoidance tendencies and occurs by confronting environmental stimuli associated with past punishment
- equivalent of Taf
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Consummation
performing an activity brings about its own cessation, therefore achievement behaviour is dynamic and changes over time
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Moderately Difficult Tasks
- high-need achievers outperform low-need achievers but do not out perform for easy or difficult tasks
- optimal challenges for competence and feedback
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High-need achievers
- seek diagnostic ability information
- seek opportunities to test their skills
- value competence for its own sake
- attracted to self-evaluation opportunities
- enjoy demonstrating or providing their abilities
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Competition
- promotes positive emotion, approach behaviour, and improved performance in high-need achievers
- promotes negative emotion, avoidance behaviours, and debilitated performance in low-need achievers
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Entrepreneurship
- behavioural patterns of entrepreneurship often displayed by high-need achievers
- moderate risks, assumed responsibility for success/failure, rapid performance feedback (pride, competence, improvement)
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performance goal
- prove competence, display high ability, outperform others, succeed with little apparent effort
- associated with relatively negative and unproductive ways of cognition, emotion, and behaviour
- prefer easy task, superficial learning, extrinsically motivated, won't ask for help
- quit more easily
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mastery goal
- develop competence, make progress, improve the self, overcome difficulties with effort and persistence
- associated with positive and productive cognition, emotion, and behaviour
- prefer challenging goals, learn conceptually, intrinsically motivated, ask for help
- able to work harder, persist longer, and perform better
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promoting mastery
- success = improvement
- value effort
- communicate that satisfaction comes from hard work
- focus on how students learn
- errors are natural and welcome
- assessment based on improvement and progress
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avoidance motivation
- people with these types of goals underperform, quit quickly, lose interest, and feel dissatisfied because of perceived lack of progress
- lower measures of self-esteem, personal control, vitality, life satisfaction, and well-being
- predisposed if neurotic and/or have poor life skills
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Entity Theorists
- people who believe their personal characteristics are fixed and enduring
- usually choose performance goals (want to appear smart)
- high effort and negative feedback means low ability
- avoid difficult tasks
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Incremental Theorists
- people who believe their qualities are malleable and changeable
- with instruction, guidance, effort, learning and xp you can improve self
- usually pick mastery goals
- effort is a tool to help take advantage of skills
- negative feedback means try harder next time
- take on difficult tasks that are learning opportunities
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affiliation
- social need for approval coming from a fear of interpersonal rejection
- deficiency-oriented arising from deprivation of social interaction
- having other people around while anxious is comforting; relief
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intimacy
- concern for the quality of one's social involvement
- growth-oriented coming from interpersonal caring
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power
- a social need/desire to make the physical and social world conform to one's personal image or plan
- need for dominance, reputation, status, or position
- detrimental to group functioning and relationships; can be abusive
- seek influential positions, prestige possessions
- increases approach tendencies and decreases inhibitory tendencies
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impact
allow individuals to establish power
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control
allows individuals to maintain power
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influence
allows individuals to expand or restore power
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leadership motive pattern
- high need for power, low need for affiliation/intimacy, high inhibition
- effective leaders and managers
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