Motivation - Chapter 7

• 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

• 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

• 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

• 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

• classical view of achievement motivation
• inherent struggle of approach versus avoidance

• 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

• 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

• 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)

• an individual's psychological distance from a long-term achievement goal
• farther away goals have less approach-avoidance weight than close goals

• 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

• causes a rise in approach tendencies and occurs by confronting environmental stimuli associated with past reward
• equivalent of Ts

• causes a rise in avoidance tendencies and occurs by confronting environmental stimuli associated with past punishment
• equivalent of Taf

performing an activity brings about its own cessation, therefore achievement behaviour is dynamic and changes over time

• high-need achievers outperform low-need achievers but do not out perform for easy or difficult tasks
• optimal challenges for competence and feedback

• 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

• promotes positive emotion, approach behaviour, and improved performance in high-need achievers
• promotes negative emotion, avoidance behaviours, and debilitated performance in low-need achievers

• behavioural patterns of entrepreneurship often displayed by high-need achievers
• moderate risks, assumed responsibility for success/failure, rapid performance feedback (pride, competence, improvement)

• 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

• 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

• 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

• 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

• 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

• 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

• 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

• concern for the quality of one's social involvement
• growth-oriented coming from interpersonal caring

• 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

allow individuals to establish power

allows individuals to maintain power

allows individuals to expand or restore power

• high need for power, low need for affiliation/intimacy, high inhibition
• effective leaders and managers