- what moves people to act, think and develop - understanding conditions and processes that facilitate persistence, performance, healthy development and vitality in human endeavours
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motivation flow
socio-cultural conditions -> what people do -> how they feel about action
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theories of motivation
- most treat motivation as a unitary concept that varies in amount (Bandura, 1996) - focus has been on social environment: .rewards/incentives .relationships with them
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self-determination theory: assumes people..
- are by nature active, self-motivated, curious and interested - are vital and eager to succeed - can be alienated and mechanised, or passive and disaffected
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the quality of motivation
- influences the likelihood of an individual carrying out the behaviour - SDT proposes that quality of motivation likely to improve if it involves greater choice and self-determination rather than external control
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quality of motivation cont'd
- understanding why (and why not) people act can help us to understand the person as individuals. interventions can be better targeted to meet specific needs of the individuals
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motivation continuum: rewards
- giving rewards undermines intrinsic motivation: rewards leads to loss of interest in activity - if reward is not specifically on doing the activity, reward does not undermine intrinsic motivation (not perceived as controlling one's behaviour)
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rewards cont'd
- tangible rewards tend to interact negatively with intrinsic motivation
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effect of extrinsic motivators
- decreases in intrinsic motivators: .threats of punishment, deadlines, surveillance - feelings of pressure and control
- all humans need to feel competent, autonomous and related to others
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autonomy
sense of ownership of his/her behaviour
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competence
feelings of effectiveness in one's interactions with the social environment and in achieving valued outcomes
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relatedness
feeling connected with others in a respected and secure manner
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interpersonal climate
social contexts that facilitates satisfaction of these three basic psychological needs will: support people inherent activity, promote optimal motivation, encourage positive outcomes
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facilitating need satisfaction: autonomy pt. 2
- provide meaningful rationale, enhance perceptions of value of activity, provision of choice and variety, facilitating enjoyment
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facilitating need satisfaction: relatedness pt. 2
- social support: trusting and feeling connected to others, respect, understanding and care, acknowledge negative feelings regarding the activity
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facilitating need satisfaction: competence pt. 2
- confidence: information, relevant feedback, help set challenging but realistic goals, advice on resisting and overcoming barriers, focus on intrinsic goals i.e. health & personal growth
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need support in schools
the orientation of the teacher, framing intrinsic or extrinsic goals in an autonomy supportive manner, law school students decreased NS over 3 years, medical school NS provision affected choice of speciality
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need support in homes
- parents with ns children psychological health, motivation & learning, conclusive the importance of parents role in optimal growth and adjustment
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need support in workplace
- investment bank companies - managers who are more NS
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findings in relation to the field of optimising motivation
- - Support for the interaction between autonomy supportive environment, increased needs satisfaction and feelings of self-determined motivation in PA (Edmunds et al., 2006)
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cont'd
- - Need support can be perceived from an inanimate object as well as a significant other values highlight individual differences in need satisfaction - Cost effective method of physical activity promotion?
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Other cards in this set
Card 2
Front
motivation flow
Back
socio-cultural conditions -> what people do -> how they feel about action
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