Motivation and the Self-Determination and Learned Helplessness Theories
Your writing should illustrate knowledge of the concepts through an original personal and/or professional integration of the assigned text material. Sociocultural factors must be included when relevant. This is covered throughout the course text. You are encouraged to use outside, current research to enhance sociocultural integration.
All assignments MUST be typed, double-spaced, in APA style, and must be written at graduate level English. The content, conciseness, and clarity of your answers will be considered in the evaluation of your work. You must integrate the material presented in the text and cite your work according to APA format.
Your response to each question should be approx. 1 page per question.
Total assignment should be 6-7 pages plus a title and reference page
1. Motivation arises from both internal motives (i.e. needs, cognitions, emotions) and external events (i.e. incentives, consequences, social contexts). Is one of these sources of motivation more potent or more effective in motivating people than is the other? Are people primarily motivated by internal motives or by external events, or are people motivated about equally by internal motives and external events? Justify your response by giving examples from your own life.
2. Selecting one physiological need (e.g. hunger, thirst, etc.) as an example, explain, how the biological beginnings of this need eventually manifest themselves as a psychological drive in a person’s subjective awareness. In other words, explain how a biological event becomes a psychological motive. Give an original example to support your explanation.
3. How does self-determination theory explain how external events (e.g. rewards, praise) sometimes produce positive effects on motivation but other times produce negative effects? Give an original example to support your explanation.
4. Learned helplessness theory relies on the components of contingency, cognition, and behavior to explain the motivational dynamics underlying helplessness. Explain what these three components mean and provide an original illustrative example of each.
5. Consider the origins of the need for achievement. Discuss and provide original examples from your own life, of each of the following three sources of high need for achievement: its socialization influences, its cognitive influences, or its developmental influences.
6. Differentiate the motivational and performance-based advantages versus disadvantages for performers who adopt a short-term goal (e.g., eat less than 2000 calories today) versus performers who adopt a long-term goal (e.g. lose 20 pounds this year) and offer a recommendation as to whether performers should adopt a short-term or a long-term goal. Explain/justify your recommendation.
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1 Motivation arises from both internal motives (i.e. needs, cognitions, emotions) and external events (i.e. incentives, consequences, social contexts). Is one of these sources of motivation more potent or more effective in motivating people than the other? Are people primarily motivated by internal motives or by external events, or are people motivated equally by internal motives and external events? Justify your response by giving examples from your own life.
Motivation is a complex and multifaceted phenomenon arising from internal and external sources. While there is no definitive answer to whether internal or external motives are more potent or effective in motivating people, research suggests that both sources of motivation play essential roles in driving behavior (Legault, 2020).
Internal motives, such as needs, cognitions, and emotions, are influenced by personal values and beliefs and are frequently associated with intrinsic goals such as personal growth, competence, and autonomy (Legault, 2020). An employee motivated by a desire to improve and develop oneself, for instance, is motivated by an internal motive because this desire stems from personal interest and curiosity. Extrinsic goals, such as rewards, recognition, and social approval, are frequently associated with external events. External events that can motivate behavior include incentives and consequences such as bonuses, promotions, and penalties (Legault, 2020). For instance, an employee motivated to meet a target because of the incentives is motivated by an external motive.
However, the potency and effectiveness of internal and external motives may differ depending on the individual and the context. Personal experience has shown that internal and external motives are essential in motivating behavior. For instance, academic pursuits have been driven by a desire to learn and acquire new skills, whereas external rewards such as grades and awards serve as motivators to perform well.
In conclusion, internal and external motivations are essential sources of motivation, and their effectiveness may vary depending on individual differences and situational factors. While internal motives may be more potent in driving behavior toward intrinsic goals, external events such as incentives and consequences may also be necessary for motivating behavior toward extrinsic goals.
2 Selecting one physiological need (e.g. hunger, thirst, etc.) as an example, explain how the biological beginnings of this need eventually manifest themselves as a psychological drive in a person's subjective awareness. In other words, explain how a biological event becomes a psychological motive. Give an original example to support your explanation.
Physiological needs, such as hunger, are biological processes arising from the body's internal state. Through a process known as homeostasis, these needs eventually manifest themselves as psychological drives in a person's subjective awareness. Homeostasis refers to the body's tendency to maintain a stable internal environment and balance, regulating physiological processes such as hunger (Ombrato & Phillips, 2021).
When one experiences an absence of a specific physiological need, such as hunger, a biological response alerts the body for replenishment. When hungry, the stomach secretes ghrelin, a hormone that stimulates appetite and alerts the brain that it is time to eat. When one eats, the body responds by releasing digestive enzymes and hormones that aid digestion and nutrient absorption (Ombrato & Phillips, 2021). However, the biological process of hunger and the need for food does not always translate into a psychological drive to eat. The individual’s subjective awareness transforms the biological event into a psychological motive. The brain interprets the biological signals and gives them meaning, resulting in a conscious experience of hunger that motivates the individual to seek food.
A person fasting for religious reasons is a plausible example to support this explanation. Their body may experience biological signals of hunger and food needs while fasting. However, their subjective experience of hunger may differ from that of someone who is not fasting. Rather than a biological need for food, they may experience hunger as a psychological drive, a test of willpower, or a reminder of their spiritual goals.
In conclusion, the biological beginnings of a physiological need, such as hunger, eventually manifest as a psychological drive in a person’s subjective awareness through homeostasis. However, the subjective experience of hunger drives the individual to seek food.
3 How does self-determination theory explain how external events (e.g. rewards, praise) sometimes produce positive effects on motivation but other times produce negative effects? Give an original example to support your explanation.
According to self-determination theory, people are intrinsically motivated to meet their basic psychological needs for autonomy, competence, and relatedness. According to the theory, the social and cultural context in which people operate and the degree to which people feel autonomous in their pursuit of goals influence motivation (Ryan & Deci, 2020). Self-determination theory suggests that the effects on motivation of external events such as rewards and praise may vary depending on the type of motivation elicited. External events can either promote autonomous or controlled motivation.
External events perceived as supportive of autonomy can boost intrinsic motivation and positively affect motivation (Ryan & Deci, 2020). For example, suppose employees receive a bonus for meeting a goal. In that case, they may feel that their efforts have been recognized and appreciated, boosting their sense of autonomy and competence at work. On the other hand, external events perceived as controlling or coercive can negatively impact motivation, such as decreased intrinsic motivation and increased anxiety and pressure (Ryan & Deci, 2020). When an employee is praised, for example, they may feel that their behavior is being dictated by external pressure to perform well, which can reduce their sense of autonomy and competence.
An example to support this explanation is when a manager offers an employee a promotion and a raise if they meet a specific performance target. If the employee perceives the promotion and salary increase as supportive of their autonomy and competence, they may be motivated to work harder and meet the target. However, if the employee perceives the offer as controlling and pressuring, they may become demotivated and anxious, decreasing motivation and job satisfaction.
In conclusion, self-determination theory suggests that the effects of external events on motivation may vary depending on the type of motivation elicited. External events that promote controlled motivation can harm motivation, whereas those that promote autonomous motivation can have a positive impact. The perception of autonomy and competence is critical in determining how external events influence motivation.
4 Learned helplessness theory relies on contingency, cognition, and behavior components to explain the motivational dynamics underlying helplessness. Explain what these...