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FEM 4101 MOTIVATION AND HUMAN ACHIEVEMENT

FEM 4101 MOTIVATION AND HUMAN ACHIEVEMENT. ZARINAH ARSHAT ROOM : A104, Department of Human Development and Family Studies EMAIL : zarinah_upm@putra.upm.edu.my /zarinaharshat@yahoo.co PHONE : 03-89467139. INTRODUCTION TO FEM 4101. COURSE OBJECTIVES

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FEM 4101 MOTIVATION AND HUMAN ACHIEVEMENT

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  1. FEM 4101MOTIVATION AND HUMAN ACHIEVEMENT FEM 4101 PJJ -Dr. Zarinah Arshat

  2. ZARINAH ARSHAT ROOM : A104, Department of Human Development and Family Studies EMAIL : zarinah_upm@putra.upm.edu.my /zarinaharshat@yahoo.co PHONE : 03-89467139 FEM 4101 PJJ -Dr. Zarinah Arshat

  3. INTRODUCTION TO FEM 4101 • COURSE OBJECTIVES • ASSESSMENT • COURSE CONTENT • REFERENCES FEM 4101 PJJ -Dr. Zarinah Arshat

  4. INTRODUCTION TO FEM 4101 • Course objective 1 • Explaining the relationships between emotions, motivation, behavior and human achievement • Course objective 2 • Comparing various of theories related to motivation and human achievement FEM 4101 PJJ -Dr. Zarinah Arshat

  5. INTRODUCTION TO FEM 4101 • Course objective 3 • Designing motivation programs to increase human potential of group • Synopsis • Please refer to your h/out FEM 4101 PJJ -Dr. Zarinah Arshat

  6. INTRODUCTION TO FEM 4101 Course Contents • Motivation concept and principle • Component of motivation • Themes of contemporary motivation theories • Theories on learning, motivation and human achievement FEM 4101 PJJ -Dr. Zarinah Arshat

  7. Course Contents INTRODUCTION TO FEM 4101 • Psychological theories, motivation and human achievement • Cognitive theories, motivation and human achievement • Theories on life-goal, motivation and human achievement FEM 4101 PJJ -Dr. Zarinah Arshat

  8. Course Contents INTRODUCTION TO FEM 4101 • Emotion, motivation and behavior • Development of motivation and self-control • Formation of motivation programs and human achievement FEM 4101 PJJ -Dr. Zarinah Arshat

  9. INTRODUCTION TO FEM 4101 • Assessment • Test 1 30% • Assignment 30% • Final 40% FEM 4101 PJJ -Dr. Zarinah Arshat

  10. MOTIVATION • The difference or gap between what needs to be done and what is not being done can be closed using motivation. FEM 4101 PJJ -Dr. Zarinah Arshat

  11. MOTIVATION • Motivation is the characteristic that helps you achieve your goal. • Psychologists define motivation as an internal process that activates, guides, and maintains behavior over time. FEM 4101 PJJ -Dr. Zarinah Arshat

  12. MOTIVATION • Motivation originates from a variety of sources (need, cognition, and emotions) • Internal processes energize and direct behavior in multiple way (starting, sustaining, intensifying, focusing, and stopping the particular behavior) • Motivation can vary in both intensity and direction. FEM 4101 PJJ -Dr. Zarinah Arshat

  13. WHAT IS ACHIEVEMENT? • ...according to Murray's list of basic human need "achievement is described as to overcome obstacle, and attain a high standard or to rival and surpass others or to strive and to master" • ...is the driving force to do well relative to a standard of excellence (McClelland, Atkinson, Clark, & Lowell, 1953) FEM 4101 PJJ -Dr. Zarinah Arshat

  14. WHAT IS ACHIEVEMENT? • Examples of self-related standard of excellence: • Performing batter then done previously, as in exceeding last semester's GPA • Examples of other-related standard of excellence - Performing better than other person or a group of other, as in making higher grades then your other coursemate/ roomate/housemate FEM 4101 PJJ -Dr. Zarinah Arshat

  15. WHAT IS ACHIEVEMENT? • However, note that “standards of excellence are double-edged swords” • The tendency to APPROCH a standard of excellence OR to overcome the Tendency to AVOID it • Anticipating anxiety, fear, defensiveness may lead to avoid or withdraw from standards of excellence • Anticipating pride and gratification may lead to approach standard of excellence FEM 4101 PJJ -Dr. Zarinah Arshat

  16. RESEARCH ON MOTIVATION • There are two distinct approaches to the study of motivation. • First is a product of academic, experimental procedures, • Second is an outgrowth of clinical, non-experimental methods. FEM 4101 PJJ -Dr. Zarinah Arshat

  17. RESEARCH ON MOTIVATION • All investigators in this field are guided by a single basic question, namely, Why do organisms think and behave as they do? • Quantitative and qualitative measurement of human achievement, for eg. • Hermans (1970) Prestatic Motivation Test (PMT) • Jackson (1974) Personal Research Form (PRF) FEM 4101 PJJ -Dr. Zarinah Arshat

  18. What does the research onmotivation tell us? • The research on motivation defines motivation as an orientation toward a goal. (This orientation may be positive, negative, or ambivalent.) • Motivation provides a source of energy that is responsible for why learners decide to make an effort, how long they are willing to sustain an activity, how hard they are going to pursue it, and how connected they feel to the activity. FEM 4101 PJJ -Dr. Zarinah Arshat

  19. What does the research onmotivation tell us? • Much of the research on motivation has confirmed the fundamental principle of causality: motivation affects effort, effort affects results, positive results lead to an increase in ability. FEM 4101 PJJ -Dr. Zarinah Arshat

  20. TOPIC 2COMPONENTS OF MOTIVATION Human Motivation FEM 4101 PJJ -Dr. Zarinah Arshat

  21. Components of Motivation • Biological component • Learned component • Cognitive component • Behavior is caused by an interaction of biological, learned, and cognitive processes: brain circuits are activated, learned responses are triggered, and control is taken by making plans. FEM 4101 PJJ -Dr. Zarinah Arshat

  22. The Biological Component • Main focus on the structure/design of the brain FEM 4101 PJJ -Dr. Zarinah Arshat

  23. The Biological Component Evolutionary theory • Assumes our brain today is a result of years of experiences and learning. • Brain is made up of number of systems that work together with the body to produce our actions. • Humans have two central complementary drives (minds): self-preservation and the preservation of the species. FEM 4101 PJJ -Dr. Zarinah Arshat

  24. The Biological Component Temperament • Refers to how we react to the world (reactivity) and how we self-regulate ourselves (self-control) in the face of certain environmental demands. (Our predisposition to act one way or another.) • High activity (preference for intense stimulation and like of risk-taking) • Negativity (fearful/sad and angry when frustrated) • Regulation of attention/behavior (effortful control) FEM 4101 PJJ -Dr. Zarinah Arshat

  25. The Biological Component • The Big Five: Personality Factors- • extraversion, • neuroticism, • agreeableness, • conscientiousness, • openness to experience. FEM 4101 PJJ -Dr. Zarinah Arshat

  26. The Biological Component • Scientists use monozygotic/dizygotic twin studies to determine whether behavior is caused by genes. • The brain triggers emotions/feelings > motivates us to act. • Brain circuits: structures work together with one another with connecting pathways that are aroused simultaneously. Each emotion has a distinct brain circuit. FEM 4101 PJJ -Dr. Zarinah Arshat

  27. The Biological Component Approach/Avoidant Motivation Brain Circuits • Behavioral Activation System (BAS) • Activated by conditioned signals or rewards and nonpunishment, arousal is enhanced to promote increased approach behavior. • Behavioral Inhibition System (BIS) • Activated by conditioned signals of punishment and nonreward, as well as novel stimuli, arousal is enhanced to inhibit ongoing behavior. FEM 4101 PJJ -Dr. Zarinah Arshat

  28. The Biological Component Pleasure/Punishment Motivation BrainCircuits • The Reward Pathway • Reward centers are stimulated when positive responses occur. • Humans are motivated to perform actions that produce positive feelings. • Done through combination of dopaminergic pathways and limbic system. FEM 4101 PJJ -Dr. Zarinah Arshat

  29. FEM 4101 PJJ -Dr. Zarinah Arshat

  30. The Biological Component Limbic system: set of interconnected structures deep within the brain that regulates emotions such as fear, love, and anger. Helps in adaptation of environmental demands. Plasticity: whether the basic structure of the brain can be altered as the result of certain experiences or thought processes. FEM 4101 PJJ -Dr. Zarinah Arshat

  31. The Biological Component Synapses: gaps that separate short lengths of nerve fibers in which neurotransmitters are released and carry information. FEM 4101 PJJ -Dr. Zarinah Arshat

  32. FEM 4101 PJJ -Dr. Zarinah Arshat

  33. The Biological Component Neurotransmitters: chemicals that carry information across the synapse. • Norepinephrine/serotonin/dopamine: high levels = euphoria, low levels = depression FEM 4101 PJJ -Dr. Zarinah Arshat

  34. The Learned Component What we learn is governed by a large degree by attention. • Attention: focus sensory receptors on source of information and analyze (attending); focus on given source and selectively process (selective attention); and organize the information. • Attention is governed partly by motivational processes. • Associative learning: (S-R learning) the connection or association of stimuli and responses. • Depends on receptor orientation and selective attention. • Deliberate (intentional) or incidental (passive) learning. FEM 4101 PJJ -Dr. Zarinah Arshat

  35. Classical Conditioning: In this type of learning, the CS (conditioned stimulus) becomes a signal that the UCS (unconditioned stimulus) is about to be presented. The UCR (unconditioned response) is automatically elicited by the UCS (unconditioned stimulus). The CR (conditioned response) is typically weaker, but is the same response. Crucial for adaptive behavior. Associations are formed not only between the US/CS, but also between the events and the situations in which the conditioning takes place. Instrumental Learning: In this type of learning, the S (stimulus) becomes the signal to perform a R (response). Getting the R to occur may require shaping. Organisms learn that certain environmental events, such as receiving rewards/punishments, depend on their own behavior. A nonrewarded response will eventually diminish in rate or strength (extinction). The Learned Component FEM 4101 PJJ -Dr. Zarinah Arshat

  36. Pavlov’s Experiment FEM 4101 PJJ -Dr. Zarinah Arshat

  37. Analysis of Pavlov’s Study FEM 4101 PJJ -Dr. Zarinah Arshat

  38. The Learned Component Social incentive theory: positive (rewarding) experiences often occur when we do what others want us to do. • Seeking approval and avoiding disapproval are assumed to be central motivators for people. • Learned component of motivation has its roots in this theory. • Children learn a great deal through imitation and observation. • We are intrinsically motivated to learn about our environment. FEM 4101 PJJ -Dr. Zarinah Arshat

  39. The Cognitive Component • Cognition involves thinking, perceiving, abstracting, synthesizing, organizing, or otherwise conceptualizing the nature of the external world and the self. • Cognitive theories are framed in terms of having or developing cognitive structures that allow us to make sense of the complexity of the world. FEM 4101 PJJ -Dr. Zarinah Arshat

  40. The Cognitive Component • Cognitive processes help us summarize and reduce the amount of information we encounter by finding higher-order relationships, structures, principles, and rules. • Cognitions are based on past learning (beliefs and attitudes are developed by imitating/modeling parents) or from cognitive processes (active construction). FEM 4101 PJJ -Dr. Zarinah Arshat

  41. The Cognitive Component • Many beliefs, attitudes, and values are based on our own experiences and desires. FEM 4101 PJJ -Dr. Zarinah Arshat

  42. The Cognitive Component Assimilation: children will process information by whatever structures they have. Disequilibrium: experienced confusion or incomprehension about the world that motivates a child to develop new cognitive structures to make sense of the complexity (accommodation). FEM 4101 PJJ -Dr. Zarinah Arshat

  43. The Cognitive Component Categories: allow us to summarize complex information into more generic forms, freeing us from having to keep track of endless pieces of specific information. Generalization: tendency to simplify a response learned in one situation to other situations. (Example: stereotypes) FEM 4101 PJJ -Dr. Zarinah Arshat

  44. The Cognitive Component Habits: result from a repetition of some response or sequences of responses. Automatic behavior: repeating behavior over and over until one not longer needs to think about intentions. (Example: driving car) FEM 4101 PJJ -Dr. Zarinah Arshat

  45. The Cognitive Component • Cognitive dissonance theory • humans are inclined to process information to be consistent with existing categories, beliefs, attitudes, values, stereotypes, and behavior, ignoring information that does not fit. FEM 4101 PJJ -Dr. Zarinah Arshat

  46. The Cognitive Component • Implicit theories • hypotheses, models, and beliefs about the nature of the external world (world theories) and about what we need to do to satisfy our desires in this world (self theories). • Often exist at preconscious level and often involve more irrational and intuitive thinking. FEM 4101 PJJ -Dr. Zarinah Arshat

  47. The Cognitive Component • Attribution theory • how humans come to perceive the causes of behavior; reasonable explanations. FEM 4101 PJJ -Dr. Zarinah Arshat

  48. The Cognitive Component • Locus of control theory • (internal vs. external causes of behavior): • Internals: cause of behavior lies within self • Externals: cause of behavior lies outside self FEM 4101 PJJ -Dr. Zarinah Arshat

  49. Components Example:Motivation for Running • Biological component: • Stimulates output of several chemicals (Example: increase in norepinephrine = elation/euphoria) • Learned component: • A rewarding activity that helps many people cope with anxiety, depression, stress, fatigue, etc. • Cognitive component: • Benefits of exercise- decrease likelihood/progression of number of health disorders, reduce cholesterol, increase immune response, slow down aging process, etc. FEM 4101 PJJ -Dr. Zarinah Arshat

  50. TOPIC 3 BASIC THEMES IN THE STUDY OF MOTIVATION FEM 4101 PJJ -Dr. Zarinah Arshat

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