What you'll learn to do: explain motivation, how it is influenced, and major theories about motivationMotivation to engage in a given behavior can come from internal and/or external factors. There are multiple theories have been put forward regarding motivation—biologically oriented theories that say the need to maintain bodily homeostasis motivates behavior, Bandura's idea that our sense of self-efficacy motivates behavior, and others that focus on social aspects of motivation. In this section, you'll learn about these theories as well as the famous work of Abraham Maslow and his hierarchy of needs. Show
Learning Objectives
Why do we do the things we do? What motivations underlie our behaviors? Motivation describes the wants
or needs that direct behavior toward a goal. In addition to biological motives, motivations can be intrinsic (arising from internal factors) or extrinsic (arising from external factors) (Figure 1). Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring, while extrinsically motivated behaviors are performed in order to receive something from others. Think about why you are currently in college. Are you here because you enjoy learning and want to pursue an education to make yourself a more
well-rounded individual? If so, then you are intrinsically motivated. However, if you are here because you want to get a college degree to make yourself more marketable for a high-paying career or to satisfy the demands of your parents, then your motivation is more extrinsic in nature. Other studies suggest that intrinsic motivation may not be so vulnerable to the effects of extrinsic reinforcements, and in fact, reinforcements such as verbal praise might actually increase intrinsic motivation (Arnold, 1976; Cameron & Pierce, 1994). In that case, Odessa’s motivation to bake in her free time might remain high if, for example, customers regularly compliment her baking or cake decorating skills. Theories about MotivationFigure 3. (a) William James proposed the instinct theory of motivation, asserting that behavior is driven by instincts. (b) In humans, instincts may include behaviors such as an infant’s rooting for a nipple and sucking. (credit b: modification of work by "Mothering Touch"/Flickr) Another early theory of motivation proposed that the maintenance of homeostasis is particularly important in directing behavior. You may recall from your earlier reading that homeostasis is the tendency to maintain a balance, or optimal level, within a biological system. In a body system, a control center (which is often part of the brain) receives input from receptors (which are often complexes of neurons). The control center directs effectors (which may be other neurons) to correct any imbalance detected by the control center. According to the drive theory of motivation, deviations from homeostasis create physiological needs. These needs result in psychological drive states that direct behavior to meet the need and, ultimately, bring the system back to homeostasis. For example, if it’s been a while since you ate, your blood sugar levels will drop below normal. This low blood sugar will induce a physiological need and a corresponding drive state (i.e., hunger) that will direct you to seek out and consume food (Figure 4). Eating will eliminate the hunger, and, ultimately, your blood sugar levels will return to normal. Interestingly, drive theory also emphasizes the role that habits play in the type of behavioral response in which we engage. A habit is a pattern of behavior in which we regularly engage. Once we have engaged in a behavior that successfully reduces a drive, we are more likely to engage in that behavior whenever faced with that drive in the future (Graham & Weiner, 1996). Figure 4. Hunger and subsequent eating are the result of complex physiological processes that maintain homeostasis. (credit "left": modification of work by "Gracie and Viv"/Flickr; credit "center": modification of work by Steven Depolo; credit "right": modification of work by Monica Renata) Extensions of drive theory take into account levels of arousal as potential motivators. Just as drive theory aims to return the body to homeostasis, arousal theory aims to find the optimal level of arousal. If we are underaroused, we become bored and will seek out some sort of stimulation. On the other hand, if we are overaroused, we will engage in behaviors to reduce our arousal (Berlyne, 1960). Most students have experienced this need to maintain optimal levels of arousal over the course of their academic career. Think about how much stress students experience toward the end of spring semester. They feel overwhelmed with seemingly endless exams, papers, and major assignments that must be completed on time. They probably yearn for the rest and relaxation that awaits them over the extended summer break. However, once they finish the semester, it doesn’t take too long before they begin to feel bored. Generally, by the time the next semester is beginning in the fall, many students are quite happy to return to school. This is an example of how arousal theory works. Figure 5. The concept of optimal arousal in relation to performance on a task is depicted here. Performance is maximized at the optimal level of arousal, and it tapers off during under- and overarousal. So what is the optimal level of arousal? What level leads to the best performance? Research shows that moderate arousal is generally best; when arousal is very high or very low, performance tends to suffer (Yerkes & Dodson, 1908). Think of your arousal level regarding taking an exam for this class. If your level is very low, such as boredom and apathy, your performance will likely suffer. Similarly, a very high level, such as extreme anxiety, can be paralyzing and hinder performance. Consider the example of a softball team facing a tournament. They are favored to win their first game by a large margin, so they go into the game with a lower level of arousal and get beat by a less skilled team. But optimal arousal level is more complex than a simple answer that the middle level is always best. Researchers Robert Yerkes (pronounced “Yerk-EES”) and John Dodson discovered that the optimal arousal level depends on the complexity and difficulty of the task to be performed (Figure 6). This relationship is known as Yerkes-Dodson law, which holds that a simple task is performed best when arousal levels are relatively high and complex tasks are best performed when arousal levels are lower. Figure 6. Task performance is best when arousal levels are in a middle range, with difficult tasks best performed under lower levels of arousal and simple tasks best performed under higher levels of arousal. Self-efficacy and Social MotivesSelf-efficacy is an individual’s belief in her own capability to complete a task, which may include a previous successful completion of the exact task or a similar task. Albert Bandura (1994) theorized that an individual’s sense of self-efficacy plays a pivotal role in motivating behavior. Bandura argues that motivation derives from expectations that we have about the consequences of our behaviors, and ultimately, it is the appreciation of our capacity to engage in a given behavior that will determine what we do and the future goals that we set for ourselves. For example, if you have a sincere belief in your ability to achieve at the highest level, you are more likely to take on challenging tasks and to not let setbacks dissuade you from seeing the task through to the end.A number of theorists have focused their research on understanding social motives (McAdams & Constantian, 1983; McClelland & Liberman, 1949; Murray et al., 1938). Among the motives they describe are needs for achievement, affiliation, and intimacy. It is the need for achievement that drives accomplishment and performance. The need for affiliation encourages positive interactions with others, and the need for intimacy causes us to seek deep, meaningful relationships. Henry Murray et al. (1938) categorized these needs into domains. For example, the need for achievement and recognition falls under the domain of ambition. Dominance and aggression were recognized as needs under the domain of human power, and play was a recognized need in the domain of interpersonal affection. WAtch ItWatch this video from Dan Pink's Ted talk on "The surprising truth about what motivates us." Think about what things motivate you, and how you anticipate that you might respond to the types of incentives explained in the talk. Maslow’s Hierarchy of NeedsWhile the theories of motivation described earlier relate to basic biological drives, individual characteristics, or social contexts, Abraham Maslow (1943) proposed a hierarchy of needs that spans the spectrum of motives ranging from the biological to the individual to the social. These needs are often depicted as a pyramid (Figure 7). Figure 7. Maslow’s hierarchy of needs is illustrated here. In some versions of the pyramid, cognitive and aesthetic needs are also included between esteem and self-actualization. Others include another tier at the top of the pyramid for self-transcendence. At the base of the pyramid are all of the physiological needs that are necessary for survival. These are followed by basic needs for security and safety, the need to be loved and to have a sense of belonging, and the need to have self-worth and confidence. The top tier of the pyramid is self-actualization, which is a need that essentially equates to achieving one’s full potential, and it can only be realized when needs lower on the pyramid have been met. To Maslow and humanistic theorists, self-actualization reflects the humanistic emphasis on positive aspects of human nature. Maslow suggested that this is an ongoing, life-long process and that only a small percentage of people actually achieve a self-actualized state (Francis & Kritsonis, 2006; Maslow, 1943).According to Maslow (1943), one must satisfy lower-level needs before addressing those needs that occur higher in the pyramid. So, for example, if someone is struggling to find enough food to meet his nutritional requirements, it is quite unlikely that he would spend an inordinate amount of time thinking about whether others viewed him as a good person or not. Instead, all of his energies would be geared toward finding something to eat. However, it should be pointed out that Maslow’s theory has been criticized for its subjective nature and its inability to account for phenomena that occur in the real world (Leonard, 1982). Other research has more recently addressed that late in life, Maslow proposed a self-transcendence level above self-actualization—to represent striving for meaning and purpose beyond the concerns of oneself (Koltko-Rivera, 2006). For example, people sometimes make self-sacrifices in order to make a political statement or in an attempt to improve the conditions of others. Mohandas K. Gandhi, a world-renowned advocate for independence through nonviolent protest, on several occasions went on hunger strikes to protest a particular situation. People may starve themselves or otherwise put themselves in danger displaying higher-level motives beyond their own needs. Link to Learning Check out this interactive exercise that illustrates some of
the important concepts in Maslow’s hierarchy of needs. Think It Over
How Mindset Influences Performance Imagine that you are a parent
and your child has just brought home a report card from 4th grade that is really good. You look it over and feel proud of your son or daughter. With a wide grin on your face, you turn to your child and say:
We hope you didn’t choose the jelly statement. Between the
other two options, which one would you be more likely to blurt out? Take the 8-question Mindset Quiz here or here Figure 1. Those with a growth mindset are optimistic about how the environment, experiences, and attitudes can influence intelligence.Dr. Dweck and her colleagues have used questions like the ones you just answered to sort people into groups based on their beliefs about intelligence (and other abilities and skills). She has found that people tend to adopt one of two general set of beliefs about intelligence. People with a fixed mindset tend to think of intelligence as an “entity”—something that is part of a person’s essential self. According to people with this belief, intelligence does not change much regardless of what we do or what we experience. Other people have a growth mindset, and they tend to think of intelligence as being “incremental”—a quality that can change for better or worse depending on what we do and on the experiences we have. Some people are strongly committed to one or the other end of the fixed vs. growth mindset scale, while others fall in-between to varying degrees. Study 1: Mueller & Dweck (1998) If Prof. Dweck is right, our mindset has a big impact on how well we achieve our potential—in school and in many other areas of our lives (for
example, in sports, music, and business). But where do these different mindsets come from? Try It Before we start, here is one practice item. The 3x3 matrix is at the top and the pattern on the lower right is missing. Figure out which one of the eight patterns on the bottom, labeled 1 to 8, is the missing pattern. Show Answer The correct answer is pattern #7. The pattern on the right in each row combines the dots from the other two patterns in that row. Try ItNow you will have ONE MINUTE to solve as many of the problems below as possible. Now that you've taken the test, how much would you like to try some more of these questions?
How much did you enjoy working on these problems?
How well do you think you did on these problems overall?
If we gave you some more problems, would you prefer some more like the easier practice problem or some more like the hardest test problem you tried?
The problem-solving task you just tried out is based on a widely used psychological test called the Raven’s Progressive Matrices. Most people find the test to be challenging, requiring close attention to detail and careful logical thinking. Mueller and Dweck chose this task because it
could be adapted to be relatively easy or extremely difficult by changing the complexity of the patterns required for solution. Stage 1: Pretest, Treatment, and Assessment of MotivationPRETESTThe children were given instructions and 10 problems of that were fairly easy to solve. At the end of 4 minutes, they were stopped and the research assistant scored their answers. On average, the children attempted to answer 7.9 out of the 10 problems, and the mean number correct was 5.2. TREATMENTWhen you do something to manipulate an independent variable, that something you do (administer a pill, tell the participant something that might affect performance, etc.) is called a “treatment.” In this case, the treatment was the feedback the child received about his or her performance on the progressive matrices task. This treatment involved a bit of deception, because children received randomly assigned feedback. In other words, regardless of real performance, the children heard one of three statements depending on random assignment to a treatment condition.
ASSESSMENTAfter receiving feedback and, for children in two of the conditions, additional praise, the children were asked a series of questions. The experimenters wanted to know if the success the children experienced in the first set of problems, along with the type of praise, influenced their choice of additional problems. They were told that they might get some more problems to solve and they were asked to choose the difficulty of those problems. There were several options, but the choice came down to this:
The children were then told that there might be some time at the end of the session to work on
these problems they had chosen, but that the next problems they would work on had been determined before the experiment started. They were told this so they would not interpret the next problem set as being “easy” or “challenging” based on their selection. Stage 2: Failure, Negative Feedback, and ConsequencesFAILURENext, the children tried to solve a new set of 10 matrix problems and again they had 4 minutes. On the surface, these problems looked about the same as the first set, but they were considerably more difficult. After the 4-minute test period, the researchers scored the answers and, regardless of actual performance, they told the children that they had done poorly (“a lot worse”). No one was told that he or she had solved more than 50% correctly. In fact, this feedback was accurate. The results showed that the children found the problems difficult. On average, they attempted 5.8 of the 10 problems and correctly solved only 1.8 of them. There was no significant difference in number of problems solved for the three groups (ability feedback, effort feedback, and no-feedback control). CONSEQUENCES Now the experimenters wanted to know about the effect of “failure” on the children’s motivation (though the term “failure” was never used with the children).
RESULTS
Figure 3. How praise influenced students' desires to take the problems home. Statistical note: the Ability group was significantly lower than the other two. There was no significant difference between the Control and Effort groups.
Figure 4. Tye type of praise given had a small, but noticeable, impact on how much students enjoyed the problems. Statistical note: all three groups were significantly different from each other.
Figure 5. When asked how much of their "failure" was due to low ability, those praised for ability were more likely to blame their own inability. When asked how much of their failure was due to low effort, those who were praised for ability did not blame their effort, rather their ability. STAGE 3: POSTTESTFor the last stage of the experiment, the children were given a new set of problems that was similar in difficulty to the first set. The problems were moderately difficult, and the children had 4 minutes to solve as many as possible. The figure below shows the change in the average number of problems between the pretest (Stage 1) and the posttest (Stage 3). Try ItInstructions: Click and drag the circles on the right (Posttest) to where you think they should be to reflect the results of the experiment. When you're done, click the link below to see the actual results. Click here to see the results. The Mueller and Dweck experiment shows how a single comment to a child can have at least a
temporary effect. It is unlikely that these children were still influenced by that one comment (“You’re smart!” or “You worked hard!”) a day later or even an hour later. But at least for a short time in a controlled setting, the children were apparently affected by what the adult researcher said to them. Why would this matter? If a child repeatedly and consistently hears one sort of encouragement or the other, the child can internalize that way of thinking. Later, as an adolescent and then an
adult, the individual’s “mindset” can determine how that person approaches new opportunities to learn and to grow intellectually. Try ItUsing the figure below, which shows a sequence of influences beginning with either praise for effort or praise for ability, build a psychological theory. This is the psychological theory based on Dr. Dweck’s ideas, showing how the two different mindsets lead to different outcome.<a target="_blank" class="footnote" title="This " particular="" version="" of="" her="" theory="" did="" not="" come="" directly="" from="" papers.="" we="" have="" put="" them="" together="" in="" this="" form="" to="" illustrate="" how="" experience="" can="" influence="" thinking="" which="" then="" influences="" behavior.""="" id="return-footnote-7" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#footnote-7"><sup class="footnote">[7]</sup></a><br><br> What this theory says is that different kinds of praise encourage the child to focus on different goals. Praise for effort tells the child that the process of learning is important and reward comes from trying hard. Praise for ability tells the child that performance comes from something mysterious inside of you (“intelligence” or “talent”) rather than from what you do.<br><br> According to the theory (and supported by the results), children who had been praised for effort could focus on the process of learning, so failure at hard problems could be seen as a challenge—even something fun—and failure could motivate them. The children who were praised for their intelligence, which effort cannot change, felt smart when they had easy problems, but the hard problems led to a disturbing realization: maybe I don’t have that magical ability.<br><br> At stage 3 in the experiment, children who were energized by the difficult problems tackled the final set of problems, which were fairly easy, with enthusiasm that led to success. The children who were discouraged by failure handicapped themselves on the last set of problems, doing worse than they had at the beginning of the study.<br><br> </div> Next, let's read about a second study by Dweck’s research team, though this one is described more briefly and with less detail. Study 2 is not an experiment because there are no manipulated variables. It is a longitudinal study, which means that the same participants (in this case, children) are tested repeatedly across a long period of time.<br><br> <h2>Study 2: Blackwell, Trzesniewski, and Dweck (2007)</h2> In this study<a target="_blank" 246="" class="footnote" title="Lisa " s.="" blackwell,="" kali="" h.="" trzesniewski,="" and="" carol="" dweck="" (2007).="" implicit="" theories="" of="" intelligence="" predict="" achievement="" across="" adolescent="" transition:="" a="" longitudinal="" study="" an="" intervention.="" child="" development,="" january="" february="" 2007,="" volume="" 78,="" number="" 1,="" pages="" –="" 263.""="" id="return-footnote-8" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#footnote-8"><sup class="footnote">[8]</sup></a>, Dweck and her colleagues administered a questionnaire about beliefs and attitudes to some 7th graders in public schools, and then they tracked 373 of the students from the beginning of the 7th grade to the end of 8th grade. This period, which marked the transition from elementary school to junior high school, was considered a particularly interesting time because it was a challenging, even stressful, time for the students and the children’s learning styles and attitudes could now have a substantial impact on their academic achievement.<br><br> <div id="attachment_4764" class="caption alignleft" style="width:300px"><a target="_blank" href="https://s3-us-west-2.amazonaws.com/courses-images/wp-content/uploads/sites/855/2017/05/04031723/math.jpg" rel="noindex nofollow"><img class="wp-image-4764 size-medium" src="https://assets.coursehero.com/study-guides/lumen/images/wmopen-psychology/introduction-motivation/math-300x19916.jpg" alt="Eight grade student Caribe Polk gets some assistance from Chris Shumway, math teacher, at Feagin Mill Middle School Nov. 7. " height="199"></a> Figure 6. Students with a growth mindset demonstrated behaviors that led to better math performance.</div><br><br> At the beginning of their 7th grade school year, the children were tested on their mindset (various levels of commitment to fixed or growth mindset), learning goals (preference for easy or challenging work), beliefs about effort (whether it tends to lead to improvement or not), and attitudes about failure (whether it is motivating or discouraging).<br><br> The researchers focused on the students’ mathematics grades across the two years of the study. They chose mathematics because students tend to have strong beliefs about their skills (“I’m good at math” or “I’m not a math person”), which is influenced by their mindset and because math proficiency can be tested and graded fairly objectively. Although the study focused on math, the researchers were interested in any area of study or skill, not just math.<br><br> The figure below shows the average grades<a target="_blank" class="footnote" title="More " accurately,="" predicted="" grades="" from="" growth="" curves="" based="" on="" data="" and="" using="" a="" technique="" called="" hierarchical="" linear="" modeling.""="" id="return-footnote-9" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#footnote-9"><sup class="footnote">[9]</sup></a> of the students with strong fixed and strong growth mindsets based on the initial test. Students with mixed mindsets are not included in this graph. At the end of the first semester, there was a very modest difference of less than two points in math grades. The trends for the two lines are obviously different. The students with the fixed mindset (red line) showed a slight decline in average grades across the two years of the study. Students with the growth mindset (green line) show steady improvement across the two years, with their average grade increasing by nearly 3-points.<br><br> <div id="attachment_4558" class="caption aligncenter" style="width:524px"><a target="_blank" href="https://s3-us-west-2.amazonaws.com/courses-images/wp-content/uploads/sites/855/2017/05/11151210/mindsets.png" rel="noindex nofollow"><img class="wp-image-4558 size-full" src="https://assets.coursehero.com/study-guides/lumen/images/wmopen-psychology/introduction-motivation/mindsets17.png" alt="" height="316"></a> Figure 7. Differences in math grades between those with growth and fixed mindsets.</div><br><br> At the beginning of the study, the students—then just starting the first term of the 7th grade—filled out a questionnaire about their attitudes and beliefs about learning. The table below summarizes these differences.<a target="_blank" 1="" class="footnote" title="This " table="" is="" not="" in="" the="" research="" paper.="" it="" based="" on="" correlations="" between="" answers="" to="" mindset="" question="" and="" questions="" about="" these="" other="" issues.="" see="" of="" published="" study.""="" id="return-footnote-10" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#footnote-10"><sup class="footnote">[10]</sup></a> The reason for these questions is an important part of the psychology of learning. Mindset itself (fixed vs. growth) doesn’t cause better or worse performance. Mindset leads to behaviors (types of studying, reactions to setbacks) that in turn affects the quality of learning.<br><br> The researchers found that children with growth mindset (related to EFFORT praise in the first study) had different attitudes than children with fixed mindsets (related to ABILITY praise in the first study). The table below summarizes their findings.<br><br> <table style="height:60px"> <tbody> <tr style="height:15px"> <td style="height:15px"></td> <td style="height:15px"><strong><span style="color:#333333">Fixed Mindset</span></strong></td> <td style="height:15px"><strong><span style="color:#333333">Growth Mindset</span></strong></td> </tr> <tr style="height:15px"> <td style="height:15px">Preferred difficulty of work</td> <td style="height:15px"><span style="color:#333333">Eas</span><span style="color:#333333">y success</span></td> <td style="height:15px"><span style="color:#333333">Challenging</span></td> </tr> <tr style="height:15px"> <td style="height:15px">Belief about value of effort</td> <td style="height:15px"><span style="color:#333333">Doesn't lead to improvement</span></td> <td style="height:15px"><span style="color:#333333">Leads to improvement</span></td> </tr> <tr style="height:15px"> <td style="height:15px">Attitude about failure</td> <td style="height:15px"><span style="color:#333333">Discouraging</span></td> <td style="height:15px"><span style="color:#333333">Motivating&nbsp;</span></td> </tr> </tbody> </table> The table indicates that children with different mindsets sought out different kinds of experience, with growth mindset children preferring challenging experiences, while those with a fixed mindset preferred easier learning experiences that led to easy success. The growth mindset students believed that working hard—effort—leads to improvement, while those with fixed mindsets tended to undervalue effort, believing that hard work is frustrating because we can’t do better than our “talents” or “innate abilities” allow us to do. Finally, the growth mindset children found difficult work and even failure to be a source of inspiration. They wanted to prove to themselves and others that they could do what was needed to succeed. The fixed mindset children tended to respond to difficulty and failure with discouragement, believing that it simply reaffirmed their own limitations.<br><br> <h2>Takeaways</h2> The two studies we have discussed are just two of dozens of research projects by Dweck and others that show how mindset is related to differences in achievement. In another study, Grant and Dweck (2003) followed several hundred college students taking a pre-med organic chemistry course, as this is one of the most important and challenging courses for pre-med students at most universities. Students with a growth mindset outperformed students with a fixed mindset, and the two groups reported differences in attitudes and beliefs similar to those shown in the table above.<br><br> Mindset is just one factor that influences how we learn and how we respond to challenges. Whether you have a growth mindset or a fixed mindset, you can study hard and do well in school and in other areas. Here is a summary point from Carol Dweck: “It should be noted that in these studies...students who have a fixed mindset but who are well prepared and do not encounter difficulties can do just fine. However, when they encounter challenges or obstacles they may then be at a disadvantage.”<br><br> One last thing to remember is this: <strong>you can change your mindset</strong>. If you regularly handicap yourself by your beliefs (I just don’t have the talent for this) and attitudes about learning (I can’t learn this), you can change those beliefs and attitudes. That change in mindset can be the difference between an effective response to challenges or an avoidance of those challenges. Keep in mind that your beliefs and attitudes are the result of many years of experience, so you won’t change your mindset overnight by simply deciding to be different. You may have to work at it. In particular, when you encounter difficulty—a poor grade on a test, a paper that has some negative comments from your professor, or a reading assignment that leaves you confused—that is the time that your mindset can have a huge impact on what you do next. Don't let your mindset prevent you from realizing your abilities or reaching your potential!<br><br> <div class="textbox key-takeaways"> <h3>Glossary</h3> <div data-type="definition"><strong>drive theory:&nbsp;</strong>deviations from homeostasis create physiological needs that result in psychological drive states that direct behavior to meet the need and ultimately bring the system back to homeostasis</div> <div data-type="definition"> <div data-type="definition"><strong>extrinsic motivation:&nbsp;</strong>motivation that arises from external factors or rewards</div> <div data-type="definition"><strong>intrinsic motivation:&nbsp;</strong>motivation based on internal feelings rather than external rewards</div> </div> <div data-type="definition"><strong>habit:&nbsp;</strong>pattern of behavior in which we regularly engage</div> <div data-type="definition"><strong>hierarchy of needs:&nbsp;</strong>spectrum of needs ranging from basic biological needs to social needs to self-actualization</div> <div data-type="definition"><strong>instinct:&nbsp;</strong>species-specific pattern of behavior that is unlearned</div> <div data-type="definition"><strong>motivation:&nbsp;</strong>wants or needs that direct behavior toward some goal</div> <div data-type="definition"><strong>self-efficacy</strong>: individual’s belief in his own capabilities or capacities to complete a task</div> <div data-type="definition"><strong>Yerkes-Dodson law:&nbsp;</strong>simple tasks are performed best when arousal levels are relatively high, while complex tasks are best performed when arousal is lower</div> </div> <br><br> <div class="footnotes"> <hr> <ol> <li id="footnote-1"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/Questions" rel="noindex nofollow">Questions</a> "used with permission from http://www.smart-kit.com/scategory/brain-teasers/iq-test-questions/" <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-1" class="return-footnote">↵</a> </li> <li id="footnote-2"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/This" rel="noindex nofollow">This</a> "particular version of her theory did not come directly from her papers. We have put them together in this form to illustrate how experience can influence thinking which then influences behavior." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-2" class="return-footnote">↵</a> </li> <li id="footnote-3"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/Lisa" rel="noindex nofollow">Lisa</a> "S. Blackwell, Kali H. Trzesniewski, and Carol S. Dweck (2007). Implicit theories of intelligence predict achievement across and adolescent transition: A longitudinal study and an intervention. Child Development, January/February 2007, Volume 78, Number 1, Pages 246 - 263." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-3" class="return-footnote">↵</a> </li> <li id="footnote-4"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/More" rel="noindex nofollow">More</a> "accurately, predicted grades from growth curves based on data and using a technique called hierarchical linear modeling." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-4" class="return-footnote">↵</a> </li> <li id="footnote-5"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/This" rel="noindex nofollow">This</a> "table is not in the research paper. It is based on correlations between answers to the mindset question and answers to questions about these other issues. See Table 1 of the published study." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-5" class="return-footnote">↵</a> </li> <li id="footnote-6"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/Questions" rel="noindex nofollow">Questions</a> "used with permission from http://www.smart-kit.com/scategory/brain-teasers/iq-test-questions/" <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-6" class="return-footnote">↵</a> </li> <li id="footnote-7"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/This" rel="noindex nofollow">This</a> "particular version of her theory did not come directly from her papers. We have put them together in this form to illustrate how experience can influence thinking which then influences behavior." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-7" class="return-footnote">↵</a> </li> <li id="footnote-8"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/Lisa" rel="noindex nofollow">Lisa</a> "S. Blackwell, Kali H. Trzesniewski, and Carol S. Dweck (2007). Implicit theories of intelligence predict achievement across and adolescent transition: A longitudinal study and an intervention. Child Development, January/February 2007, Volume 78, Number 1, Pages 246 – 263." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-8" class="return-footnote">↵</a> </li> <li id="footnote-9"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/More" rel="noindex nofollow">More</a> "accurately, predicted grades from growth curves based on data and using a technique called hierarchical linear modeling." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-9" class="return-footnote">↵</a> </li> <li id="footnote-10"> <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/This" rel="noindex nofollow">This</a> "table is not in the research paper. It is based on correlations between answers to the mindset question and answers to questions about these other issues. See Table 1 of the published study." <a target="_blank" href="https://www.coursehero.com/study-guides/wmopen-psychology/introduction-motivation/#return-footnote-10" class="return-footnote">↵</a> </li> </ol> </div> <h3 class="licensing-label">Licenses and Attributions</h3> <div class="licensing collapsed" style="overflow:hidden;height:0;opacity:0"> <h4>CC licensed content, Shared previously</h4><ul><li>Motivation. <strong>Authored by</strong>: OpenStax College. <strong>Located at</strong>: <a target="_blank" rel="license noindex nofollow" href="https://openstax.org/books/psychology/pages/10-1-motivation">https://openstax.org/books/psychology/pages/10-1-motivation</a>. <strong>License</strong>: <em><a target="_blank" rel="license nofollow" href="https://creativecommons.org/licenses/by/4.0/">CC BY: Attribution</a></em>. <strong>License terms</strong>: Download for free at http://cnx.org/contents/<a target="_blank" href="https://www.coursehero.com/cdn-cgi/l/email-protection" 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Course Hero, Inc. Privacy Terms Course Hero is not sponsored or endorsed by any college or university. Which of the following concepts explains motivation in terms of an organism seeking to maintain it's biological equilibrium?Homeostasis definition in biology is the ability or tendency of the body or a cell to seek and maintain a condition of equilibrium – a stable internal environment — as it deals with external changes.
Which theory of motivation believed that we are motivated by our biological need to reproduce?The instinct theory of motivation predicts that the survival instinct is at the core of not only human behavior but the behavior of all creatures. The instincts depicted include behaviors for eating, forming relationships, procreating, and more.
What is the theory that states people are usually at a baseline state and might be stimulated but they eventually feel a motivation to return to their neutral state?The arousal theory of motivation suggests that people are driven to perform actions in order to maintain an optimum level of physiological arousal.
Which of the following theories suggests that a physiological need creates a state of tension?Drive-reduction theory: the idea that a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need.
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