Psychology
Social Motivation
Social motivation refers to the psychological processes that drive individuals to seek and maintain social connections, approval, and belonging. It encompasses the desire for social interaction, acceptance, and affiliation, as well as the motivation to understand and connect with others. Social motivation plays a crucial role in shaping behavior, emotions, and relationships within social contexts.
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10 Key excerpts on "Social Motivation"
No longer available |Learn more- (Author)
- 2014(Publication Date)
- College Publishing House(Publisher)
______________________________ WORLD TECHNOLOGIES ______________________________ Chapter 5 Motivation Theory Motivation is the driving force by which we achieve our goals. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but it can also be used to describe the causes for animal behavior as well. This refers to human motivation. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion. Motivation concepts Intrinsic and extrinsic motivation Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students. Explanations of intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's work on self-efficacy, and Deci and Ryan's cognitive evaluation theory. Students are likely to be intrinsically motivated if they: • attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in), • believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck), • are interested in mastering a topic, rather than just rote-learning to achieve good grades. Extrinsic motivation comes from outside of the individual.
No longer available |Learn more- (Author)
- 2014(Publication Date)
- The English Press(Publisher)
________________________ WORLD TECHNOLOGIES ________________________ Chapter-1 Motivation ________________________ WORLD TECHNOLOGIES ________________________ Motivation is the driving force which causes us to achieve goals. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but, theoretically, it can also be used to describe the causes for animal behavior as well. Here we, refer to human motivation. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion. Motivation concepts Intrinsic and extrinsic motivation Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students. Explanations of intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's work on self-efficacy, and Deci and Ryan's cognitive evaluation theory. Students are likely to be intrinsically motivated if they: • attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in), • believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck),
eBook - PDF- Olivia Saracho, Bernard Spodek(Authors)
- 2015(Publication Date)
- Information Age Publishing(Publisher)
99 Contemporary Perspectives on Socialization and Social Development . . . , pages 99–131 Copyright © 2007 by Information Age Publishing All rights of reproduction in any form reserved. SOCIAL LEARNING THROUGH Social Motivation Ole Fredrik Lillemyr INTRODUCTION A number of researchers and practitioners have found that self-concept is a major source of intrinsic motivation (Csikszentmihalyi, 1985; Deci & Ryan, 1985; Skaalvik & Skaalvik, 2005). This is not as evident in early childhood education, since motivation research has been limited in this field (Maehr & Meyer, 1997). Intrinsically motivated behaviors are those whose motiva-tion is based in the inherent interest or internal satisfaction of the behav-iors per se , rather than being contingent on some sort of reward, praise or external consequence (Ryan & Deci, 2002). People who are intrinsically motivated are characterized by what is called true (non-contingent) self-esteem (Deci & Ryan, 1994, 1995). Research has documented that making learning more fun (intrinsically motivated) generates a desire to be taught and increases learning and retention as well as subsequent interest in the subject matter (Lepper & Cordova, 1992; Covington, 1998). This kind of motivation is of tremendous importance to individuals’ learning, including social learning, both in school and elsewhere. In the field of early child-hood education, it is significant to note that intrinsic motivation typically takes place in children’s play , a fact that underscore its potential for learning CHAPTER 6 100 O.F. LILLEMYR (Lillemyr, 2001). The importance of self-concept for intrinsic motivation is one reason why competence is now suggested as a main concept in the field of motivation instead of achievement, not the least because perceptions of competence are closely tied to the concept of competence. Therefore, competence motivation is proposed as the relevant term rather than achievement motivation (Elliot & Dweck, 2005).
eBook - PDFSocial Incentives
A Life-Span Developmental Approach
- Joseph Veroff, Joanne B. Veroff(Authors)
- 2013(Publication Date)
- Academic Press(Publisher)
9 Socialization and Social Motivation W e have elaborated a model of social goals that depend on the differentiation of successively more mature social incentives and mo-tives that evolve over the lifecycle, and we would n o w like to cap our presentation with a demonstration of its heuristic value. The model has given us new insights into one of the major problems of social psycholo-gy: the socialization process. In this chapter we will present a life-span developmental perspective on socialization that comes from the model of Social Motivation set forth in this book. In the eyes of many social psychologists the study of social motiva-tion should deal primarily with the processes attendant to a person's becoming a socialized member of a society who keeps to society's con-straint. This would be Social Motivation, which is distinct from individu-al motivation. Nowhere have we made such a distinction. W e see a person's participation in a society as an inherent characteristic of the person's individual nature such that we would find any distinction be-tween social and individual motivation a false one. Nevertheless, there are interesting psychological questions of h o w the processes of inter-nalization of societal norms occur, and what the motivations for such internalizations are. The developmental model for Social Motivation that we have ex-plored traces the engagement and consolidation tendencies in people's 277 278 9. SOCIALIZATION AND Social Motivation goals throughout the lifecycle. It is not hard to see that within each type of goal, within each point in the life cycle, there may be a special way that norms are learned. Each norm would be learned in a different man-ner from the other because social learning reflects the special develop-mental task of each stage. At each stage the motivational issues are different, the incentives operating are different, the motive structures are different, and hence the socialization process may be different.
eBook - PDFPsychology
Made Simple
- Abraham P. Sperling, Kenneth Martin(Authors)
- 2013(Publication Date)
- Made Simple(Publisher)
14 MOTIVATION AND PERSONALITY Psychology is devoted to studying not only what people do, but why they do it. This 'why' of any human act is called the 'motive'. The psychologist's emphasis on motive as a means of understanding personality is not without basis. Experience has shown that it is not enough to observe an individual's behaviour in order to understand him. It is necessary to probe behind the actions themselves to find their origin or motive if we would understand the 'actor'. There is a popular expression which states that 'things are not always what they appear to be'. Nowhere is this more true than in the realm of human motivation. In elaborating this principle, psychologist Richard Husband reminds us that 'motivation is the crucial issue in deciding upon a penalty for killing a human being'. It is pointed out that in premeditated murder, the guilty one may, until comparatively recently, have been given a death sentence. If murder is committed in the heat of a brawl, the sentence is apt to be ten years' imprisonment. As we develop from infancy through childhood to adulthood, our behaviour becomes increasingly complex. Parallel with this develop-ment, that of our motivating forces also becomes vastly more compli-cated as we progress from infancy to adulthood. The most fundamental motives are those that stem from our body physiology and chemistry. Observe a hungry baby and you see a squirming, squealing human yelling for food. Leave a safety pin stuck in the baby's buttock and you are greeted with the same disturbed behaviour. It is the same when the infant is thirsty, fatigued, or calling for maternal affection. These body forces which activate infants as well as adults (but each in their own way) are referred to as 'drives'. Analysis shows that the body forces to which we refer are persistent internal stimuli which demand attention.
eBook - PDFThe Psychology of Learning
An Introduction for Students of Education
- Gordon R. Cross, Edmund King(Authors)
- 2016(Publication Date)
- Pergamon(Publisher)
CHAPTER 4 Motivation Concept of Motivation Some aspects of motivation have already been discussed directly or by implication in the study of learning theories ; this was inevitable as learning and motivation are inextricably linked, indeed many claim that motivation is the heart of the learning process. If learning is defined as a permanent change in behaviour as a result of experience, then motivation is the study of the activation or arousal of behaviour, its strength and direction. The vocabulary of the subject is expansive and continues to grow at a pace faster than an acceptable understanding of its complex nature ; it is a splendid example of a polymorphous concept with a diversity of interpretation and classification. Adjectives like drive, need, goal, urge, impulse, set and incentive commonly occur in the language of psychology to describe basic motives. In the classroom the more readily observed surface motives are generally referred to as attitudes, interests, rewards, reproof, curiosity, status, anxiety to please and so forth. This immediately raises the problem as to whether it is necessary or worth while to attempt a classification of human motives ; for example, to differentiate between general and specific motives. Many behaviourists would argue that basic biological needs such as food for the survival of the organism or sex for the survival of the species are the mainsprings of activity. Need results from deprivation; whether it is a natural need as in the case offood by a hungry person, or an acquired need— for example, alcohol or drugs by an addict. The search for food or activity as a consequence of need is called drive. For the practical teacher the concept of need reduction and drive is too primitive and too distant from the everyday behaviour of children in the classroom where individual needs are subtle, complex and quite often completely hidden and disguised. An hierarchical structure of needs says 66
eBook - PDFDecade Ahead
Applications and Contexts of Motivation and Achievement
- Stuart Karabenick, Tim Urdan(Authors)
- 2010(Publication Date)
- Emerald Group Publishing Limited(Publisher)
A SOCIOCULTURAL APPROACH TO MOTIVATION: A LONG TIME COMING BUT HERE AT LAST Richard Walker, Kimberley Pressick-Kilborn, Erica Sainsbury and Judith MacCallum INTRODUCTION Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004 ) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer’s (2006) chapter on classrooms as contexts for The Decade Ahead: Applications and Contexts of Motivation and Achievement Advances in Motivation and Achievement, Volume 16B, 1–42 Copyright r 2010 by Emerald Group Publishing Limited All rights of reproduction in any form reserved ISSN: 0749-7423/doi: 10.1108/S0749-7423(2010)000016B004 1 motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers.
eBook - PDFThe Person
A New Introduction to Personality Psychology
- Dan P. McAdams, William L. Dunlop(Authors)
- 2022(Publication Date)
- Wiley(Publisher)
Too much structure is bad, however, for it runs the risk of promoting extrinsic goals. There is a sweet spot here, a balance between structure and indulgence that is probably different for each culture, and perhaps even for each child. Third, the social environment may offer interpersonal involvement. Involvement describes the degree to which significant others are interested in and devote time and energy to the develop- ment of children. The more involvement, the better for everybody. All in all, social contexts that provide high levels of autonomy support, moderate structure, and many highly involved social- izing forces (such as parents, teachers, mentors, and so on) are optimal for encouraging self- determined behavior and the positive development of motivated agency. Competence: Achievement and Power Motives Motivated agents need to feel competent. Long before self-determination theory identified the need for competence as a fundamental motivational tendency in human lives, Robert White (1959) proposed the same kind of idea in a famous critique of drive-reduction theory. White (1959) documented numerous examples found in humans and other animals of behavior being driven, or pulled along, by factors like curiosity and exploratory instincts. What biological drives are being satisfied, White (1959) asked, when monkeys play with puzzles (as they are wont to do in laboratory situations) or when 8-year-old humans, living in Brazil, kick a soccer ball around for hours on end? White argued that wide swathes of behavior have nothing to do with drives for hunger, sexuality, or aggression and are, instead, energized and directed by a broad desire to master the environment. White called this desire effectance – the drive to be an effective agent in the environment, any environment. He asserted that satisfaction of the effectance drive leads to the experience of competence. Members of Homo sapiens want to be competent, by nature.
eBook - PDFYoung Language Learners' Motivation and Attitudes
Longitudinal, comparative and explanatory perspectives
- Sybille Heinzmann(Author)
- 2013(Publication Date)
- Bloomsbury Academic(Publisher)
This absence of interest in other research traditions can be explained by the fact that language learning was considered to be in some ways funda-mentally different from other types of academic learning, as language is not just a communication coding system but also an integral part of the individual’s identity. Therefore, language learning raises issues of identity. Learning a language not only involves cognitive factors, but also, and maybe more impor-tantly, affective factors (see Dörnyei, 1994a, p. 274; Gardner, 1985, p. 146). While motivation research within the social psychological framework has directed attention precisely at these affective factors, educational psychology has concentrated more on cognitive factors. Cognitive theories of motivation stress the importance of mental structures, beliefs and cognitive processing. The remainder of section 2.2 provides some insight into the most influential cognitive theories of motivation developed in the field of educational psychology. Figure 2.4 Extended model of language learning motivation 1 Self-Concept Motivation Language Attitudes Ethnolinguistic Vitality Theoretical Perspectives on Motivation 25 2.2.1 Self-Determination theory The general tenets of the theory The main proponents of self-determination theory, Deci and Ryan, contend that motivation derives from a sense of control, autonomy and choice (Pintrich and Schunk, 1996, p. 270; Ryan and Deci, 2000). The key terms in their theory are intrinsic and extrinsic motivation. The distinction between intrinsic and extrinsic motivation is one of the most general and well-known distinctions in motivation theories. Intrinsic motivation refers to the motivation to engage in an activity for its own sake, because you find it enjoyable. Intrinsically motivated students learn because of some inherent pleasure in the activity or in order to satisfy their natural curiosity, not because they expect some external reward from it.
eBook - PDF- Nancy Ogden, Michael Boyes, Evelyn Field, Ronald Comer, Elizabeth Gould(Authors)
- 2021(Publication Date)
- Wiley(Publisher)
Motivation is a term we are all familiar with, and we can often observe it in others, but it is difficult to study from a psychological point of view because it is an inner drive, or urge to behave in a particular way, to achieve a particular goal. We can’t see motivation; we can only see its behavioural results. When we look at extraordinary athletes, for example, we know they are motivated to succeed, but what drives their moti- vation (see photo)? In the next section we will explore several key concepts that have increased our under- standing of the psychological motivations that vary between individuals, and influence the goals we set for ourselves. Unconscious versus Conscious Motivations So what drove someone like Terry Fox to run across Canada to raise money for cancer research? On the surface we know that he was motivated due to his own battle with cancer. Yet many people have cancer and are not motivated to run across Canada. He was also friends with Rick Hansen, a champion of individuals with dis- abilities (you met Rick Hansen in Chapter 3), and their friendship inspired each other. While we might know some of Terry Fox’s conscious motivations, it is much harder to tap into his, or anyone’s, unconscious moti- vations. As you read in Chapter 6, our brains process information both consciously and unconsciously and these two cognitive states can influence our motivation to act. One of the challenges with studying unconscious motivations is how to access information in a person that they themselves are not even aware of. One key area of the study of unconscious motivations is second lan- guages.
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