Motivation and emotion/Tutorials/Self and goals

Moodle 2011

Tutorial 3: Self and goals

Resource type: this resource contains a tutorial or tutorial notes.

This is the third tutorial for the Motivation and emotion unit of study.

Completion status: this resource is considered to be complete.

Handouts

1. Tutorial notes
2. 2 double-sides pages
3. University student motivation
   1. 1 double-sided page
   2. 1 single-sided page
4. Learned Optimism Test (from Seligman, 1990)
   1. 2 double-sided, stapled pages

Introduction (5 mins)

1. This is the last motivation tutorials - the next three tutorials focus more on emotion.
2. This tutorial explores four applied motivation topics:
   1. functionalist perspective on motivation using university student motivations as an example
   2. learned optimism
   3. self-constructs
   4. self-tracking
3. The tutorial also aims to assist authors with content development of the book chapter by demonstrating and discussing journal database and citation search techniques.

A functionalist perspective on motivations: University student motivations (20 mins)

1. The intrinsic-extrinsic motivational dimension is widely recognised and accepted, however it risks being an overly simplistic notion (e.g., that motivations can be cleanly divided between internal and external), when motivations behind behaviour are often multiple, nuanced, and complex).
2. For example, consider the motivations behind going to university:
   1. "Why are you at university?" - or more generally
   2. “Why do students go to uni?”
3. Develop a class mind-map of the main underlying motivation for attending university. Try to think and respond really honestly - why are students really at university? Answers are likely to cover a wide range of human motives, but as the mind-map develops, try to gather similar motivations together. Past experience with this exercise and previous research with UC students has suggested that these motivations will probably fall within these six motivations:
   1. Career/Qualifications - for the degree, so I can get a better job etc.
   2. Self-Exploration/Learning - for the learning, curiousity, knowledge-seeking etc.
   3. Social Opportunities - to meet people, make and explore friendships, enjoy social environment
   4. Altruism - to become better able to help people, help society, help the planet etc.
   5. Social Pressure - expectations of family, friends, society etc.
   6. Rejection of Alternatives - better option than doing nothing, working etc. (Note: Factor analytic research by Neill (2008) has not found psychometric support for this factor, but it has for the other five factors).
4. Complete the University Student Motivation survey (handout) and the University Student Outcomes survey (handout)
5. Plot your motivation responses against the average results for University of Canberra students (as collected by the third year Survey research and design in psychology in 2008) - see handout (this also includes on overall satisfaction item).
6. Plot your outcome responses using a different colour.
7. Note and discuss:
   1. Where do you differ notably in your motivational profile from the university average? Who has a notable discrepancy that they would like to share?
   2. If a motivation factor was rated higher than its corresponding outcome, this is likely to contribute to dissatisfaction and risk of drop-out.
   3. If any outcome is rated higher than corresponding motivations, the experience of university is "over-delivering" in this area (i.e., you are getting more than expected) which may or may not contribute to satisfaction (depending on how valuable that outcome is to you).
8. According to a functionalist perspective (Clary & Snyder) on motivation (e.g., see volunteer motivation), a good match between motivations and outcomes leads to satisfaction and retention (or intention to continue), whereas a poor match between motivations and outcomes leads to low satisfaction and risk of drop-out.
9. The take-home messages from this "functional motivation" exercise are:
   1. Our motivations can be multiple and complex (I-E motivation can be overly simplistic)
   2. The match between our motivations and outcomes is theorised to predict satisfaction and satisfaction is theorised to predict our likelihood to continue.

Learned optimism (30 mins)

1. Related to the personal control textbook chapter and lecture topic
2. Whilst the lecture and reading content for personal control focused on learned helplessness, here we turn our attention to learned optimism. The development of both these areas was by Martin Seligman, University of Pennsylvania.
3. Define and discuss learned helplessness vs. learned optimism
4. Complete and score Learned Optimism test (Seligman, 1991) (approx. 15 mins)
5. The scoring is somewhat complex and will take approx. 10 mins. The dimensions and their scoring are:
   1. Permanence (Temporary vs. Permanent): e.g., for pessimism - bad events are permanent and good events are temporary (opposite for optimism)
      1. PmB (Permanent Bad - 5, 13, 20, 21, 29, 33, 42, 46) - low scores = optimistic, high scores = pessimistic
      2. PmG (Permanent Good - 2, 10, 14, 15, 24, 26, 38, 40) - low scores = pessimistic, high scores = optimistic
   2. Pervasiveness (Specific vs. Universal - across time and space (situation)):
      1. PvB (Pervasive Bad - 8, 16, 17, 18, 22, 32, 44, 48) - low scores = optimistic, high scores = pessimistic
      2. PvG (Pervasive Good - 6, 7, 28, 31, 34, 35, 37, 43) - low scores = pessimistic, high scores = optimistic
   3. Hope (HoB) = PvB + PmB (Hope for Bad Events) - low scores (0, 1, or 2) are hopeful and high scores (12, 13, 14, 15 or 16) are hopeless. Seligman indicates that this is the single most important score.
   4. Personalisation (Internal vs. External - locus of causality)
      1. PsB (Personalisation Bad - 3, 9, 19, 25, 30, 39, 41, 47) - low scores = high self-esteem, high scores = low self-esteem
      2. PsG (Personalisation Good - 1, 4, 11, 12, 23, 27, 36, 45) - low scores = pessimistic, high scores = optimistic
   5. Total B (Bad) = PmB + PvB + PsB
      1. 3 to 6 = Marvellously optimistic
      2. 6 to 9 = Moderately optimistic
      3. 10 to 11 = Average
      4. 12 to 14 = Moderately pessimistic
      5. 14 + = Cries out for change
   6. Total G (Good) = PmG + PvG + PsG
      1. 19 + = Very optimistic
      2. 17 to 18 = Moderately optimistic
      3. 14 to 16 = Average
      4. 11 to 13 = Quite pessimistic
      5. 10 or less = Greatly pessimistic
   7. Overall Optimism = G - B
      1. 8 + = Very optimistic
      2. 6 to 7 = Moderately optimistic
      3. 3 to 5 = Average
      4. 1 or 2 = Moderately pessimistic
      5. 0 or below = Very pessimistic
6. Discuss Seligman's ABCDE solution (Adversity, Beliefs, Consequences, Disputation, Energisation):
   • A is for adversity: When we encounter adversity, we react by thinking about it.
   • B is for beliefs. Our thoughts rapidly congeal into beliefs.
   • C is for consequences. These beliefs .... have consequences.
   • D is for disputation. We find evidence against the negative beliefs, alternatives to our negative reasoning, and limit the implication of the beliefs. Seligman writes that "Much of the skill of dealing with setbacks ... consists of learning how to dispute your own first thoughts in reaction to a setback."
   • E is for energisation. We feel energised after we've disputed our false, negative beliefs. Learned optimism on Wikipedia [1]
7. Draw histograms on the whiteboard for each of Total Good, Total Bad, and Hope, then:
   1. Invite students to plot their scores once they've finished
   2. As a whole class, describe and discuss the overall pattern of results
      1. Note: Almost all students completing the LOT indicate that their score suggests that they are much more pessimistic than they believe themselves to be. There may be a problem with the calibration of the interpretation scale - and an apparent lack of normative data? Suggest interpreting scores in terms of comparison with peers rather against the suggested benchmarks.

The self (10 mins)

1. Brainstorm, discuss and distinguish amongst self-constructs people have you heard of? e.g., including:
   1. Self-awareness
   2. Self-confidence
   3. Self-concept
   4. Self-efficacy - Belief in one's ability to perform a task, particularly under difficult conditions
   5. Self-esteem - Note Reeve's arguments about self-esteem as a symptom not a cause of psychological health and well-being
   6. Self-worth

Self-tracking: The quantified self - How can it be used to facilitate well-being? (20 mins)

A mechanical pedometer.

A mood ring.

A personal biofeedback device.

1. Self-tracking, the quantification of self, is like biofeedback on steroids - 21st century mobile applications are on the cusp of deploying a bewildering array of self-monitoring life data recording streams and analysis tools.
2. The question, from a psychological point of view, is whether this is simply a further slide into individualistic narcissism of self-analysis - or can self-tracking become a tool for personal, social, and environmental growth?
3. This topic relates intimately to goal setting and feedback - i.e., if we have clear, well-develop goals and we can obtain a relevant, valid data stream as feedback, then we potentially have a powerful formula for change and growth.
4. Watch and The quantitative self - Gary Wolf, 5 mins, TED
5. What forms of self-tracking are you currently using?
6. What have you discovered using self-tracking?
7. What forms of self-tracking are you interested to try?
8. An applied example: Workplace pedometer programs - http://www.10000steps.org.au, http://www.gettheworldmoving.com/

Articles/Links

1. The measured life
2. Adventures in Self-Surveillance, aka The Quantified Self, aka Extreme Navel-Gazing
3. The quantified self
4. Growth of quantified self
5. Open health with quantified self
6. Bringing quantified self to the masses: Habit labs creates games to make live healthier
7. Jawbone UP tracker
8. App to track your every move (PlaceMe) - [2]

Book chapter development: Database searching (15 mins)

Class discussion and demonstration of journal article and citation database searching - what tips and ideas can we share for better searching?

1. UCANsearch - Help
2. Google Scholar
3. Citation searching - e.g., with Google Scholar or Scopus
4. Identify key journals
   1. Topic-specific e.g., Motivation and Emotion
   2. Major review journals and review articles - e.g., Annual Review of Psychology and 'review in title'
5. Work from textbook content and citations - get these articles and follow their citiations

References

1. Clary, E. G., & Snyder, M. (1991). A functional analysis of altruism and prosocial behavior: The case of volunteerism. In M. Clark (Ed.), Review of personality and social psychology: Vol 12. Pro-social behavior (pp. 119-148). Newbury Park, CA: Sage Publications.
2. Clary, E. G., Snyder, M., Ridge, R. D., Copeland, J., Stukas, A. A., Haugen, J., Miene, P. (1998). Understanding and assessing the motivations of volunteers: A functional approach. Journal of Personality and Social Psychology, 74(1), 516-530.
3. Clary, E. G., & Snyder, M. (1999). The motivations to volunteer: Theoretical and practical considerations. Current Directions in Psychological Science, 8, 156-159.
4. Seligman, M. E. P. (1991). Learned optimism: How to change your mind and your life. New York: Knopf

See also

• Needs (Previous tutorial)
• Emotion (Next tutorial)