Motivation and emotion/Lectures/Interventions and review
Lecture 12: Interventions and review
The 2022 lecture is complete.
The 2023 lecture is in development.
Overview[edit | edit source]
This lecture concludes and reviews the motivation and emotion unit. It discusses:
- key points and take-away messages
- Motivation guides you to engage in behaviours that optimise well-being
- Emotions provide feedback about progress towards goals
- There is nothing so practical as a good theory
Intervention[edit | edit source]
Three intervention steps:
- Explain: Diagnose – why is this happening? What is motivating this person?
- Predict: What will happen if nothing is done? What could happen if X changed? What about Y? What about Z?
- Intervene: What principles or strategies will be applied? How will the outcomes be measured?
Nuggets of truth[edit | edit source]
- What are the greatest insights (pearls of wisdom or nuggets or truth) or best ideas you've acquired through this unit?
- What have been your most significant learnings about motivation and emotion?
- What was the take-home message from the chapter and presentation you worked on?
Contribu te your insights to:
- Nuggets of truth (Wikiversity)
Example book chapter take-home messages:
Wisdom gained[edit | edit source]
Wisdom gained from a scientific study of motivation and emotion:
- Motivation = behavioural energy, direction, and persistence
- What we don't know about motivation and emotion exceeds what we do know.
- The brain is as much about motivation and emotion as it is about cognition and thinking.
- We underestimate how powerful a motivational force biological urges can be when not experiencing them.
- Quality of motivation (intrinsic vs. extrinsic) is important.
- To flourish, motivation needs supportive conditions, especially supportive relationships.
- Implicit (unconscious) motives predict better than explicit (conscious) motives.
- We do our best when we have a specific plan of action to pursue a difficult, specific and self-congruent goal.
- People with different mindsets pursue goals in different ways.
- The core self-efficacy beliefs of "I can do it" and "it will work" underlie competent functioning.
- Exert self-control over short-term urges to effectively pursue long-term goals.
- All emotions are good because they serve a functional purpose.
- Other people are the source of most of our emotions.
- The more sophisticated our emotional repertoire, the more likely we are to have the right emotions in every situation.
- Encouraging growth is more productive than trying to cure weakness.
- Motivation often arises from outside of conscious awareness.
- There is nothing so practical as a good theory.
Readings[edit | edit source]
- Chapter 17: Interventions (Reeve, 2018)
Slides[edit | edit source]
- Lecture slides
See also[edit | edit source]
- Growth psychology (Previous lecture)
- Review (Tutorial)
Recording[edit | edit source]
- Lecture 12 recording (2022)
References[edit | edit source]
Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, S. E., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. https://doi.org/10.1017/S0954579408000175
Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theory of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970–988. https://doi.org/10.1111/cdev.12003