2. WHAT IS IT ?
 THE FORCES ACTING ON OR WITHIN AN ORGANISM TO
ENERGIZING AND DIRECT BEHAVIOR
 THE CONCEPT TO EXPLAIN DIFFERENCES IN THE
INTENSITY OF BEHAVIOR.
MORE INTENSE BEHAVIORS ARE CONSIDER ED TO BE
THE RESULT OF HIGHER LEVELS OF MOTIVATION
 THE CONCEPT TO INDICATE THE DIR ECTION OF
BEHAVIOR.
W HEN YOU AR HUNGR YOU DIRECT YOUR BEHAVIOR
E Y,
IN WAYS TO GET FOOD

3. THEORIST HAVE DIFFERED IN THEIR
EXPLANATIONS OF THE MECHANISM THAT
ACTIVATE & DIRECT BEHAVIOR
 INSTINCTIVE THEORIES : MOTIVATION IS THE
RESULT OF PHYSICAL NEEDS ; FOOD, W ATER SEX,
,
AVOIDANCE OF PAIN
 COGNITIVE THEOR IES : OUR THOUGHTS, FEELINGS
AND ATTITUDES CAN MOTIVATE US.
Contoh : orang yang percaya akan berhasil pada
suatu tugas akan rajin berusaha; yang percaya
dirinya tidak mempunyai kemampuan tidak akan
berusaha. Jadi perasaan atau pikiran dapat memberi
atau tidak memberi motivasi.
Teori kognitif menyatakan bahwa untuk mengerti
motivasi tingkah laku perlu mengerti proses yang

4.  SOCIAL APPROACH : W ARE SOCIALLY MOTIVATED.
E
W INTERACT W
E ITH OTHERS, AND THIS INTERACTION
BOTH GENER ATES & DIRECTS BEHAVIOR.
 THIS APPROACH POINT OUT THE MOTIVATING
PROPERTIES OF THE PR ESENCE OF OTHERS.
 ACTUALIZATION APPR OACH : THE BASIC MOTIVE OF
ALL HUMANS IS TO BECOME AS PERSONALLY
FULFILLED AS W CAN.
E
 THIS APPROACH STRESS THE POSITIVE NATURE OF
BEHAVIOR & HAVE POINT OF VIEW THAT W STRIVE
E
TO CONTROL OR AFFECT OUR ENVIRONMENT.

5. MAJOR CONSTRUCT IN MOTIVATION
DIGUNAKAN untuk MEMAHAMI PER BEDAAN KONSEP
TEORI2 MOTIVASI.
1. ENERGY
THERE’S some SOURCE OF ENERGY that DRIVES
BEHAVIOR
SOME THEOR IST have PROPOSED that just ONE
SOURCE of ENERGY EXIST for ALL BEHAVIOR, that the
ENERGY BEHIND BEHAVIOR IS GENER AL.

6.  OTHER THEORIST have PROPOSED that the FORCE
BEHIND PARTICULAR BEHAVIOR IS SPECIFIC.
 ENERGI-ACTIVATING BEHAVIOR can also serve a
DIRECTING BEHAVIOR, because EACH BEHAVIOR
HAS ITS OW ENERGI. EX : during hunger, food-
N
getting behavior would be activated and directed,
while water-directed behaviors would occur during
thirst.
 OTHERS THEOR IES have PR OPOSED that an
ENERGY CONCEPT IS UNNECESSARY & W CAN E
UNDER STAND MOTIVATION of BEHAVIOR without
having to assume some ENERGY behind behavior.
 THUS the CONCEPT of ENERGY is more
IMPORTANT in some THEORIES than in OTHERS.

7. 2.
Heredity
 ASSUME that such MOTIVATIONAL
MECHANISM are GENETICALLY
PROGRAMMED or “WIRED IN” to the
ORGANISM. THIS BIOLOGICAL APPROACH
TAKEN 2 FORMS: INSTINCT approach & the
ACTIVATION CIRCUIT BRAIN
 THE INSTINCT approach PROPOSED that
ENERGY ACCUMULATES WITHIN the
ORGANISM and LEADS to a MOTIVATED
STATE. TRIGGERED BY the SPECIFIC STIMULI
that have the EFFETC OF RELEASING the

8.  THE ACTIVATION CIRCUIT approach PROPOSED
THAT CIRCUIT WITHIN the BRAIN MONITOR the
STATE of BODY and ACTIVATE BEHAVIORS
when CHANGES are DETECTED.
 THE ACTIVATION of these CIRCUITS than
LEADS to the MOTIVATION OF RESPONSES,
which may be either INNATE OR LEARNED

9. 3.
Learning
 CLARK HULL (1940) OUTLINED the
INTERRELATIONSHIPS of LEARNING and
MOTIVATION IN GENERATING BEHAVIOR
 LATER THEORIST have stressed the ROLE of
INCENTIVES in CONTROLLING GOAL-DIRECTED
BEHAVIOR
 RESEARCH EXAMINED: CLASSICAL & OPERANT
CONDITIO-NING maybe INVOLVED in the
DEVELOPMENT of MOTIVE STATES
 SOME MOTIVES also seem to be LEARNED
through OBSERVATION (NAMED is MODELLING)

10. 4. Social Interaction
 OUR INTERACTIONS with OTHERS can also
be MOTIVATING
 RESEARCH in SOCIAL PSY : POINTED to the
POWER of the GROUP in MOTIVATING US to
CONFORM and to the POWER of AUTHORITY
FIGURES in MOTIVATING US to OBEY
 THE PRESENCE of OTHERS often REDUCES
that INDIVIDUAL will PROVIDE HELP in an
EMERGENCY SITUATION
 SOCIAL SITUATION have a LARGE
INFLUENCE on our BEHAVIOR because the
PRESENCE of OTHERS ALTERS our

11. 5. Cognitive
Process
 THE KINDS of INFORMATION we “TAKE IN” & the
W AYS in which that INFORMATION is PROCESSED have
IMPORTANT INFLUENCES on our BEHAVIOR
 THEORIES : HEIDER’S BALANCE theory, FESTINGER’S
COGNITIVE DISSONANCE theory
 ATTRIBUTION theory has also EMPHASIZED the R OLE
of COGNITION in the INTERPRETATION of OTHERS (and
our own) BEHAVIOR and INDICATES that OUR
BEHAVIOR will be BASED on these INTER ETATIONS
PR

12. THE PURPOSE OF MOTIVATION
1. HOMEOSTATIS
HOMEOSTATIS : the IDEA that an OPTIMAL
LEVEL STATE of the BODY
W HEN the BODY DEVIATES too far from
this OPTIMAL LEVEL, MOTIVATIONAL
CIRCUITS are TRIGGERED by the, and
BEHAVIORS will BRING the BODY BACK
to its OPTIMAL LEVEL are BEGUN

13. 2. HEDONISM
 HEDONISM assume that we are MOTIVATED by
PLEASURE and PAIN.
 W E LEARN to approach SITUATION that are
PLEASURABLE and SIMILARLY LEARN to AVOID
SITUATIONS that are PAINFUL
 MODERN HEDONISTIC PROPOSED that PLEASURE &
PAIN EXIST ALONG a CONTINUUM, and that what is
PAINFUL OR PLEASURABLE will CHANGE as
CONDITIONS CHANGE
 Ex : ditraktir makan dalam kondisi kenyang, is NOT
PLEASURABLE !

14. 3. GROWTH
MOTIVATION
 GROWTH MOTIVATION stresses the IDEA that
HUMANS are MOTIVATED to REACH their FULL
POTENTIAL–PHYSICALLY, PSYCHOLOGICALLY
& EMOTIONALLY
 ROGERS DISCUSS THIS GROWTH MOTIVATION
in RELATION to the FULLY FUNCTIONING
INDIVIDUAL
 MASLOW uses TERM SEL-ACTUALIZATION to
Describe the MOTIVATION to STRIVE for
PERSONAL FULFILLMENT
 GROWTH MOTIVATION theories SUGGEST that
HUMANS are STRONGLY MOTIVATED to TEST
and IMPROVE their CAPACITIES

15. Understanding Emotional
Experience
Feelings that can affect
behavior and generally have
both physiological and
cognitive elements and that
influence behavior

16. The functions of
Emotion
 Preparing us for action
emotions act as a link between events in our
environment and our response.
Example : Angry dog = emotional reaction (fear)
 Shaping our future behavior
emotions help us learn information that improves
our chances of making appropriate responses in
the future. Something unpleasant = teaches us to
avoid, pleasant = lead us to seek out similar
situation in the future
 Helping us interact more effectively with others

18. The Roots of
Emotion
 The James-Lange Theory
 The belief that emotional experience is a
reaction to bodily events occurring as a result of
an external situation ( “I feel sad because I am
crying” )
 The James-Lange theory poses difficulty :
physiological arousal does not invariably
produce emotional experience

19. The Roots of
Emotion
 Canon-Bard Theory of Emotion
 The belief that both physiological and
emotional arousal are produces
simultaneously by the same nerve stimulus

20. The Roots of
Emotion
 Schachter-Singer Theory of Emotion
 The belief that emotions are determined jointly
by a nonspecific kind of physiological arousal
and its interpretation, based on environmental
cues.

23. INTELLIGENCE
Intelligence
The capacity to understand the
world, think rationally, and use
resources effectively when
faced with challenge
Intelligence Test
Test devised to identify a
person’s level if intelligence

24. Mental Age
The average age of individuals
who achieve a particular level of
performance on a test
Intelligence Quotient (IQ)
A score that takes into account an
individual’s mental and
chronological ages