The document provides a summary and review of key content from Motivation & Emotion by Johnmarshall Reeve. It includes: 1) An outline of the conclusion and review chapter which discusses a review of chapters 1-15, a conclusion section, and feedback. 2) Summaries of several chapters which define motivation, review theories of motivation, and discuss psychological and social needs. 3) Case study examples and questions to demonstrate how motivational theories can be applied to practical problems like student dropout.

1. Motivation & Emotion
Conclusion and review
Dr James Neill
Centre for Applied Psychology
University of Canberra
2013
Image source
1

2. Outline –
Conclusion and review
1. Review of key content (Ch 1 - 15)
2. Conclusion (Reeve, Ch 16)
3. Feedback
2

3. Review of
key content
Reading:
Reeve (2009)
Chs 1-15
3

4. Case study scenario 1:
Teenager struggling at school
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Based on Reeve (2009, p. 447)
4

5. Motivation is about explaining why
 Why
do we do what we do?
 Why are we afraid or resistant?
Empirically supported theories can
help diagnose, predict, and intervene.
Based on Reeve (2009, pp. 449)
5

6. What is motivation?
"motivation"
derives from
the Latin verb
movere
(to move)
Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0
6

7. Motivation = Energy + Direction
Processes that give behaviour
energy and direction.
Energy: Behaviour is
relatively strong, intense and
persistent
 Direction: Behaviour is
aimed toward achieving a
particular purpose or goal

7

8. Explaining motivation:
Why we do what we do
Reasons for
behaviour
Motivation
theories
Why we do what we do
Why we want what we want
explain
Motivational states
How motives
intensify, change, and fade
Based on Reeve (2009, p. 449)
8

9. Predicting motivation:
Identifying antecedents
Which antecedent conditions
energise and direct behaviour?
Environmental
Interpersonal
Intrapsychic
Motivation
&
emotion
Physiological
Based on Reeve (2009, pp. 449-450)
9

10. Four motivational sources
The four processes
capable of giving
behavior strength and
purpose - its energy
and direction
Needs
Cognitions
Internal motives
The subject matter of
motivation concerns
those processes that
give behavior its
energy and direction.
Emotions
External
events
Based on Reeve (2009, Figure 1.2, pp. 8-9)
10

11. Framework to understand
the study of motivation
Antecedent
Conditions
Motive
Status
Urge to
Approach vs.
Avoid
Needs
Cognitions
Energising &
Directing
Sense of
“Wanting to”
•
•
•
•
Behaviour
Engagement
Physiology
Self-Report
Emotions
Based on Reeve (2009, Figure 1.5, p. 22)
11

12. Using motivational theories
to solve practical problems
Practical
Problem
e.g.,
• Student dropout
• Mediocre
performance
Given What I know About
Human Motivation & Emotion
Proposed Solution/
Intervention, if any
• Theories
• Empirical findings
• Practical experience
• Do I have a strong
reason to believe
that my proposed
intervention will
produce positive
benefits?
• Do no harm
Based on Reeve (2009, p. 22)
12

13. Abbreviated list of the mini-theories
Achievement motivation theory (Atkinson, 1964)
Attributional theory of achievement motivation (Weiner, 1972)
Cognitive dissonance theory (Festinger, 1957)
Effectance motivation
(White, 1959; Harter, 1978a)
Expectancy x value theory (Vroom, 1964)
Goal-setting theory (Locke, 1968)
Intrinsic motivation (Deci, 1975)
Learned helplessness theory (Seligman, 1975)
Reactance theory (Brehm, 1966)
Self-efficacy theory (Bandura, 1977)
Self-schemas (Markus, 1977)
Based on Reeve (2009, Ch 2, pp. 35-38)
13

14. The motivated & emotional brain
“The brain is not only a thinking brain, it is
also the center of motivation and emotion.”
Brain
Thinking brain
Cognitive & Intellectual Functions
“What task it is doing”
Motivated brain
“Whether you want to do it”
Emotional brain
Image source:
http://commons.wikimedia.org/wiki/File:Brain_090407.jpg
Based on Reeve (2009, pp. 49-50)
“What your mood is while doing it”
14

15. Brain & physiological sources of
motivation and emotion
 Brain
structures
(e.g., for approach and avoid – left and right
pre-frontal cortex respectively)
 Hormones
(e.g., for ghrelin/leptin for hunger/satiation,
oxytocin for bonding)
 Neurotransmitters
(e.g., dopamine for reward)
Based on Reeve (2009, Ch 3)
15

16. The world in which brain lives
Based on Reeve (2009), Ch 3
Motivation cannot be separated from
the social context in which it is embedded
• Environmental events act as the natural
stimulators of the brain’s basic motivational
process.
We are not always consciously aware of
the motivational basis of our behaviour
• A person is not consciously aware of why he or
she committed the social or antisocial act.
16

17. Need:
Any condition within an organism that is
essential and necessary for life, growth,
and well-being.
When needs are nurtured
and satisfied, well-being is
maintained and enhanced.
If neglected or frustrated,
the need’s thwarting will
produce damage that
disrupts biological or
psychological well-being.
Motivational
states
therefore
provide the
impetus to act
before
damage
occurs to
psychological
and bodily
well-being.
Based on Reeve (2009)
17

18. Need structure:
Types of needs
Needs
Physiological
Needs
Psychological
Needs
(Chapter 4)
(Chapter 6)
•
•
•
Thirst
Hunger
Sex
Inherent within the
workings of biological
systems
•
•
•
Autonomy
Competence
Relatedness
Based on Reeve (2009)
Social Needs
(Chapter 7)
•
•
•
•
Achievement
Affiliation
Intimacy
Power
Internalised or
learned from our
emotional and
socialisation histories
18

19. Failures to self-regulate
physiological needs
People fail at self-regulation for three primary reasons
1
2
3
People routinely
underestimate how
powerful a
motivational force
biological urges
can be when they
are not currently
experiencing them.
People can lack
standards, or they
have inconsistent,
conflicting,
unrealistic, or
inappropriate
standards.
People fail to
monitor what they
are doing as they
become
distracted,
preoccupied,
overwhelmed, or
intoxicated.
19

20. Psychological need
Inherent source of motivation that
generates the desire to interact with
the environment so as to advance
personal growth, social
development, and psychological wellbeing.
 “when people find themselves in
environments that support and nurture
their psychological needs, then
positive emotions, optimal experience,
and healthy development follow.”
(Reeve, p. 142)

Based on Reeve (2009, pp. 142-143)
20

21. Self-determination theory
Three psychological needs
Autonomy
Competence
Based on Reeve (2009, p. 145)
Relatedness
21

22. Four essential ways of
supporting autonomy
Based on
Reeve (2009,
p. 149)
1. Nurture inner motivational resources
2. Rely on informational language
3. Promote explanatory rationales
4. Acknowledge & accept negative feedback
22

23. Involving competence
Key environmental conditions
Based on
Reeve (2009,
pp. 155-159)
1. Optimal challenge
and flow
• Flow: a state of concentration that involves a
holistic absorption in an activity
2. Interdependency
between challenge and
feedback
• Setting the stage for challenge
• Performance feedback
3. Structure
• Information about the pathways to desired
outcomes
• Support and guidance for pursing these pathways
4. Failure tolerance
• Considerable error making is essential for
optimising learning.
• Failure produces opportunities for learning.
23

24. Relatedness
Involving relatedness:
Interaction with others
• Emotionally positive interactions and
interaction partners
Supporting relatedness:
Perception of a social
bond
• Intimate and high-quality relationships that
involve caring, liking, accepting, and
valuing
Communal & exchange
relationships
• In communal relationships, people care for
the needs of the other, and both feel an
obligation to support the other’s welfare
Internalisation
• Relationships that provide a rich supply of
relatedness need satisfaction and clear
and convincing rationale for the other’s
prescriptions and proscriptions
Based on Reeve (2009, pp. 162-165)
24

25. What makes for a good day?
Based on
Reeve (2009
pp. 167-168)
Daily
Autonomy
Psychological
Nutriments
for Good
Days
Daily
Competence
Daily
Relatedness
Psychological Nutriments necessary for
Good Days, Positive Well-Being, and Vitality
25

26. Social needs
Definition: An acquired
psychological process that grows out of
one’s socialisation history that activates
emotional responses to a particular needrelevant incentive.
Examples:
Achievement
●
Affiliation
●
Intimacy
●
Power
●
Based on
Reeve (2009,
p. 173)
26

27. Primary need-activating incentive
Incentive that activates each social need’s emotional and behaviour potential
Social need
Incentive that activates
each need
Achievement
Doing something well to
show personal competence
Affiliation
Opportunity to please others
and gain their approval
Intimacy
Warm, secure relationship
Power
Based on
Having
Reeve (2009,
Table 7.2, p. 175)
impact on others
27

28. Achievement goals
- Develop one’s competence
Mastery
Goals
- Improve the self
- Overcome difficulties with
effort and persistence
Two Main
Achievement
Goals
Performance
Goals
Based on
Reeve (2009,
pp. 183-184)
- Make progress
- Prove one’s competence
- Display high ability
- Outperform others
- Succeed with little apparent
effort
28

29. Benefits of adopting mastery goals
Preference for a
challenging task
one can learn from
Adoption of a
mastery goal
(rather than a
performance goal)
Based on
Reeve (2009)
Use conceptually
based learning
strategies
Experience greater
intrinsic than
extrinsic motivation
More likely to ask
for information &
help
Work
harder
Persist
longer
Perform
better
29

30. Avoidance motivation & well-being
Fear
of
failure
Performanceavoidanc
e
goals
Based on Reeve (2009, pp. 187-189)
LOW
*Self-esteem
*Personal control
*Vitality
*Life satisfaction
*Psychological wellbeing
30

31. Affiliation and intimacy
Profile of high intimacy motivation
Based on Reeve (2009, Table 7.7, p. 192)
31

32. Conditions that involve & satisfy
the affiliation and intimacy needs
Based on
Reeve (2009,
pp. 193-195)
Affiliation need
‘Deficiency-oriented
motive’
Intimacy need
‘Growth-oriented
motive’
Needinvolving
condition
Deprivation from social
interaction: Social
isolation and fear
Interpersonal caring,
warmth, and love
Needsatisfying
condition
Social acceptance,
approval, and
reassurance
Relatedness within a
warm, close,
reciprocal & enduring
relationships
32

33. Power
The need to impact on others
Based on
Reeve (2009,
pp. 196-198)
Conditions that involve and satisfy the need
for power
• Leadership
• Aggressiveness
• Influential occupations
• Prestige possessions
Power and goal pursuit
• Power increases approach tendencies.
• People high in the need for power more easily acquire
the goals they seek.
33

34. Motivation to exercise personal control:
Initial assumptions and understandings

People desire control over their
environment so as to be able to make:
 positive outcomes ↑ likely
outcomes ↓ likely
Exercising personal control is predicated
upon a person's belief that s/he has the
power to influence results favourably.
The strength with which people try to
exercise personal control can be traced to
their expectancies of being able to do so.
 negative


Based on Reeve (2009, p. 231)
34

35. Two kinds of expectancies
Expectancy: A subjective prediction of
how likely it is that an event will occur.
Efficacy expectations
“Can I do it?”
Expectation of being able to enact
the behaviours needed to cope
effectively with the situation at hand.
e.g.,
Can I do 20 mins on a treadmill,
3 x week for 12 months?
Outcome expectations
“Will what I do work?”
Expectation that one's behaviour will
produce positive outcomes (or
prevent negative outcomes).
e.g.,
Would I lose 5 kgs as a result?
Motivation to exercise personal control
Based on Reeve (2009, pp. 231-232)
35

36. Self-efficacy
One’s judgment of how well one will cope with a
situation (given the skills one possesses and
the circumstances one faces).
Capacity to improvise ways to translate
personal abilities into effective performance.
The opposite of self-efficacy is self-doubt.
Self-efficacy predicts the motivational balance
between wanting to give it a try vs. anxiety,
doubt and avoidance.
Based on Reeve (2009, pp. 233-235)
36

37. Sources & effects
of self-efficacy
Sources of self-efficacy
Personal
behaviour
history
Effects of self-efficacy
Extent of
self-efficacy
Choice
(Approach vs.
avoid)
Vicarious
experience
(Modeling)
Effort and
persistence
Verbal
persuasion
(Pep talk)
Thinking and
decision
making
Physiological
activity
Emotional
reactions
(Stress, anxiety)
Based on Reeve (2009, Figure 9.3, pp. 235-240) Image source:
37
http://commons.wikimedia.org/wiki/File:Skier-carving-a-turn.jpg

38. Empowerment
Empowerment involves possessing the knowledge,
skills, and beliefs that allow people to exert control
over their lives.
Self-efficacy
beliefs
Knowledge
Skills
Empowerment
Based on Reeve (2009, p. 241)
38

39. Mastery versus helplessness
Mastery
motivational
orientation
Helpless
motivational
orientation
• A hardy, resistant
portrayal of the self
during encounters of
failure
• Failure feedback can
be helpful and
constructive
information.
• A fragile view of the
self during
encounters of failure
• Failure feedback is a
sign of personal
inadequacy.
Based on Reeve (2009, pp. 243-244)
39

40. Explanatory style:
Relatively stable, cognitively-based personality orientation
Attributions vary in their locus, stability and controllability
Optimistic
explanatory
style
• Explains bad events with
attributions that are
unstable and controllable
• Related to the self-serving
bias of an illusion of control
which contributes to
enhancing self-esteem and
promoting an optimistic
view of the future
Based on Reeve (2009, pp. 253-255)
Pessimistic
explanatory
style
• Explains bad events with
attributions that are stable
and uncontrollable
• Associated with academic
failure, social distress,
impaired job performance,
physical illness, and
depression
40

41. Six dimensions of
psychological well-being
1. Self-acceptance
2. Positive relations with others
3. Autonomy
4. Environmental mastery
5. Purpose in life
6. Personal growth
Based on Reeve (2009, Table 10. 1, p. 265) which is based on Ryff (1991)
41

42. The self
Four topics taking center stage
Defining or
creating
the self
Relating
the self
to society
Discovering
& developing
personal
potential
Managing or
regulating
the self
Based on Reeve (2009, pp. 264-266)
42

43. Self-concept
(cognitive structure)
Set of beliefs an individual uses to conceptualise
his or her self e.g.,
“I am....” (self-descriptions)
Cluster of domain-specific self-schemas
a reflection of the invariance people
have discovered in their own social
behaviour.
(the way the self has been differentiated and
articulated in memory)
Based on Reeve (2009, p. 268)
43

44. Motivational properties of
self-schemas
Consistent
self
Self-schemas direct behaviour to confirm the self-view
and to prevent episodes that generate feedback that
might disconfirm that self-view.
Possible
self
Self-schemas generate motivation to move the present
self toward a desired future self.
Based on Reeve (2009, pp. 269-272)
44

45. Benefits of well-developed self-schema
Process information about
the self with relative ease.
Quickly retrieve selfrelated behavioural
evidence from the domain.
Benefits of
well-developed
self-schema
Confidently predict his own
future behaviour in the
domain.
Based on Reeve (2009, pp. 268-270)
Resist counter-schematic
information about
him/herself.
45

46. Possible selves
Representations of attributes, characteristics, and
abilities that the self does not yet possess.
Mostly social in origin,
as the individual observes the selves modeled by others.
The possible self’s motivational role
is to link the present self with ways to become the possible (ideal) self.
An important piece of the puzzle
in understanding how the self develops
Portraying the self as a dynamic entity
with a past, present, and future.
Based on Reeve (2009, pp. 273-275)
46

47. Cognitive dissonance
Cognitive
dissonance
A state of tension that
occurs whenever an
individual simultaneously
holds two cognitions
(ideas, attitudes, beliefs,
opinions) that are
psychologically
inconsistent with one
another.
Based on Reeve (2009, pp. 275-276)
Assumptions
Most people are
motivated to justify their
own actions, beliefs, and
feelings.
People are not rational
beings; instead, people
are rationalising beings.
47

48. Definition of emotion
“Emotions are … short-lived,
feeling-arousal-purposiveexpressive phenomena that
helps us adapt to the
opportunities and challenges we
face during important life
events.”
Based on Reeve (2009, pp. 301)
48

49. What is an emotion?
Bodily arousal
Feelings
• Physiological activation
• Bodily preparation for action
• Motor responses
• Subjective experience
• Phenomenological awareness
• Cognition
Emotion
Sense of purpose
• Goal-directed motivational state
• Functional aspect
Social-expressive
Significant
life event
• Social communication
• Facial expression
• Vocal expression
Based on Reeve (2009, Figure 11.1 Four components of emotion, p. 300)
49

50. Relationship between
motivation & emotion
Emotion as motivation
Emotions are one type of motive which
energises and directs behaviour.
Emotion as readout
Emotions serve as an ongoing “readout” to
indicate how well or how poorly personal
adaptation is going.
Based on Reeve (2009, pp. 301-303)
50

51. What causes an emotion?
Significant
situational
event
Cognitive
processes
Feelings
Sense of purpose
Bodily arousal
Biological
processes
Social-expressive
Based on Reeve (2009, Figure 11.3, Causes of the emotion experience, p. 303)
51

52. How many emotions are there?
Basic emotions
(Families/clusters of emotions)
Basic emotions
Fear
Anger
Disgust
Sadness
Negative emotion themes
• Response to threat and harm
• Potential of threatening and
harmful events causes fear.
• In fighting off or rejecting them
we experience anger and disgust.
• After they occur, there is
sadness
Based on Reeve (2009, pp. 312-317)
Joy
Interest
Positive emotion
themes
• Motive involvement
(Interest)
• Satisfaction (Joy)
52

53. What good are the emotions?
Utility of
emotion
Coping functions
Based on Reeve (2009, pp. 317-320)
Social functions
53

54. Coping functions of emotion
Based on Reeve (2009, Table 11.1 Functional view of emotional behaviour, pp. 318,
from Plutchik (1980, p. 289))
54

55. Social functions of emotion
1. Communicate our feelings to others.
2. Influence how others interact with us.
3. Invite & facilitate social interaction.
4. Create, maintain, & dissolve relationships.
Based on Reeve (2009, pp. 319-320)
55

56. Individual differences in
happiness, arousal, & control
Based on Reeve (2009, pp. 368-369)
Why do different people
have different motivational
and emotional states even
in the same situation?
56

57. Personality & happiness
Extraversion
Neuroticism
Happiness
Unhappiness
Happiness
set point
Unhappiness
set point
Based on Reeve (2009, p. 370)
57

58. Natural happiness and
synthetic happiness
Natural happiness: Occurs when you
get what you want.
 Synthetic happiness: Occurs when you
accept that you didn't get what you
want.

 Synthetic
happiness is as real as natural
happiness

e.g., in dating, you look to get what you want, in
marriage, you find a way to like what you’ve got.
58

59. Sensation seeking
Defined as “the seeking of varied,
novel, complex, and intense
sensations and experiences, and the
willingness to take physical, social,
legal, and financial risks for the sake
of such experiences”.
(Zuckerman, 1994)
Based on Reeve (2009, p. 379)
59

60. Sensation seeking
 Sensation
seeking determines
how a person reacts to a
situation or event.
 Sensation seeking determines
the situations and activities a
person chooses.
60

61. Affect intensity
Figure 13.5 Daily Mood Reports Graphed Over 80 Consecutive Days
Affect-stable
individuals
Affect-intense
individuals
Based on Reeve (2009, p. 382)

62. Control
Perceived
control
The extent to which an
individual believes that
s/he possesses the
capacity needed to
produce positive
outcomes.
Based on Reeve (2009, p. 384)
Desire for control
The extent to which
individuals are
motivated to establish
control over the events
in their lives.
62

63. Contemporary psychodynamic perspective
1. The unconscious
Much of mental life is unconscious.
2. Psychodynamics
Mental processes operate in parallel with one another.
3. Ego development
Healthy development involves moving from an immature socially
dependent personality to one that is more mature and
interdependent with others. → Ego effectance
4. Object relations theory
Mental representations of self and other form in childhood that
guide the person’s later social motivations and relationships.
Based on Reeve (2009, pp. 395-396)
63

64. Evolution of paradigms in
psychology
st
1 force: Psychoanalytic
nd
2 force: Behaviourism
rd
3 force: Humanistic
th
4 force: Transpersonal
64

65. Holism




Human motives are integrated wholes
(rather than a sum of parts).
Personal growth is the ultimate
motivational force.
Stresses “top-down” master motives such
as the self and its strivings toward
fulfillment
Focuses on discovering human potential
and encouraging its development
Based on Reeve (2009, pp. 419-421)
65

66. Positive psychology
 Focuses
on proactive building of
personal strengths and
competencies
 Seeks to make people stronger
and more productive, and to
actualise the human potential in
all of us
 Uses scientific methods to identify
evidence-based methods
Based on Reeve (2009, pp. 419-421)
66

67. Self-actualisation
The desire for self-fulfillment, the tendency to
actualise one's potential. The desire to become
more and more what one is, to become everything
that one is capable of becoming.
Motivation and personality (Maslow, 1954)
Two fundamental directions that characterise self-actualisation as a process
Autonomy
Greater mindfulness
Courage to create
Realistic appraisals
Openness
Selfrealisation
Based on Reeve (2009, p. 421)
67

68. Behaviours that
encourage self-actualisation






Make growth choices (progression vs.
regression or growth vs. fear)
Be honest (when in doubt)
Situationally position yourself for peak
experiences
Give up defensiveness
Let the self emerge (listen to impulse
voices rather than introjected voices)
Be open to experience (identify defences
and have the courage to give them up)
Based on Reeve (2009, Table 15.1, pp. 424-425) and Maslow (pp. 44-49
68

69. Actualising tendency
“The organism has one basic tendency and striving – to actualize,
maintain, and enhance the experiencing self.” (Rogers, 1951)
Actualising tendency
• Innate, a continual presence that quietly guides the
individual toward genetically determined potentials
• Motivates the individual to want to undertake new and
challenging experiences
Organismic valuation process
• Innate capability for judging whether a specific experience
promotes or reverses growth
• Provides the interpretive information needed for deciding
whether the new undertaking is growth-promoting or not
Based on Reeve (2009, pp. 425-430)
69

70. Fully functioning individual
Emergence
Acceptance
Expression
Onset of innate
desire, impulse,
or motive
Desire, impulse,
or motive is
accepted “as is”
into
consciousness
Unedited
communication of
desire, impulse,
or motive
Figure 15.3 Fully functioning as the emergence, acceptance, and expression of a motive
Based on Reeve (2009, p. 431)
70

71. Organismic valuing process
This process may include any of the following
principles:
 Authenticity
 Autonomy
 Internal locus of evaluation
 Unconditional positive self-regard
 Process living
 Relatedness
 Openness to inner and outer experience
Based on ChangingMinds - http://changingminds.org/explanations/values/organismic_valuing.htm
71

72. Autonomy causality orientation




Relies on internal guides (e.g., needs,
interests)
Pays closer attention to one’ s own needs
and feelings
Relates to intrinsic motivation and
identified regulation
Correlates with positive functioning (e.g.,
self-actualisation, ego development,
openness to experience etc.)
Based on Reeve (2009, pp. 431-434)
72

73. Control causality orientation



Relies on external guides (e.g., social
cues)
Pays closer attention to behavioural
incentives & social expectations
Relates to extrinsic regulation and
introjected regulation
Based on Reeve (2009, pp. 431-434)
73

74. How relationships support
the actualising tendency
Quality of interpersonal
relationships
Warmth
Genuineness
Empathy
Based on Reeve (2009, pp. 436-439)
Interpersonal
acceptance
Confirmation
of the other
person’s
capacity for
selfdetermination
74

75. Positive psychology & growth
• Looks at people’s mental
health and the quality of
their lives to ask,
Positive
“What could be?”
psychology • Seeks to build people’s
strengths and
competencies
Based on Reeve (2009, pp. 440-441)
75

76. Conclusion
Reading:
Reeve (2009)
Ch 16
(pp. 447-464)
76

77. Outline – Conclusion


Case study scenario
Understanding &
applying motivation




Explaining motivation:
Why we do what we do
Predicting motivation:
Identifying antecedents
Applying motivation:
Solving problems
Motivating self &
others



Motivating self
Motivating others
Feedback on how the effort
to motivate self and others

Designing
motivational
interventions



Four case studies
Four success stories
Wisdom gained from
a scientific study of
motivation and
emotion
Based on Reeve (2009, p. 447)
77

78. Case study scenario 1:
Teenager struggling at school
Mikaela, your neighbour drops by looking
like she is at the end of her tether :(. Her
teenage daughter is doing poorly in school
and is considering dropping out. Your
neighbour's face turns serious as she seeks
your advice,
“What can I do?
How can I motivate my daughter?”.
It has come down to this – a knock on the
door and the distressed face of a concerned
parent. What can you recommend?
Based on Reeve (2009, p. 447)
78

79. Motivational intervention:
Three objectives
 Causes?
Diagnose why the person is experiencing
motivational problems (Explaining)
 Sources?
Identify the key sources of the person’s
motivation (Predicting)
 Strategies?
Apply knowledge about motivation to solve
the problem (Applying)
Based on Reeve (2009, pp. 456-457)
79

80. Understanding & applying motivation
Three objectives
EXPLAIN
(Causes)
PREDICT
(Sources)
APPLY
(Strategies)
Why
people do
what
they do
How
conditions
will affect
motivation
and emotion
Motivational
principles
to solve
practical
problems
Based on Reeve (2009, p. 448)
80

81. Case study scenario 1:
Teenager struggling at school
Three objectives
EXPLAIN
(Causes)
Extrinsic
motivation?
Lack of goals?
Quality of
relationships?
Lack of
meaning?
Based on Reeve (2009, p. 448)
PREDICT
(Sources)
APPLY
(Strategies)
Ask what is
working?
(build on
strengths/
interests)
Ask her
about emotions?
Help build skills?
(competence)
Help her
identify goals?
81

82. Applying motivation:
Solving problems
Two questions:
How do I motivate myself?
 How do I motivate others?

Solving motivational problems
Accentuate what is working
Fix what isn't working
• Amplifying strengths
• Repairing weaknesses
• Improving functioning
• Overcoming pathology
Based on Reeve (2009, pp. 450-451)
82

83. Motivating self and others
Resource for
motivating self
Life-long development of
inner motivational resources
Environmental
conditions
Motive
status
Situational events
• Cognitions
• Emotions
• Needs
Outcomes
• Performance
• Engagement
• Approach
• Well-being
Resource for
motivating others
Quality of interpersonal
relationships
Figure 16.1 Framework to think about motivating self and motivating others
Based on Reeve (2009, p. 453)
83

84. Motivating self
Nurturing resources for motivating self:
Life-long development of
productive inner motivational resources
Growing
approach-oriented
needs, cognitions,
and emotions
Based on Reeve (2009, pp. 451-453)
Experiencing
strong,
resilient,
and
productive
motivational states
84

85. Motivating others
Who is motivating the person?
The person (self)
Motivator
Outside force
Based on Reeve (2009, pp. 453-455)
85

86. Motivating others
Is the social context supporting the
person’s personal causation and inner
motivational resources?
Supports?
Interpersonal
relationship
the person’s motivation
Undermines?
Primary goal
Enhancing the other’s capacity for personal causation
(NOT producing compliance or a predetermined pattern of desired behaviour)
Based on Reeve (2009, pp. 453-455)
86

87. Feedback on how the effort to
motivate self and others is going
Feedback mechanism
Emotions
• Interest
• Enjoyment
• Optimism
vs.
• Apathy
• Anger
• Pessimism
Based on Reeve (2009, p. 455)
Overt
behaviours
Intense effort
●
Long persistence
●
Short latency to
begin
●
High probability
of occurrence
●
Well-being
Changes in vitality
and well-being
●
87

88. Designing motivational interventions
Four success stories:
1. Attaining personal goals
2. Motivating students
3. Suppressing the urge to smoke
4. Autonomy-supportive parenting
Based on Reeve (2009, pp. 456-464)
88

89. Success stories:
Attaining personal goals





Students listed goals to attain in a semester
Rated extent to which goals reflect personal
interests and values
Self-management plans identified sources of
distraction and counter-behaviours
62% of goals completed – sig. higher for selfconcordant goals with implementation plans
Take-home message: Self-concordant goals
+ implementation plans → success
Based on Reeve (2009, pp. 459-460)
89

90. Success stories:
Attaining personal goals
Self-concordant goals
Goals: What people want to accomplish
Self-concordance:
Why people pursue these particular goals
Clear implementation
intentions
High levels of
goal progress,
accomplishment,
and
positive affect
How people plan to reach the goals
Based on Reeve (2009, pp. 457-464)
90

91. Success stories:
Motivating students




Poor school attendance and performance
Intervention: Activities to bolster personal
causation (perceived autonomy) in regard to
schoolwork
Personal causation
→ Achievement motivation
→ Achievement
Long-term effects
Based on Reeve (2009, pp. 460-462)
91

92. Success stories:
Suppressing the urge to smoke


Nicotine
→ Dopamine (reinforcement)
→ More Nicotine use
Intervention:
Nicotine blocker
→ Low dopamine release (less
reinforcements)
→ decreased urge to smoke
Based on Reeve (2009, pp. 462-463)
92

93. Success stories:
Autonomy-supportive parenting




Jennifer, 10, danced since 4, but now wants
to do team sports with her friends
Parents supported Jennifer's strivings and
autonomy (avoiding amotivation/learned
helplessness and aggressive reactance)
Jennifer later requested to return to dance
Parents motivated daughter by providing a
relationship that supported and affirmed
daughter's capacity for self-determination
and autonomous self-regulation
Based on Reeve (2009, pp. 460-462)
93

94. Nuggets of wisdom
In tutorials, we will collect and organise your
“nuggets of wisdom” (short statements about
your greatest insights from the unit).

e.g.,
● What has been your most significant
learning about motivation and emotion?
● What is the take-home message from your
book chapter?
94

95. Wisdom gained from a scientific
study of motivation & emotion
1. Human nature can be discovered using
scientific methods
2. What we don't know about motivation and
emotion exceeds what we do know
3. The brain is as much about motivation and
emotion as it is about cognition and thinking
4.We routinely underestimate how powerful a
motivational force biological urges can be
when we are currently not experiencing
them

Based on Reeve (2009, p. 464)
95

96. Wisdom gained from a scientific
study of motivation & emotion
5. The quality of one's motivation matters as
much as does its quantity
6. To flourish, motivation needs supportive
conditions, especially supportive
relationships
7. We share many of the same needs, while
other needs are acquired through
experience
8. We do not do our best when we “try to do
our best”; rather, we do our best when
pursue a difficult, specific goal

Based on Reeve (2009, p. 464)
96

97. Wisdom gained from a scientific
study of motivation and emotion
9. The cognitive pillars of motivated action
are “I can do it” and “It will work.”
10. Boosting self-esteem is a poor
motivational strategy.
11. All emotions are good.
12. Emotions are biological, cognitive,
and social reactions to important events
in our life.

Based on Reeve (2009, p. 464)
97

98. Wisdom gained from a scientific
study of motivation and emotion
13. Happiness lies in our genes and in what
we choose to strive for.
14. We are not always consciously aware
of the motivational basis of our behaviour.
15. Encouraging growth is more
productive than is trying to cure
weakness.
16. There is nothing so practical as a good
theory.

Based on Reeve (2009, p. 464)
98

99. Feedback
99

100. Learning outcomes
Integrate
theories and
current research
towards explaining the role of
motivation and emotions
in human behaviour.
100

101. Generic skills
Communication
 Working independently and with
others
 Professionalism and social
responsibility


101

102. Review and feedback
What worked for you?
 What didn't work so well for you?
 How could this unit be improved?
 Put honest views in the Unit
Satisfaction Survey
 Also feel free to contact me directly
with your feedback about any aspect of
the unit.

102

103. Ideas and suggestions (2013)
1. *
103

104. Ideas and suggestions (2011)
Quizzes preferred to exam
 Quiz autonomy good
 Book chapter preferred to essay – more real life/advanced
skills, with choice of topic and social expectation
 Online platform allowed collaboration and feedback
 Multimedia preferred to group presentation
 Screenr functionality – no timer shows & if messed up had
to re-record
 Could people have a choice of presentation format
 Extra workshops for book chapter & multimedia – e.g.,
mid-semester 2/3 might turn up - or tutorials in a lab
 Not everyone has internet connection or has limits
 Lecture notes – simplifed non-image? - download size
 All assessment towards end-of-semester e.g., have a draft
104


105. References

Reeve, J. (2009). Understanding motivation
and emotion (5th ed.). Hoboken, NJ: Wiley.
105
Note: Image credits are in the slide notes which are downloadable from Slideshare

106. Open Office Impress
This presentation was made using
Open Office Impress.
 Free and open source software.


http://www.openoffice.org/product/impress.html
106