C H A P T E R C H A P T E R 3 3 Motivation Motivation

Session Outline What Is Motivation? Views of Motivation Five Guidelines for Building Motivation Developing a Realistic View of Motivation Achievement Motivation and Competitiveness (continued)

Session Outline Why Are Achievement Motivation and Competition Important? Theories of Achievement Motivation Developing Achievement Motivation and Competitiveness Implications for Professional Practice

Motivation is the direction and intensity of effort. What Is Motivation? Motivation is the direction and intensity of effort. Direction of effort: Whether an individual seeks out, approaches, or is attracted to a situation. Intensity of effort: How much effort an individual puts forth in a situation. Direction and intensity of effort are closely related.

Participant– or trait–centered view Situation–centered view Views of Motivation Participant– or trait–centered view Situation–centered view Interactional view

Participant– or Trait–Centered View Views of Motivation Participant– or Trait–Centered View Motivated behavior is primarily a function of individual characteristics (e.g., needs, goals, personality).

Situation–Centered View Views of Motivation Situation–Centered View Motivated behavior is primarily determined by situational factors.

Interactional View Views of Motivation Motivated behavior results from the interaction of participant factors and situational factors.

Interactional View of Motivation

Five Guidelines for Building Motivation

Both situations and traits motivate people. Guideline 1 Guidelines for Building Motivation Both situations and traits motivate people.

People have multiple motives for involvement. Guideline 2 Guidelines for Building Motivation People have multiple motives for involvement. Understand why people participate in physical activity. People participate for more than one reason. People may have competing motives for involvement. People have both shared and unique motives. Motives change over time.

Talk informally to others. Ask participants directly. How to Identify Participant Motives Observe participants. Talk informally to others. Ask participants directly.

Major Motives for Sport Participants Improving skills Having fun Being with friends Experiencing thrills and excitement Achieving success Developing fitness

Major Motives for Exercise Participants Joining Continuing Health factors Enjoyment Weight loss Like instructor Fitness Like type of activity Self-challenge Social factors Feeling better

Change the environment to enhance motivation. Guideline 3 Guidelines for Building Motivation Change the environment to enhance motivation. Environment may be competitive or recreational. Provide for multiple motives and opportunities. Adjust to individuals within groups.

Leaders influence motivation, directly and indirectly. Guideline 4 Guidelines for Building Motivation Leaders influence motivation, directly and indirectly.

Use behavior modification to change undesirable participant motives. Guideline 5 Guidelines for Building Motivation Use behavior modification to change undesirable participant motives.

Developing a Realistic View of Motivation Motivation is a key variable in both learning and performance contexts. Other physical and psychological factors beyond motivation influence behavior and must be considered. Some motivational factors are more easily influenced than others.

What Are Achievement Motivation and Competitiveness? An individual’s orientation to strive for task success, persist in the face of failure, and experience pride in accomplishments. (Gill, 1986)

What Are Achievement Motivation and Competitiveness? “A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others.” (Martens, 1986)

What Are Achievement Motivation and Competitiveness? Keys: Competitiveness = Social evaluation or comparison Achievement motivation = Self-comparison or achievement

Achievement motivation influences persistence (in the face of failure) Why Achievement Motivation Is Important Achievement motivation influences choice of activities effort to pursue goals intensity of effort persistence (in the face of failure)

Theories of Achievement Motivation Need achievement theory Attribution theory Achievement goal theory Competence motivation theory

Need Achievement Theory

Attribution Theory Attributions Attribution categories How people explain their successes and failures Attribution categories Stability Locus of causality Locus of control

Weiner’s basic attribution categories Attribution Theory Weiner’s basic attribution categories

Attributions and Achievement Motivation Psychological result Attributions Stable Increased expectation of success Internal cause Increased pride or shame In one’s control Increased motivation (See Table 3.1 on page 61 of text)

Achievement Goal Theory Achievement goals Outcome goal orientation (or competitive goal orientation) focuses on comparing performance with others and defeating others. Task goal orientation (or mastery goal orientation) focuses on improving relative to one’s own past performances.

Achievement Goal Theory +

Achievement Goal Theory Keys: Focus extra attention on task-oriented goals. Foster mastery or task motivational climates.

Competence Motivation Theory

People are motivated to feel worthy or competent. Competence Motivation Theory Keys: People are motivated to feel worthy or competent. Feelings of competence and worth, as well as perceptions of control, determine motives.

What Theories of Achievement Motivation Tell Us About High Achievers Motivational orientation High motivation to achieve success Low motivation to achieve failure Focuses on the pride of success

What Theories of Achievement Motivation Tell Us About High Achievers Attributions Ascribes success to stable and internal factors within one’s control Ascribes failure to unstable and external factors outside one’s control Goals adopted Usually adopts task goals

What Theories of Achievement Motivation Tell Us About High Achievers Perceived competence/control Has high perceived competence and feels that achievement is within his or her control Task choice Seeks out challenges and able competitors/tasks Performance Performs well in evaluative conditions

What Theories of Achievement Motivation Tell Us About Low Achievers Motivational orientation Low motivation to achieve success High motivation to achieve failure Focuses on shame and worry that may result from failure

What Theories of Achievement Motivation Tell Us About Low Achievers Attributions Ascribes success to unstable and external factors outside one’s control Ascribes failure to stable and internal factors within one’s control Goals adopted Usually adopts outcome goals

What Theories of Achievement Motivation Tell Us About Low Achievers Perceived competence/control Has low perceived competence and feels that achievement is outside his or her control Task choice Avoids challenges; seeks out very difficult or very easy tasks/ competitors Performance Performs poorly in evaluative conditions

Developing Achievement Motivation and Competitiveness Stages Autonomous competence stage Social comparison stage Integrated (self and social comparison) stage

Developing Achievement Motivation and Competitiveness

Developing Achievement Motivation and Competitiveness Keys: Recognize stages of achievement motivation Ultimate goal is the integrated stage. Motivational climate influences achievement motivation.

Implications for Professional Practice 1. Recognize the interaction of personal and situational factors influencing achievement behavior. Stage of achievement behavior Goal orientation Attributes Situations approached or avoided

Implications for Professional Practice 2. Emphasize mastery (task) goals and downplay outcome goals. 3. Monitor and alter attributional feedback. 4. Assess and correct inappropriate attributions. 5. Determine when competitive goals are appropriate. 6. Enhance feelings of competence and control.