 The direction and intensity of effort  Direction= types of activities a person likes  Intensity= how much work an individual puts forth in the situation

 Behavior is primarily a function of individual characteristics (needs, goals, personality)  Can we change it?

 Behavior is determined by the situation

 Both personality traits and situation affect motivation

1. Both situation and traits motivate people 2. People have multiple motives for involvement (and some of these compete or change over time) 3. Change the environment to enhance motivation 4. Leaders influence motivation directly and indirectly 5. Use behavior modification to change undesirable participant motives

EXTRINSICINTRINSIC  Influenced by outside factors such as rewards and punishment  Activity has inherent value because it is fun, interesting, or worthwhile

 Thorndike’s law of effect: Rewarded behaviors are likely to be repeated.

 Operant Conditioning-  Type of learning where behavior is strengthened by rewards and diminished by punishments   M M

 Operant conditioning creates extrinsic motivation  Problems?

 Natural inclination (interest) + extrinsic motivator= less interest

 Wanting to complete an activity because it is fun, worthwhile, or interesting  Also called achievement motivation because those who have it:  Strive for success  Persist in the face of failure  Experience pride in accomplishments

 A disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of others  Social-comparison

 Situational- evoked temporarily by something in the environment  Ex. Playing games in class  Personal- long-term, relatively stable, based on personality  Ex. Your favorite sport

 Belief about the likelihood of success in a given activity Based on:  Present ability level  External circumstances that may help or hinder performance.

 Belief about the extent to which an activity has direct or indirect benefits

 Important- associated with desirable personal qualities  Utility- how useful it is in the short run and the long run  Interest- brings pleasure and enjoyment  Cost- effort versus reward

 learn from others  gain interest  reduce costs

 Causal explanation for an event  How someone explains successes and failures Types:  Internal vs. External  Stable vs. Unstable  Uncontrollable vs. Controllable

 there are emotional reactions to success and failure  how we see the world affects our expectations for future success or failure  future choices  effort and persistence  learning strategies and performance

 past successes and failures  situational cues  messages from others  image management-telling people what they want to hear

 We behave based on how others see us  Expectations of others influence how we see ourselves  “I am not who I think I am. I am not who you think I am. I am who I think you think I am.”

 Expectations for an outcome either directly or indirectly lead to the expected result

 Behavior depends on the type of goal and perceived ability  Types of goals:  Outcome (whether you win or lose)  Task (improve performance comparative to past)  Social (affiliation with group and being liked by others)

 People want to feel worthy and competent  Feelings + Control= Motivation

 high motivation to achieve success and low motivation to avoid failure  focus on the pride of success  ascribe success to stable, internal, and controllable factors  ascribe failure to unstable, external, and uncontrollable factors  adopt task goals  have high perceived competence  seek out challenges, able competitors, and demanding tasks  perform well in evaluative conditions

 low motivation to achieve success and high motivation to avoid failure  focus on shame and worry that may result from failure  ascribe success to unstable, external, and uncontrollable factors  ascribe failure to stable, internal, and controllable factors  adopt outcome goals  low perceived competence  avoid challenges, seek out very easy or very hard tasks  perform poorly in evaluative conditions

 Learned Helplessness  Fear of Failure  Fear of Success  Pathological Perfectionism  Underachievement

 autonomous competence stage  social comparison stage  integrate (self- and social comparison) stage

 recognize stage of achievement motivation  provide a positive motivational climate that focuses on task goals  monitor and alter attributional feedback  enhance feelings of competence and control