1. “If you deliberately plan on being less than what you are capable of being then I warn you, you will be very unhappy for the rest of your life.” - Abraham Maslow “If you deliberately plan on being less than what you are capable of being then I warn you, you will be very unhappy for the rest of your life.” - Abraham Maslow

2. Think about this: What motivates you to do the following things? A) come to school B) exercise C) clean your room D) participate in extra-curricular activities E) eat lunch

3. Motivation Module 11

4. Motivation  a need or desire that energizes and directs behavior toward a goal

5. Theories of Motivation  Historic Explanations:  Instincts  Drives  Biological Explanations:  Arousal (Yerkes-Dodson Law)  Homeostasis  Cognitive/Learning:  Intrinsic & Extrinsic Motivation  Humanistic:  Maslow’s Hierarchy of Needs  Achievement Motivation

6. Historic Explanations: Instincts & Drives

7. Instincts (1 st psychological explanation of motivation)  inherited, unlearned preprogrammed, complex behavior occurring throughout a species  examples: jealously, curiosity, cleanliness, domination, making things

8. Instincts Qs  Do you agree that all of the behaviors we discussed are instincts? Why or why not?  What are some other human instincts?  What are some examples of your own behavior that the instincts theory of motivation might explain?

9. Drive-Reduction Theory  drive - aroused tension states created by imbalances  a physiological need creates an aroused tension state (a drive) that motivates an organism to satisfy the need

10. Drives Qs  How do the instinct theory and drive- reduction-theory differ?

11. Biological Explanations: Arousal Theories & Homeostasis

12. Arousal  Level stimulation (alertness & responsiveness) you like to maintain

13. Yerkes-Dodson Law  a degree of psychological arousal (alertness & responsiveness) helps performance, but only up to a certain point  optimum arousal depends on the difficulty of task  each person has an optimum level of stimulation they like to maintain

14. Yerkes-Dodson Law Qs Answer the questions below based on your graph: 1.What level of arousal is needed to perform well on easy tasks? 2.What level of arousal is needed to perform well on difficult tasks? 3.What happens to performance on difficult tasks as arousal increases? 4.How could you apply this information to your own life? 5.How would you describe your optimal state of arousal?

15. Yerkes-Dodson Law

16. Homeostasis  tendency to maintain a balanced or constant internal state  regulation of any aspect of body chemistry (hormones, water levels, blood glucose) around a particular level  any change in levels, up or down, results in being motivated to bring the level back to normal.

17. Homeostasis Qs  What is the difference between homeostasis and the drive-reduction theory?

18. Cognitive Explanations: Intrinsic & Extrinsic Motivation

19. Extrinsic Motivation  desire to perform a behavior because of promised rewards or threats of punishment

20. Intrinsic Motivation  desire to perform a behavior for its own sake and to be effective

21. Intrinsic & Extrinsic Motivation Qs  What tasks are you intrinsically motivated to do? What tasks are you extrinsically motivated to do?  Which do you think is the better form of motivation?  What effect do grades have on your motivation to learn?  How could teachers motivate students to learn without giving grades?

22. Clinical Explanations: Achievement & Hierarchy of Needs

23. Achievement  Henry Murray - first established achievement motivation theory  Achievement motivation:  desire for significant accomplishment  desire for the mastery of things, people, or ideas  desire for attaining a high standard

24. Achievement Qs  What behaviors or thoughts in your life are driven by achievement motivation?  Have you ever met someone with a low level of achievement motivation? What made you think they had a low level of achievement motivation?

25. Hierarchy of Needs  Abraham Maslow - humanistic psychologist who developed hierarchy of needs  hierarchy of needs – human needs; higher-level needs won’t become active until lower-level needs are satisfied

26. Self-Actualization  according to Maslow, a person’s highest need  the need to live up to one’s fullest and unique potential  What we can be, we must be!

27. Maslow’s Hierarchy of Needs

28. Hierarchy of Needs Qs  Do you think the order of needs is true for most people?  What might be some exceptions to this order?  Are there important motives not included in the hierarchy?

29. Warm Up Theories of Motivation Review Standard SSPBF5:a - Compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation Answer the following: What is motivation? Match the following: __ Instinctsa) desire for significant accomplishment __ Drivesb) tension created from imbalance; restore balance __ Arousal Theoryc) meet basic needs first; higher levels after that __ Homeostasisd) level of stimulation we try to maintain __ Intrinsic/Extrinsice) inherited, unlearned behaviors motivate action __ Hierarchy of Needsf) motivation from internal or external forces __ Achievementg) maintain balanced or constant internal state

30. Warm Up Answers Theories of Motivation Review Standard SSPBF5:a - Compare and contrast the biological, cognitive/learning, and humanistic perspectives of motivation Answer the following: What is motivation? A need or desire that energizes and directs behavior Match the following: e Instinctsa) desire for significant accomplishment b Drivesb) tension created from imbalance; restore balance d Arousal Theoryc) meet basic needs first; higher levels after that g Homeostasisd) level of stimulation we try to maintain f Intrinsic/Extrinsice) inherited, unlearned behaviors motivate action c Hierarchy of Needsf) motivation from internal or external forces a Achievementg) maintain balanced or constant internal state

31. Clinical Explanations: Motivating Ourselves and Others Module 11: Motivation

32. Developing Self Motivation  Associate your high achievement with positive emotions – CELEBRATE  Connect your achievement with your efforts – give yourself credit for your hard work/good grades  Raise your expectations – set reasonably high goals

33. Motivating Others  Cultivate intrinsic motivation – assign tasks that foster curiosity; praise effort  Attend to individual motives – find what motivates each person  Set specific, challenging goals – help others define their goals  Choose an appropriate leadership style  Task leadership (goal-oriented) sets standards, organizes work, and focuses attention  Social leadership (group-oriented) builds teamwork, mediates conflict, and offers support

34. Hunger: A Closer Look Guided Reading Questions

35. Physiology of Hunger  Glucose - form of sugar that circulates through the body; low glucose = hunger  Insulin - hormone allows body to use glucose for energy or fat production; as insulin levels increase, glucose levels decrease  Leptin - Protein produced by bloated fat cells; send a message to “stop eating”  Orexin - Hunger-triggering hormone produced by hypothalamus; glucose levels drop, orexin levels increase and person feels hungry

36. Set Point Theory of Weight  Set Point - point at which an individual’s “weight thermostat” is supposedly set.  When the body falls below this weight, increased hunger and a lower basal metabolic rate (BMR) may act to restore the lost weight.  BMR – resting rate at which we burn calories for energy

37. Set Point

38. Environment and Hunger

39. External Incentives  Include the sight, sound, and smell of food  Affect some people more than others

40. Cultural Influences on Eating  Cultural views on obesity can vary  White Americans – weakness, laziness  African-Americans & Latinos – less concerned about weight, more accepting of overweight  Culture influences the foods we like and dislike  Shun foods we are not exposed to  Examples: horse, dog, rat meat  Repeated exposure to new foods increases our willingness to try them

41. Eating Disorders

42. Anorexia Nervosa  Eating disorder in which normal weight people suffer delusions of being overweight  Usually in adolescent females  May put themselves on self-starvation regimens  May become dangerously underweight

43. Bulimia Nervosa  Eating disorder characterized by episodes of overeating  Usually overeat high calorie foods  Overeating is followed by vomiting, using laxatives, fasting, or excessive exercise  Fearful of gaining weight, preoccupied with food, often suffer from depression and/or anxiety

44. Causes of Eating Disorders  Genetic link – identical twins more likely to have same eating disorder  Abnormal levels of chemicals that facilitate neural communication  Cultural pressure to be thin