1. Duffy/Atwater © 2005 Prentice Hall Chapter 7 Managing Your Inner Life Motivation Emotion

2. Duffy/Atwater © 2005 Prentice Hall Definitions: Motivation : A general term referring to the forces that energize and direct behavior toward particular goals.

3. Duffy/Atwater © 2005 Prentice Hall Definitions Emotions: A complex state of awareness, including bodily changes, subjective experiences, outward expressions of our experiences, and behavioral reactions to events.

4. Duffy/Atwater © 2005 Prentice Hall Chapter Summary A. Understanding Motivation 1. Understanding Your Needs 2. Differences between you and others 3. Everyone’s basic needs 4. Psychosocial Motives 5. Personal Motives

5. Duffy/Atwater © 2005 Prentice Hall CHAPTER SUMMARY CONT’D B. Understanding Emotions 1. What are emotions? 2. Experiencing emotions 3. Expressing Emotions 4. Managing Emotions 5. Special Emotions

6. Duffy/Atwater © 2005 Prentice Hall Maslow’s Hierarchy of Needs (Lower Level Needs are listed first) Physiological Needs – food, water, and fresh air Safety Needs – money, nurturance, and security Belonging Needs – love, acceptance, and affection Esteem Needs – respect, competence, and success Self-actualizing needs – maximizing one’s potential (Special Note: Maslow reasoned that these needs are pyramid-shaped with physiological needs at the base.)

7. Duffy/Atwater © 2005 Prentice Hall Basic Needs Such needs have a physiological basis. But these needs can be shaped by learning. One important learned influence is culture. Examples of basic needs include hunger, thirst, and sleep. Everyone is thought to have the same basic needs.

8. Duffy/Atwater © 2005 Prentice Hall Psychosocial Motives These needs are related to our sense of psychological well-being. They are less related to survival than are physiological or basic needs. Some psychosocial needs are unlearned, e.g. the need for stimulation.

9. Duffy/Atwater © 2005 Prentice Hall Other psychosocial needs are learned, for example, achievement motivation – the desire to accomplish or master something difficult or challenging as independently and successfully as possible. Another psychosocial motive is sensation-seeking – our tendency to seek out stimulating and novel experiences. There are wide individual differences in this motive.

10. Duffy/Atwater © 2005 Prentice Hall Tips for Setting Personal Goals: The shorter the time span covered, the more control you have over your goals. Setting only grandiose goals can lead to little progress and much disappointment. Setting realistic but desirable goals is better. Once you have achieved a goal, set a new goal.

11. Duffy/Atwater © 2005 Prentice Hall Personal Motivations Long-range – goals related to the kind of life you want to live. Medium range – goals that cover the next five years or so. Short-range – goals set for the next month or so. Mini-goals – goals set for anywhere from one day to a month. Micro-goals – goals that cover the next few minutes or hours.

12. Duffy/Atwater © 2005 Prentice Hall Understanding Emotions What are emotions? Emotions: A complex state of awareness, including bodily changes, subjective experiences, outward expressions of our experiences, and reactions to events:

13. Duffy/Atwater © 2005 Prentice Hall More specifically: Physiological arousal (bodily changes): The brain, nervous system, and hormones are involved in emotions. Subjective experiences or feelings: We are aware of our feelings of pleasure or displeasure and liking and disliking. (Behavioral) reactions: We typically react to emotions by expressing them or by acting on them (e.g. yelling when we are angry).

14. Duffy/Atwater © 2005 Prentice Hall Experiencing Emotions We often have difficulty identifying others’ as well as our own emotions. One reason is that our emotions are frequently in a state of flux. Another reason is that we have difficulty finding the right words to express our emotions.

15. Duffy/Atwater © 2005 Prentice Hall Psychologists offer various models of emotions: -- Plutchik’s (2001) model suggests eight primary emotions – joy, acceptance, fear, surprise, sadness, disgust, anger, and anticipation. -- Another model (Trierweiler, Eld, & Lischetzke, 2002) implies there are two dimensions to all emotions: Pleasant  Unpleasant Aroused  Unaroused -- There is a dispute in psychology about how many primary emotions exist and whether they are found across all cultures.

16. Duffy/Atwater © 2005 Prentice Hall Expressing Emotions There are individual differences in emotional expressiveness as well as in the ability to interpret others’ emotions. Age, culture, and gender all play a role in creating these differences. Some individuals try to deceive or mislead us about their emotions.

17. Duffy/Atwater © 2005 Prentice Hall Expressing Emotions Cont’d One way to “read” a face and thus foil a deceiver is via microexpressions (or fleeting facial expressions). Body postures sometimes “leak” the true emotions of an individual, too. This is known as body leakage. One means to ensure accurate communication about your emotions is to use “I messages”.

18. Duffy/Atwater © 2005 Prentice Hall Expressing Emotions With “I Messages” “I messages” include: 1. A nonjudgmental description of the other person’s behavior 2. A statement about the behavior’s concrete effects on you 3. An expression of your feelings about the behavior 4. A declaration about what you would prefer the person to do instead

19. Duffy/Atwater © 2005 Prentice Hall Special Emotions Anxiety: Anxiety serves as an emotional alarm that warns us of threat or danger. Test anxiety is common among college students. Anxiety appears to have a curvilinear effect on performance (see next slide for graph).

20. Duffy/Atwater © 2005 Prentice Hall Relationship Between Arousal (Anxiety) and Performance

21. Duffy/Atwater © 2005 Prentice Hall Anger (and hostility): Anger involves feelings of displeasure or resentment over mistreatment. Scientists have researched whether venting anger or holding it in is better. Most researchers suggest that holding it in is best.

22. Duffy/Atwater © 2005 Prentice Hall Type A - The Hostility Prone Personality Type A individuals are especially prone to hostility as well as competitiveness, impatience, and time-urgency. Type As are vintage “workaholics”. Their hostility makes them prone to heart-attacks. Type B individuals, on the other hand, are more easy-going.

23. Duffy/Atwater © 2005 Prentice Hall Anger Management: Parents can teach children anger management. Children who are securely attached to their parents are less likely to exhibit anger and aggression. Limiting exposure to violent media, such as TV, can go a long way toward decreasing violence and aggression in adults and children.

24. Duffy/Atwater © 2005 Prentice Hall Research demonstrates that school bullies are depressed and angry and thus turn their anger on innocent victims. Physical punishment of bullies and other angry children does NOT reduce anger or violence. Physical punishment might, in fact, worsen children’s aggressive behavior. The Special Case of School Bullies

25. Duffy/Atwater © 2005 Prentice Hall Jealousy: Jealousy is a complex emotion that occurs when we fear losing a close relationship with another person or have lost it already. Jealousy is especially apt to occur in sexual or romantic relationships. There are individual differences in experiencing jealousy; individuals most likely to experience jealousy -- have low self-esteem -- are characterized by high anxiety -- hold a negative world view -- report low levels of life satisfaction -- perceive little personal control over their lives -- possess greater sensitivity to threatening social stimuli

26. Duffy/Atwater © 2005 Prentice Hall Happiness: Happiness is related to subjective well-being (SWB). SWB includes a preponderance of positive thoughts and feelings about one’s life. Happy people possess high self-esteem, a sense of personal control, and optimism as well as exhibit extroversion Both men and women report equal opportunities for happiness. Race does NOT predict happiness either. Wealth and happiness are only modestly correlated.