Cognitive-motivational theories definitional issues



Download 6.19 Kb.
Date23.07.2017
Size6.19 Kb.
#26344
      • DEFINITIONAL ISSUES
        • Cognitive-motivational units and self-regulation
      • MIDDLE-LEVEL UNITS
        • Types
        • Personal strivings and mental and physical well-being
  • CHARACTERISTICS OF MOTIVATED BEHAVIOR:
  • raises and fades over time
  • coherent (organized)
  • persistent and efficient
  • associated to a network of cognitions (images, beliefs, plans)
  • has emotional correlates and consequences (e.g., frustration)
    • Do you remember this from intro lecture on motives?
  • Integrating motives and cognitions ….
  • COGNITIVE-MOTIVATIONAL THEORIES:
  • Modern social-personality theories that emphasize the link between cognitions (beliefs, schemas, etc.) and motivation (goals, needs) in predicting behavior (e.g., persistence of action, emotions)
  • Self-regulation: how cognitions, motivations, and emotions interact
  • RED: emotions
  • GREEN: motivations
  • PURPLE: cognitions
  • COGNITIVE-MOTIVATIONAL THEORIES ABOUT THE SELF
    • HIGGINS (1987): Real, Ideal, and Ought selves
    • Self-discrepancy theory: We are highly motivated to reduce discrepancies between how we actually see ourselves and how we actually would like to be and how we think we ought to be.
    • Real/Ideal discrepancies lead to feelings of depression and real/ought discrepancies to feelings of anxiety.
  • OUGHT REAL IDEAL
    • Higgins’ empirical demonstration of how real/ideal discrepancies lead to feelings of depression and real/ought discrepancies to feelings of anxiety:
  • IDEAL PRIMING: Asking subjects to write an essay about about the qualities they would love to have (but don’t have)
  • OUGHT PRIMING: Asking subjects to write an essay about about the qualities they think it’s their duty to have (but don’t have)
  • DWECK (1990): Incremental vs. Entity self-theories
  • MIDDLE-LEVEL UNITS
  • MIDDLE-LEVEL UNITS
  • SPECIFIC, SITUATIONAL
  • BROAD, DECONTEXTUALIZED

advantages disadvantages LEVEL 1 highly personal highly decontextualized low B predictive value LEVEL 4 highly contextualized highly impersonal high B predictive value LEVELS 2&3 personal contextualized medium B predictive value

  • Research on Personal Strivings (Emmons, 1992)
  • HAVING HIGH VS. LOW LEVEL OF STRIVINGS HAS DIFFERENT HEALTH CORRELATES !!
  • (Emmons, 1992)
  • Mostly High  worse mental health (e.g., more anxiety, depression)
  • (e.g., improving this world)
  • Mostly Low  worse physical health (e.g. more colds, headaches)
  • (e.g., be funny)
  • Question for the class: Why?


Download 6.19 Kb.

Share with your friends:




The database is protected by copyright ©www.sckool.org 2022
send message

    Main page