BU288 > Midterm 2 - Chapter 5 > Flashcards

Midterm 2 - Chapter 5 Flashcards

(58 cards)

Study These Flashcards
1
Q

Motivation

A

the extent to which persistent effort is directed toward a goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

basic characteristics of motivation

A

amount of effort
persistence of effort
direction of effort
goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

intrinsic motivation

A

stems from the direct relationship between the worker and the task and is usually self-applied.
ex: Feelings of achievement, accomplishment, challenge, and competence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

extrinsic motivation

A

stems from the work environment external to the task and is usually applied by someone other than the person being motivated.
ex: Pay, fringe benefits, company policies, and various forms of supervision

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

motivation purity bias

A

job candidates who express an interest in extrinsic rewards are perceived as less intrinsically motivated by decision makers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

performance

A

the extent to which an organizational member contributes to achieving the objectives of the organization.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

general cognitive ability

A

a person’s basic information-processing capacities and cognitive resources

an individual’s overall capacity and efficiency to mentally process, understand, and learn information.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

emotional intelligence (EI)

A

the ability to understand and manage one’s own and others’ feelings and emotions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

four branch model of EI (from bottom to top)

A

-perceiving emotions accurately in oneself and others
-using emotions to facilitate thinking
-understanding emotions, emotional language, and the signals conveyed by emotions
-managing emotions so as to attain specific goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

need theories

A

specify the kinds of needs people have and the conditions under which they will be motivated to satisfy these needs in a way that contributes to performance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

motivational character of needs

A

needs–>behaviour–>incentives and goals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

maslows hierarchy of needs (bottom to top)

A

physiological needs
safety needs
belongingness needs
esteem needs
self actualization needs

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Alderfers ERG theory

A

a three level hierarchal need theory of motivation (existence, relatedness, growth) that allows for movement up and down the hierarchy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

existence need

A

needs that are satisfied by some material substance or condition.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

relatedness needs

A

needs that are satisfied by open communication and the exchange of thoughts and feelings with other organizational members.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

growth needs

A

needs that are fulfilled by strong personal involvement in the work setting.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

mcclellands theory of needs

A

nonhierarchal need theory of motivation that outlines the conditions under which certain needs result in particular patterns of motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what are the mcclellands theory of needs

A

need for achievement
need for affiliation
need for power

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

need for achievement

A

a strong desire to perform challenging tasks well.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

need for affiliation

A

strong desire to establish and maintain friendly, compatible interpersonal relationships.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

need for power

A

strongly desire to have influence over others.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

self determination theory

A

theory of motivation that relates the satisfaction of three basic phsychological needs to autonomous motivation and controlled motivation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

three basic psychological needs from sdt

A

competence
relatedness
autonomy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

competence

Study These Flashcards
A

has to do with feeling a sense of mastery and being effective in one’s environment

25
relatedness
has to do with feeling connected to others
26
autonomy
refers to having choice and feeling volitional in one’s behaviour.
27
autonomous motivation
self-motivation or intrinsic motivation and occurs when people feel they are in control of their motivation, they are performing a task because it is interesting, and they have chosen to do it.
28
controlled motivation
occurs when people are motivated to obtain a desired consequence or extrinsic rewards. When motivation is controlled, individuals feel they are pressured and have no choice but to engage in a task.
29
autonomy support
providing employees with choice and encouragement for personal initiative.
30
process theories of motivation
concentrate on how motivation occurs
31
expectency theory
the belief that motivation is determined by the outcomes that people expect to occur as a result of their actions on the job.
32
outcomes
consequences that may follow certain work behaviours.
33
instrumentality
the probability that a particular first-level outcome (such as high productivity) will be followed by a particular second-level outcome (such as pay)
34
valence
expected value of outcomes, that is, the extent to which they are attractive or unattractive to the individual
35
expectency
the probability that the worker can actually achieve a particular first-level outcome
36
force
the end product of the other components of the theory. It represents the relative degree of effort that will be directed toward various first-level outcomes.
37
equity theory
the theory asserts that workers compare the inputs that they invest in their jobs and the outcomes that they receive against the inputs and outcomes of some other relevant person or group.
38
goal setting theory
goals are most motivational when they are specific and challenging and when organizational members are committed to them. In addition, feedback about progress toward goal attainment should be provided.
39
goal specificity
Specific goals stipulate an exact level of achievement for people to accomplish in a particular time frame as opposed to general or “do-your-best” goals, which do not indicate the level of achievement or time frame.
40
goal challenge
goal challenge is best when it is pegged to the competence of individual workers and increased as the particular task is mastered.
41
goal commitment
Individuals must be committed to specific, challenging goals if the goals are to have effective motivational properties.
42
goal feedback
Specific and challenging goals have the most beneficial effect when they are accompanied by ongoing feedback that enables the person to compare current performance with the goal.
43
goal orientation
refers to an individual’s goal preferences in achievement situations.
44
learning goal orientation
most concerned about learning something new and developing their competence in an activity by acquiring new skills and mastering new situations; they focus on acquiring new knowledge and skills and developing their competence.
45
performance prove goal orientation
concerned about demonstrating their competence in performing a task by seeking favourable judgments about the outcome of their performance.
46
performance avoid goal orientation
concerned about avoiding negative judgments about the outcome of their performance.
47
goal proximity
distal goal proximal goal
48
distal goal
a long-term or end goal, such as achieving a certain level of sales performance.
49
proximal goal
a short-term goal or sub-goal that is instrumental for achieving a distal goal.
50
3 key elements of expectancy theory
expectancy Instrumentality Valence
51
first level valence equation
sum of instrumentalities x second level valences
52
force equation
first level valence x expectancy
53
goal velocity
rate of discrepancy change over time
54
the hedonic treadmill
* Humans have a “happiness set point” * Largely genetic * Good things (new job, fall in love) and bad things (fired, break up with partner) happen, move us off the happiness set point * But, we adapt and gradually return to our set point.
55
hedonic adaptation
* We are “programmed” to quickly adapt to new things. What’s novel becomes the norm. * We are also “programmed” to continue to strive for and expect more – to never be satisfied with our current condition. * So even when we get what we want, we aren’t happier. We want more!
56
desensitization
* Each added occurrence in a given domain of life has less of an impact on us. * To get that boost, you need bigger and bigger occurrences – an even bigger raise, fancier car or clothes.
57
Gratifications/Eudaemonic Activities
deep, meaningful pursuits, often connected with personal growth and a sense of achievement or contributing to the well-being of others/society
58
pleasures/hedonic activities
You feel wonderful during and right after, but the happiness goes away quickly. If you engage in them again right away, they will probably bring you less happiness than the previous time
BU288
flashcards
Decks in class (13)
# Cards
Brainscape helps you reach your goals faster, through stronger study habits.
© 2026 Bold Learning Solutions. Terms and Conditions