PSYC 3500 > WEEK 10: LECTURE > Flashcards

WEEK 10: LECTURE Flashcards

(61 cards)

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1
Q

motivation

A

Concerns the conditions
responsible for variations in intensity,
persistence, quality, & direction of ongoing
behavior.

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2
Q

key elements of motivation

A
  1. intensity
  2. persistence
  3. quality
  4. direction
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3
Q

intensity

A

Level of effort & energy put into
achieving a goal

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4
Q

persistence

A

Exerting sustained effort to achieve a
goal

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5
Q

quality

A

The source of motivation (ranges from fully
intrinsic to fully extrinsic)

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6
Q

direction

A

The course of behavior towards a goal

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7
Q

why is motivation x ability

A

A low-ability employee with zero motivation
is going to perform the same as a high-
ability employee with zero motivation.

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8
Q

Motivation and neuroticism

A

negatively related

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9
Q

Motivation and conscientiousness

A

positively related

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10
Q

locus of control

A

The extent to which an individual views
events as resulting from their own actions (internal) or from outside
causes (external)

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11
Q

person-as-machine

A

people’s behaviors/actions are reflexive and
involuntary and are performed without conscious awareness

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12
Q

person-as-scientist

A

people are active information gatherers and analysts
who seek knowledge and understanding as a way of mastering their
environment

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13
Q

approach or avoidance

A

goals are oriented toward either approaching a
pleasurable, desired state or avoiding a punishing, undesired state

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14
Q

distal or proximal continuum

A

processes that are far removed from or
close to the behavior

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15
Q

hull’s drive-reduction theory

A

Proposes that the primary
motivation behind all human
behavior is to reduce ‘drives’ &
maintain a state of balance (or
homeostasis)

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16
Q

drive

A

State of tension or
arousal caused by
biological/physiological needs

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17
Q

drive theory steps

A
  1. homeostasis
  2. biological need
  3. drive
  4. organism motivated to satisfy drive
  5. goal-directed behavior
  6. need satisfied
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18
Q

maslow’s need theory

A

Proposes that all humans
have a basic set of needs &
that these needs express
themselves over the life span
of the individual as internal
“pushes” or drives

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19
Q

need theory steps

A
  1. physiological needs
  2. safety needs
  3. belongingness
  4. esteem needs
  5. self-actualization
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20
Q

two factor theory

A

Modified Maslow’s Need Theory to 2 basic
needs: hygiene and motivator factors

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21
Q

hygiene factors

A

meeting hygiene needs
would eliminate
dissatisfaction but would
not result in motivated
behavior or a state of
positive satisfaction

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22
Q

motivator factors

A

meeting motivator needs
would result in the
expenditure of effort as
well as positive
satisfaction.

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23
Q

reinforcement theory

A

Proposes that behavior depends on three simple elements: stimulus,
response, & reward.

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24
Q

stimulus

A

Any feature of the environment that affects behavior

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25
response
Behavior elicited by a stimulus
26
reinforcement
Reward or punishment for engaging in the behavior
27
how can rewards be given?
continuously or intermittently
28
expectancy theory
Attempts to explain how rewards lead to behavior by focusing on internal cognitive states that lead to motivation.
29
vroom's vie theory
Proposes that people’s behaviors result from conscious choices among alternatives, which are evaluated on valence, instrumentality, and expectancy
30
valence
The strength of a person’s preference for a particular outcome
31
instrumentality
The perceived relationship between performance & the attainment of a certain outcome
32
expectancy
An individual’s belief that a particular behavior (e.g., effort, hard work) will lead to higher performance
33
how managers can use vie theory at work
* Motivate employees by offering outcomes that have high valence * Clarify instrumentalities by letting employees know that high performance is associated with positive outcomes * Clarify expectancies by making it clear to employees that hard work will lead to higher performance
34
dissonance theory
Proposes that people seek some sense of balance (i.e., absence of tension) & that they will direct their behavior toward reducing the tension resulting from dissonant cognitions (i.e., incompatible thoughts)
35
equity theory
Suggests that individuals look at their world in terms of comparative inputs & outcomes
36
inputs
Training, effort, skills, & abilities that employees bring to or invest in their work
37
outcomes
Compensation, satisfaction, & other benefits employees derive from their work
38
comparison other
A coworker/peer to which one compares themselves in determining perceived equity  Through this comparison an outcome/input ratio is developed
39
person-as-intentional approach
assumes that individuals are intentional in their behavior.
40
goal-setting theory
A goal is seen as a motivational force, and individuals who set specific, difficult goals perform better than individuals who simply adopt a “do your best” goal or no goal at all.
41
goal
what a person consciously wants to attain or achieve
42
factors necessary for increasing performance
* Commitment (goal acceptance) * Feedback on progress towards goal * Difficult and challenging goals * Specific goals * Self-set
43
smart goals
s- specific m- measurable a- achievable r- relevant t- time-bound
44
Should goals be related to quantity or quality of performance?
Both. When we set one, we usually see decline in the other
45
Should goals be related to progress or outcomes?
Depends. Outcome goals for simple tasks & process goals for complex tasks that require learning
46
How should goals be set?
Ideally, allow for participative goal setting. If the goals must be assigned, “sell” the person on it
47
How difficult is a difficult goal?
No clear definition. While difficult, the person should still view it as possible to achieve
48
Should rewards be contingent on goal accomplishment?
Incremental rewards linked to increments of achievement rather than all-or-nothing
49
When should individual rewards vs group goals be used?
Depends on the nature of the task. Culture should be considered
50
control theory
assumes that an individual compares a standard (in this case, the goal) to actual outcome and adjusts behavior to bring the outcome into agreement with the standard.
51
feedback loop
connection between knowledge of results and the intermediate states that occur between goal commitment and performance.
52
self-regulation
refers to the process by which individuals take in information about behavior and make adjustments or changes based on that information.
53
self-efficacy
the belief in one’s capability to perform a specific task or reach a specific goal
54
to increase self-efficacy, we must pursue:
1. mastery experiences 2. modeling 3. social persuasion 4. physiological states
55
mastery experiences
Successful performance of challenging tasks strengthens beliefs in one’s capabilities, whereas failures decrease those beliefs.
56
modeling
Seeing similar others succeed strengthens self-efficacy, while their failure weakens it.
57
social persuasion
Encouragement from others bolsters self- efficacy.
58
physiological states
Stress or fatigue signals task difficulty.
59
job enrichment
Jobs that satisfy higher-order needs (e.g., esteem, self-actualization) are more motivating.
60
5 job characteristics tied to motivation potential
1. Skill Variety 2. Task Identity 3. Task Significance 4. Autonomy 5. Task Feedback
61
motivational trait questionnaire
48-item questionnaire assessing 6 distinct aspects of general performance motivation
PSYC 3500
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