Psychology of Motivation Discussion Paper

 Psychology of Motivation Discussion Paper

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 Psychology of Motivation Discussion Paper

Lecture Notes

Psychology of Motivation Discussion Paper

Welcome to Lesson 4, the psychology of motivation! With this lesson, you’re approaching the halfway point in this second part of Introduction to Psychology. The fact that you’re still interested in this subject and motivated to keep working toward your degree is a tribute to both your intelligence and perseverance. Keep it up!

Psychology of Motivation Discussion Paper

Lesson 4 (Chapter 12 in your text), gets underway by addressing an issue that may very well be front and center for you. As you looked in the mirror this morning, did your expression register distaste as you contemplated your spreading waistline? Have you felt anxious trepidation as you prepare to step on your bathroom scale? Have you lied just a little bit about your dress size? Has your (aunt, spouse, girlfriend, fellow worker) been making disparaging jokes about your “beer gut”? If so, join the club.

Psychology of Motivation Discussion Paper

The fact is America is suffering a crisis of obesity. As I write this, 50 percent of all adults are overweight, as are at least 25 percent of our children. What factors contribute to this

epidemic? What prevents Americans from maintaining a healthy weight? Well, to start with, have you noticed that three of our main industries keep sending us conflicting messages every

day about who we should be and what we should look like?

Psychology of Motivation Discussion Paper

The clothing industry bombards us with visions of underweight females and buffed-up male models that the vast majority of us

can never hope to look like (and might not want to). The auto industry gets our juices flowing with images of sleek sports cars (that the average American can’t fit into, let alone drive

comfortably). On the opposite side, the food industry urges us to eat large quantities of high-fat fast foods from behind the wheel of our ideal car while we wear our slinky, fashion-model

clothes! With mixed messages like these thrown at us daily, it’s no wonder we’re befuddled.

Psychology of Motivation Discussion Paper

Allow me to spend a moment philosophizing about the future. Think back to the topic of evolution and natural selection you encountered in Part 1 of this course. Do you recall this

commentary? The fundamental idea behind natural selection is this: If in a particular environment, individuals with a genetically influenced trait tend to be more successful in survival, and

their genes become more and more common in the population. What might this mean in today’s fast-paced world in which we give priority to high-tech mechanisms? Hasn’t modern

technology compromised our need to be more physically involved in our lives? What will our lives be like in tomorrow’s even faster-paced world?

Psychology of Motivation Discussion Paper

Think about this for a moment. Then, make a list of all the inventions that decrease human energy output, just so we can be faster, more mobile, and more competitive in a society that

puts a high priority on success. Label the far-left column Gadgets. Label the middle column, Improves, and the right column Decreases Use of (meaning a part of the body). Your page will

look something like this:

GADGET	IMPROVES	DECREASES USE OF
Cell phone	Speed of communication	Feet (to get to a phone)
Remote control	Interaction with machine	Feet and legs
Fast food	More time for other things	Hands, legs, and fingers
Golf cart	Time to focus on the game	Whole body

Continue adding to this list until you get a pretty good visual picture of why our bodies are obese, our muscles weak, and our minds are on overload! It makes you wonder if this trend toward physical shutdown will contribute to any changes in our genes. What might our bodies look like in future centuries as a result?

Psychology of Motivation Discussion Paper

Respecting motivation, clinical psychologists devote a lot of time to helping people identify achievable goals. Typically, the psychologist’s clients will have good intentions and fairly

realistic ideas about what they want to accomplish. And that’s a good thing. On the other hand, these typical clients have a major problem. They resist breaking down their big, end-result

goal into smaller, achievable steps. For that reason, psychologists will recommend defining the small steps that will lead to a person’s major goal and writing them down in terms that are

measurable. That way, once client have reached a small goal, they can reward themselves and then move on to the next small goal, and so on.

Psychology of Motivation Discussion Paper

Before the client knows it, he or she will

have accomplished the main goal. Unfortunately, overall, many people fail to reach their overall goal, because they fail along the way to achieve one of the small steps. So, instead of

looking back with satisfaction on all the smaller goals they’ve accomplished, and rewarding themselves, they let a momentary failure overwhelm them. A client might say, “Now, I’ll never

accomplish my goal!” (But isn’t this same principle the key to success in earning your degree? Each lesson is one small step—one success—on the way toward your main goal.)

Psychology of Motivation Discussion Paper

Let’s apply this concept of “small steps” to weight loss. The most effective and healthiest way to lose weight is to decrease caloric input and increase your level of exercise. Most people

make the mistake of using the scale as their measurement for success or failure. They set as their overall goal losing a specific number of pounds. However, a savvy psychologist will

recommend not using pounds lost as their standard of success or failure.

Psychology of Motivation Discussion Paper

Instead, the psychologist urges a client to identify an achievable exercise goal and an achievable change in diet.

For example, the first goal might be to walk two miles, three times a week for two weeks. The goal for the next two weeks would be to forego alcoholic beverages and/or fried foods for

two weeks. The object is to focus on achieving these two goals, not how much weight the person loses in the next four weeks.

Psychology of Motivation Discussion Paper

Psychologists find that people will lose weight if they’re able to achieve a moderate exercise goal and make a simple change in their diet. The next goal would be to either increase the

existing goal or keep it the same, but always with the emphasis on small, achievable steps, such as increasing the exercise pattern from three times a week to four, or identifying another

small dietary change they can make.

Psychology of Motivation Discussion Paper

Most people comply with their goal behavior, at best, only 75–85 percent of the time. A few rare people maintain 100 percent compliance. The reason

for asking people to not use measured weight (pounds lost) as their goal is that weight loss is the result of reaching other goals. Unfortunately, most people get discouraged and give up

their weight-loss behaviors because they (a) are not losing weight fast enough, (b) get tired of being on a restrictive diet, and/or (c) didn’t incorporate these behaviors into their lifestyle as

small, successive goals.

Psychology of Motivation Discussion Paper

This lesson focuses on many interesting topics that we could spend hours discussing. I predict it will hold your attention because it deals with “your life”—with the person you see and

imagine yourself to be every time you look in the mirror. Since you aren’t learning this material in a classroom situation, I hope you will share this information with a friend, coworker,

and/or significant other. It will make your study more fun and increase your learning progress. You may be surprised at the questions they ask as you talk about what you’ve learned!

Psychology of Motivation Discussion Paper

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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