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psychology
objectives - motivation and wellbeing
| Term | Definition |
|---|---|
| source of motivation - physiological | source of motivation is necessary for survival. thirst, hunger, need for sleep |
| source of motivation - cognitive | motivation derived from intellectual challenges due to the intrinsic satisfaction they produce, and the drive to satisfy curiosity and explore personal interests. personal values, goals and expectations. |
| source of motivation - emotional | stems from trying to avoid pain and from seeking happiness. |
| source of motivation - social | humans have the need to be with other people, driving us to develop social relationships and belong to groups. peer pressure, conforming to norms, receiving approval from others |
| self-determination theory - Deci and Ryan (1985) | suggests that people can become self-determined when their needs for competence, relatedness and autonomy are fulfilled. people tend to be happier when pursuing intrinsically motivated things. can be helpful understanding what motivates people |
| autonomy | the desire people have to feel in control of their actions. need to feel independent. involves self-initiation and self-regulation of behaviour. enhanced when given choice and when feelings are acknowledged. lacks if they feel controlled or threatened |
| competence | the desire to feel capable of mastering new skills and experiencing a sense of achievement. having sufficient intellect, judgement, skill and/or strength. tasks too challenging or receive negative feedback - decrease |
| relatedness | the desire to form social connections and be part of positive relationships with others. feel a sense of attachment to others. lack leads to limited access to help and support, and is undermined by competition, cliques, and criticism |
| motivation | the conscious or unconscious drive leading to behaviours that individuals initiate, direct, and maintain. goal-directed behaviour. |
| amotivation | a lack of intrinsic or extrinsic motivation. people become amotivated toward a behaviour when the environment does not allow for the behaviour to be carried out competently. |
| extrinsic motivation | motivation that stems from a desire for external rewards. includes respect for other people, social recognition, money, awards or recognition. |
| intrinsic motivation | motivation driven by an inner desire for self-satisfaction arising from achieving a specific goal. includes self gratification. |
| external regulation | form of extrinsic motivation involving reward and punishment, as well as compliance |
| introjected regulation | form of extrinsic motivation involving self-control and internal rewards/punishments |
| identified regulation | form of extrinsic motivation involving conscious valuing and personal importance |
| integrated regulation | form of extrinsic motivation involving congruence/agreement and awareness |
| physiological needs | biological requirements for human survival; air, food, drink, shelter, sleep. human body cannot function optimally if needs are not met. |
| safety needs | involve predictability, order and control; job security, health, financial security, freedom from harm. physical and emotional safety. fulfilled by family and social structures i.e. law enforcement and medicare |
| love and belongingness needs | reflects human need for social connection, including friendship, family and romantic relationships. essential for psychological wellbeing. especially strong in childhood, and can override need for safety. |
| esteem needs | split into esteem for oneself (dignity, achievement, independence) and the desire for reputation or respect from others (status, recognition, prestige). important in children and adolescence. |
| cognitive needs | knowledge and understanding, curiosity, exploration, and need for meaning and predictability. drive pursuit for knowledge and understanding. facilitates personal growth, comprehension and a deeper understanding of life's complexities |
| aesthetic needs | appreciation and search for beauty, balance and form. leads to deeper sense of satisfaction and harmony in life. involves appreciation and pursuit of art and nature. physical beauty alongside psychological satisfaction derived from order and elegance. |
| self-actualisation needs | the pursuit of realising one's full potential through personal growth, creativity or achieving meaningful goals. the desire to become everything one is capable of becoming. manifests uniquely in each person, reflecting a commitment to a pursuit of purpose |
| transcendence needs | motivation by values that transcend beyond personal self. represents human desire to connect with a higher purpose. altruism, spiritual connection, helping others achieve their full potential. aim to achieve deep sense of unity. |
| deficiency needs | concern basic survival. a means to an end - arise due to deprivation, motivation to fulfil growing the longer they are denied. when defecit is satisfied, it will go away. |
| growth needs | associated with realising an individual's full potential through intellectual and creative behaviours. stems from desire to grow as a person. |
| characteristics of a self-actualised individual | accept themselves and others for what they are, spontaneous in thought and action, unusual sense of humour, highly creative, able to look at life objectively, concerned for wellbeing of humanity, need for privacy, strong moral/ethical standards |
| behaviour leading to self-actualisation | experiencing life as a child with full absorption and concentration, trying new things, listening to your own feelings in evaluating experience, avoiding pretense and being honest, taking responsibility and working hard |
| maslow's hierarchy strengths | influential in counselling, education and psychotherapy || deepens understanding of a healthy, well-adjusted personality and its development || empirical support |
| maslow's hierarchy weaknesses | based partly on limited sample of Maslow's close friends as well as his pre-conceived ideas || hierarchical categorisation may oversimplify complex human behaviour || contains theoretical concepts that are hard to test/manipulate |
| subjective wellbeing - Diener (1984) | the combination of negative and positive measures and overall emotional and cognitive assessment of life that is personal to the individual. based on personal experience of an individual; subjective to each person |
| life satisfaction | the cognitive component of subjective wellbeing involving the judgements a person makes. the overall assessment of the quality of their life and their experiences. |
| affective balance | the emotional component - the experience and outward expression of emotion. the ratio of positive to negative emotion that people feel |
| positive affect | pleasant emotions; happiness, excitement, joy and contentment |
| negative affect | distressing emotions; anger, sadness and anxiety |
| hedonic balance | the overall equilibrium between positive and negative affect; a global judgement of happiness in people |
| subjective wellbeing strengths | applicable across multiple cultural contexts || comprehensive and holistic approach to wellbeing due to simple components |
| subjective wellbeing weaknesses | focuses on the personal experiences of the individual; external factors also affect wellbeing, but are not considered || self-report measure assesses explicit attitudes only, and does not address implicit ones |
| psychological wellbeing - Ryff (1989) | identified overlapping concepts across psychological wellbeing theories, developing a six-factor model of wellbeing with both high and low dimensions for each factor. applicable to a range of demographics and ages. |
| autonomy - description | refers to individuals seeking personal evaluation not from others but from within themselves using their own standards |
| high autonomy | independent and able to make their own choices based on self-accepted moral principles rather than feeling pressures to conform to social norms |
| low autonomy | highly concerned by what society thinks of them, and is therefore easily pressured to conform to social norms and make decisions based on the opinions of others |
| environmental mastery - description | rather than accepting things for how they are, involves manipulating the surroundings to best suit personal needs |
| high environmental mastery | feels confident in manipulating their environment, manages complicated tasks, and makes the most of situations they find themselves in |
| low environmental mastery | feels unable to manipulate their surroundings, finds complex tasks overwhelming, and feels little control over their external environment |
| personal growth - description | utilising past and present experiences to allow oneself to continuously develop as a person |
| strong personal growth | has a sense of continual development and self-improvement, welcomes new experiences and reflects upon them to increase knowledge |
| weak personal growth | feels a sense of stagnation due to a lack of personal improvement, is unmotivated to try to better themselves, finds life boring, and feels unable to shift this mindset |
| positive relations with others - description | individuals who are self-actualised find importance in forming genuine relationships with other people, and in guiding the younger generation. believing in the significance of forming empathetic connections with others. |
| strong positive relations with others | understands relationships involve balance of give and take, empathetic, affectionate and caring, can participate in trusting relationships |
| weak positive relations with others | unwilling to make compromises in relationships, has difficulties caring for others and forming intimate and trusting human connections |
| purpose in life - description | meaning in live evolves over time, and requires the individual to continually re-evaluate their intentions and direction |
| strong purpose in life | believes that past and present life is meaningful, sets life goals to follow and has a sense of direction |
| weak purpose in life | feels like they lack purpose, and so does not reflect on past or present experiences or set personal goals for the future |
| self-acceptance - description | an individual's acknowledgement of their personal strengths, weaknesses and past decisions and behaviours |
| high self-acceptance | individual is accepting of both good and bad personal characteristics, has high self-esteem, and has a positive view of the life they have lived |
| low self-acceptance | is concerned by certain parts of their character, has low self-esteem, and is disappointed in their past life |
| psychological wellbeing strengths | previous research lacked specific detail; 6-factor model encompasses many dimensions || supported empirically || used to explore how sleep quality impacts psychological wellbeing optimal sleep = stronger personal growth |
| psychological wellbeing weaknesses | additional factors that influence wellbeing (social and economic factors) unaccounted for || strong emphasis on positive aspects of wellbeing, and minimal on negative affect and the way people cope with hardship |
Created by:
Millie Cullender
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