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Motivation and emotion/Lectures/Interventions and review

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Lecture 12: Interventions and review

Resource type: this resource contains a lecture or lecture notes.

This is the twelfth and final lecture for the Motivation and emotion unit of study.

OverviewEdit

This lecture concludes and reviews the motivation and emotion unit. It discusses:

  • interventions
  • key points and take-away messages

Take-home messages:

  • Motivation guides you to engage in behaviours that optimise well-being
  • Emotions provide feedback about progress towards goals
  • There is nothing so practical as a good theory

InterventionEdit

Three intervention steps:

  1. Explain: Diagnose – why is this happening? What is motivating this person?
  2. Predict: What will happen if nothing is done? What could happen if X changed? What about Y? What about Z?
  3. Intervene: What principles or strategies will be applied? How will the outcomes be measured?

Nuggets of truthEdit

 
 
  • What are the greatest insights (pearls of wisdom or nuggets or truth) or best ideas you've acquired through this unit?
  • What have been your most significant learnings about motivation and emotion?
  • What was the take-home message from the chapter and presentation you worked on?

Contribu te your insights to:

Example book chapter take-home messages:

Wisdom gainedEdit

Wisdom gained from a scientific study of motivation and emotion:

  1. Motivation = behavioural energy, direction, and persistence
  2. What we don't know about motivation and emotion exceeds what we do know.
  3. The brain is as much about motivation and emotion as it is about cognition and thinking.
  4. We underestimate how powerful a motivational force biological urges can be when not experiencing them.
  5. Quality of motivation (intrinsic vs. extrinsic) is important.
  6. To flourish, motivation needs supportive conditions, especially supportive relationships.
  7. Implicit (unconscious) motives predict better than explicit (conscious) motives.
  8. We do our best when we have a specific plan of action to pursue a difficult, specific and self-congruent goal.
  9. People with different mindsets pursue goals in different ways.
  10. The core self-efficacy beliefs of "I can do it" and "it will work" underlie competent functioning.
  11. Exert self-control over short-term urges to effectively pursue long-term goals.
  12. All emotions are good because they serve a functional purpose.
  13. Other people are the source of most of our emotions.
  14. The more sophisticated our emotional repertoire, the more likely we are to have the right emotions in every situation.
  15. Encouraging growth is more productive than trying to cure weakness.
  16. Motivation often arises from outside of conscious awareness.
  17. There is nothing so practical as a good theory.

ReadingsEdit

  1. Chapter 17: Interventions (Reeve, 2018)

SlidesEdit

See alsoEdit

Lecture
Tutorial

RecordingEdit

ReferencesEdit

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365–396. https://doi.org/10.1123/jsep.34.3.365

Izard, C. E., King, K. A., Trentacosta, C. J., Morgan, J. K., Laurenceau, J.-P., Krauthamer-Ewing, S. E., & Finlon, K. J. (2008). Accelerating the development of emotion competence in Head Start children: Effects on adaptive and maladaptive behavior. Development and Psychopathology, 20, 369–397. https://doi.org/10.1017/S0954579408000175

Yeager, D. S., Trzesniewski, K. H., & Dweck, C. S. (2013). An implicit theory of personality intervention reduces adolescent aggression in response to victimization and exclusion. Child Development, 84, 970–988. https://doi.org/10.1111/cdev.12003

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