1. 1
Motivation & Emotion
Introduction
Dr James Neill
Centre for Applied Psychology
University of Canberra
2013
Image source

2. 2
1. Unit outline
2. Introduction (Ch 1)
3. History (Ch 2)
Lecture 1:
Overview

3. 3
Unit outline

4. 4
Teaching staff
Dr. James Neill
(convener, lecturer & tutor)
Courtney Reis
(tutor)

5. 5
Contacting James Neill
 Face to face: Before or after tutorials
and lectures or by appointment.
 Office hours: 14.30-16.30 Wed (after
lectures) in lecture weeks (12D12)
 Open discussion: Moodle discussion
forum, Wikiversity talk page (jtneill),
Twitter (jtneill) #motem13
 Private message: Moodle message or
email james.neill@canberra.edu.au
 Phone: 6201 2536

6. 6
Be able to:
integrateintegrate
theories and
current researchresearch
towards explaining the role of
motivationmotivation and emotionemotion
in human behaviour.
Learning outcomes

7. 7
1. Drives and instincts
2. Theories of motivation, consciousness
and volitional behaviour
3. Self-control and self-regulation
4. Structure and function of emotions
5. Relationships between emotion and
cognition
6. Regulation of emotions
Syllabus

8. 8
1. Lectures: Wednesdays
12.30-14.30 12B2
Weeks 1-6, 9-14
2. Tutorials: Thursdays
12.30
16.30
18.30 (virtual)
Fortnightly – either:
Weeks 1, 3, 5, 9, 11, 13 or
Weeks 2, 4, 6, 10, 12, 14
Timetable
Tutorial 1
is in a
computer lab.

9. 9
Textbook
Reeve, J. (2009). Understanding
motivation and emotion (5th ed.).
Hoboken, NJ: Wiley.

10. 10
Equipment and materials
1. Computer + internet
2. Audio headset
(Microphone + earphones)
3. Webcam/video camera
(optional)

11. 11
Unit websites
1. Moodle:
http://learnonline.canberra.edu.au/course/view.php?id=9790
2. Wikiversity:
http://en.wikiversity.org/wiki/Motivation_and_emotion
These sites are open access –
i.e., freely and openly available without
financial or other barriers.
Note: What you share is public.

12. 12
 12 x 2 hour weekly lectures based on
Reeve (2009) textbook chapters
1st
half about motivation
2nd
half about emotion
 Lecture video and audio will be recorded
and downloadable. Access via:
 Calendar tool on Moodle site or
 Moodle Announcements or
 Lecture web pages (Wikiversity)
Lectures

13. 13
1. Introduction
2. Assessment task skills
3. Brain & physiological needs
4. Personal & social needs
5. I-E motivation and goal setting
6. Personal control & the self
Lectures - Topics

14. 14
7. Nature of emotion
8. Aspects of emotion
9. Personality, motivation &
emotion
10. Unconscious motivation
11. Growth psychology
12. Summary and conclusion
Lectures - Overview

15. 15
1. 6 x 2hr x fortnightly tutorials
2. Follows and extends lecture
and textbook chapter topics
3. Structure
1. ~20% content review
2. ~50% activities
3. ~30% assessment skills
Tutorials

16. 16
1. Introduction + Wiki editing
2. Needs
3. Self & goals
4. Emotion
5. Personality
6. Growth psychology
Tutorials - Topics

17. 17
Tutorial attendance
1. Tutorial attendance is strongly
recommended but not compulsory.
2.Tutorials provide hands-on skills and
activities which are directly related to
the assessment exercises.
3.Tutorial non-attendance will make
successful completion of the
assessment exercises more difficult.

18. 18
1. Book chapter (50%):
Due 9am Mon Week 13
2. Multimedia (20%)
Due 9am Mon Week 14
3. Quizzes (30%)
Due 9am Mon Week 15
Assessment - Overview

19. 19
Workload
Task Expected time involved
Textbook
chapter
(50%)
50 hours: 8 hours to learn "how", 20
hours research, 22 hours preparation.
(With 100 students, this is equivalent to
one person working full-time for 3 years!)
Multimedia
(20%)
10 hours: 2 hours to learn "how", 6
hours preparation, 2 hours to record &
finalise.
Quizzes
(30%)
90 hours: 12 lectures (x 2 hours each;
24 hours), 6 tutorials (x 2 hours each; 12
hours), 16 chapters (x 3 hours each; 48
hours) and 6 hours completing the
quizzes.

20. 20
Generic skills

21. 21
Book chapter - Task
 Author an interesting, well-written,
freely available, online, self-help book
chapter about a specific motivation
and/or emotion topic.
 Consider how psychological theory
and research knowledge can be used
to help people live more effective
motivational and emotional lives.

22. 22
1. Theme
2. User name
3. Topic
4. Location
5. Licensing
Book chapter – Guidelines
6. Academic integrity,
independence, &
collaboration
7. Length
8. Feedback & peer
review
9. Submission

23. 23
Book theme
Motivation and Emotion:Motivation and Emotion:
“How to” improve your life
using psychological theory and
research about motivation and
emotion

24. 24
Topic examples - Motivation
Motivation – How can we …? e.g.,
 be more motivated?
 be more productive?
 procrastinate less?
 motivate others?
 eat a healthy diet?
 exercise enough?
 understand others' motivations?

25. 25
Topic examples - Emotion
Emotion – How can we …? e.g.,
 be happier?
 be emotionally intelligent?
 measure emotions?
 express emotions?
 understand the origin and causes
of emotions?
 identify core emotions?

26. 26
1. Theory (30%): Effective use of key
theoretical concepts, critical thinking &
application of theory.
2. Research (30%): Key peer-reviewed
research discussed in relation to
theoretical aspects of the topic.
3. Written expression (30%): Interesting
and readable, logical structure, good
interactive learning features, APA style.
4. Social contribution (10%): Helping
others to improve book quality. Logged.
Book chapter - Marking criteria

27. 27
 Table of contents: Some possible
topics are available – you can suggest
more
 Lecture 2 and Tutorial 1:
Discuss/expand the table of contents
 Sign up or negotiate topic: You can
propose or sign up to a chapter topic any
time. You should have a topic by the
end of W3.
Book chapter - Topic signup

28. 28
Create a multimedia presentation
(video) explaining the key points of
your book chapter. Max. 5 mins.
Multimedia - Task

29. 29
Multimedia – Guidelines
1. Chapter overview
2. Style
3. Format
4. Location
5. Equipment
6. Length
7. Copyright
8. Attribution
9. Links

30. 30
1. Structure and content (25%): Well-
designed, logical content which
overviews the chapter content
2. Communication (50%): Clear, well-
paced, engaging communication of
ideas
3. Production quality (25%): Clear
picture and sound. Informative title,
description, license, etc.
Multimedia - Marking criteria

31. 31
Best aspects?
“Choosing our own topic and writing a chapter
that was meaningful to us, using a new medium
that extended our skills. Learning to use the
Wiki, and writing in this way was more relevant
to real life than an essay. Really engaging unit!”
Worst aspects?
“did not like at all the focus on wikiversity and
multimedia/social media aspect... overly
challenging to be learning the content as well as
the medium.”
Student feedback (2011)

32. 32
Quizzes - Task
 Online quizzes about each of the
16 textbook chapters
 Equally-weighted 10-item
multiple-choice quizzes.
Image source: http://commons.wikimedia.org/wiki/File:Ambox_blue_question.svg

33. 33
Quizzes – Guidelines
1. Attempts
2. Availability
3. Content
4. Academic integrity
5. Reviewing results
6. Time limit
7. Weighting

34. 34
1. W03 – Sign up for chapter topic
2. W04 (Fri) - Final date to withdraw without
penalty
3. W07 – No lectures or tutorials
4. W08 - Mid-semester break
5. W08 (Fri) – Final date to withdraw without
incurring fail grade
6. W13 (Mon 9am) - Book chapter due
7. W14 (Mon 9am) - Multimedia due
8. W15 (Mon 9am) - Quizzes due
Key dates

35. 35
Activity:
What is motivation and emotion?
1. Write your own definition of “motivation”
and “emotion” (1 min.)
2. Share and discuss your definitions with
someone else (1 min.)
3. Improve your definitions (1 min.)
4. Let's hear some definitions … (2 min.)

36. 36
Introduction to the
study of motivation
Reading:
Reeve (2009), Ch 1, pp. 1-23 Image source

37. 37
What is motivation?
"motivation"
derives from
the Latin verb
movere
(to move)
"motivation"
derives from
the Latin verb
movere
(to move)
Image source: http://commons.wikimedia.org/wiki/File:Running_Samburu_Boy.jpg, CC-by-A 2.0

38. 38
Motivation = Energy + Direction
Processes that give behaviour
energy and direction.
Processes that give behaviour
energy and direction.
 Energy: Behaviour is
relatively strong, intense and
persistent
 Direction: Behaviour is
aimed toward achieving a
particular purpose or goal
 Energy: Behaviour is
relatively strong, intense and
persistent
 Direction: Behaviour is
aimed toward achieving a
particular purpose or goal

39. 39
Motivational science:
The function & utility of good theory
Reality
(In all its complexity)
Applications;
Recommendations
(How to support and enhance
motivation and emotion in
applied settings)
Theory
(Created by
motivational
psychologists)
Hypo-
theses
(Derived from theory)
Data
(To test the adequacy of
each hypothesis)
Based on Reeve (2009), Figure 1.1

40. 40
Motivational reasons to exercise
Reeve (2009), Table 1

41. 41
Two perennial questions
Based on Reeve (2009, pp. 5-8)
What causes
behaviour?
“Why did she do that?”
“Why do people do what they
do?”
?
Why does
behaviour vary in
its intensity?
“Why does a person behave one
way in a particular situation at one
time yet behave in a different way
at another time?”
“What are the motivational
differences among individuals, and
how do such differences arise?”

42. 42
Specific questions that constitute
the core problems to be solved in
motivation study
1. What starts behaviour?
2. How is behaviour sustained over time?
3. Why is behaviour directed towards
some ends but away from others?
4. Why does behaviour change its
direction?
5. Why does behaviour stop?
1. What starts behaviour?
2. How is behaviour sustained over time?
3. Why is behaviour directed towards
some ends but away from others?
4. Why does behaviour change its
direction?
5. Why does behaviour stop?
Based on Reeve (2009, pp. 5-6)

43. 43
Four motivational sources
Based on Reeve (2009, Figure 1.2, p. 8)
Needs
Cognitions
Emotions
External
events
Internalmotives
The subject matter of
motivation concerns
those processes that
give behavior its
energy and direction.
The four processes
capable of giving
behavior strength and
purpose - its energy
and direction

44. 44
Measuring motivation:
Expressions of motivation
Based on Reeve (2009, pp. 10-13)
Behaviour
Brain &
Physiology
Activations
Engage-
ment
Self-Report

45. 45
Behavioural
expressions
of motivation
Based on Reeve (2009, Table 1.2, p. 11)
AttentionAttention
EffortEffort
LatencyLatency
PersistencePersistence
ChoiceChoice
Probability of responseProbability of response
Facial expressionsFacial expressions
Bodily gesturesBodily gestures

46. 46
Four inter-related aspects of
engagement
Based on Reeve (2009, Figure 1.3, p. 12)
.
Engagement
Behavioural
engagement
Emotional
engagement
Cognitive
engagement
Voice
• Attention
• Effort
• Persistence
• Interest
• Enjoyment
• Low anger
• Low frustration
●
Sophisticated learning
strategies
●
Active self-regulation
• Offers suggestions
• Makes contributions
• Asks questions

47. 47
Brain & physiological activity as
expressions of motivation
Based on Reeve (2009, Table 1.3, p. 13)
Brain ActivityBrain Activity
Hormonal ActivityHormonal Activity
Cardiovascular ActivityCardiovascular Activity
Ocular ActivityOcular Activity
Electrodermal ActivityElectrodermal Activity
Skeletal ActivitySkeletal Activity

48. 48
Themes in the study of
motivation
Based on Reeve (2009,
pp. 13-14)
Motivation
benefits
adaptation.
Motives affect
behaviour by
directing
attention.
Motive strengths
vary over time and
influence the
stream of
behaviour.
Types of
motivation
exist.
Motivation
study reveals
the contests of
human nature.
To flourish,
motivation needs
supportive
conditions.
There is nothing
so practical as a
good theory.
Motivation includes
both approach
(pull) & avoidance
(push) tendencies.

49. 49
Motives vary over time & influence
the ongoing stream of behaviour
Based on Reeve (2009, Table 1.4, p. 15)
Motivation is a dynamic process-always changing, always rising
and falling - rather than a discrete event or static condition.
How Motives Influence Behaviour for a Student Sitting at a Desk
Note: The number of asterisks in column 4 represents the intensity of the aroused motive. One asterisk
denotes the lowest intensity level, while five asterisks denote the highest intensity level.

50. 50
Stream of behaviour and the
changes in the strength of its
underlying motives
Based on Reeve (2009, Figure 1.4, p. 16)

51. 51
Framework to understand
the study of motivation
Based on Reeve (2009, Figure 1.5, p. 22)
Antecedent
Conditions
Motive
Status
Sense of
“Wanting to”
Urge to
Approach vs.
Avoid
Energising &
Directing
• Behaviour
• Engagement
• Physiology
• Self-Report
Needs Cognitions Emotions

52. 52
Using motivational theories
to solve practical problems
Based on Reeve (2009, Ch 1)
Practical
Problem
Given What I know About
Human Motivation & Emotion
Proposed Solution/
Intervention, if any
• Student dropout
• Mediocre
Performance
• Theories
• Empirical findings
• Practical experience
• Do I have a strong
reason to believe
that my proposed
intervention will
produce positive
benefits?
•Do no harm

53. 53
Framing the practical problem:
understanding the motivational
agent
Based on Reeve (2009, Ch 1)
•What is the phenomena?
•What is its opposite?
•Where does it come from?
•Is it malleable or fixed?
•What does it related to, or predict?
Identifying the motivational agent underlying the problem
(e.g., goals, efficacy, or helplessness)

54. 54
Theoretical understanding of
problem to be solved
Based on Reeve (2009, Ch 1)
•Why does it work?
•How does it work? (Diagram?)
•How does it change? What causes it to
change?
•Under what conditions does it change?
•Where do high and low levels come
from?

55. 55
Motivation in
historical
perspective
Reading:
Reeve (2009), Ch 2, 24-46

56. 56
Motivation in historical perspective
Based on Reeve (2009, Ch 2)
A historical
view of
motivation
study helps
us to
consider…
A historical
view of
motivation
study helps
us to
consider…
how the concept of motivation came to
prominence,
how it changed and developed,
how ideas were challenged and replaced,
how the field reemerged and brought together
various disciplines within psychology.

57. 57
History of motivation
(Overview)
Based on Reeve (2009, Ch 2, pp. 26-46)
1. Will
2. Instinct
3. Drive
4. Incentive, Arousal, Discrepancy
Rise of Mini-theories
Contemporary Era
1. Will
2. Instinct
3. Drive
4. Incentive, Arousal, Discrepancy
Rise of Mini-theories
Contemporary Era
•Freud’s Drive Theory
•Hull’s Drive Theory
•Active Nature of the Person
•Cognitive Revolution
•Applied Socially Relevant
Research
•Darwin, James, McDougall
•Ancient philosophers, Descartes

58. 58
Grand theories of motivation
Based on Reeve (2009, Ch 2, pp. 26-35)
All-encompassing theories that seek to explain the full range of motivated
action - why we eat, drink, work, play, compete, fear certain things, read, fall in
love, and so on.
Ancient philosophers
understood motivation
within two themes:
Ø good, rational,
immaterial, and
active (i.e., the will)
Ø
Ø primitive, impulsive,
biological, and
reactive (i.e., bodily
desires).
Physiological analysis of
motivation by focusing on
the mechanistic.
The appeal of instinct
doctrine was its ability to
explain unlearned
behaviour that had energy
and purpose
(i.e., goal-directed
biological impulses).
Behaviour was
motivated to the extent
that it served the needs
of the organism and
restored a biological
homeostasis.
Will Instinct Drive

59. 59
Summary of Freud's drive theory
Based on Reeve (2009, Ch 2, Figure 2.1, p. 31)
A bodily deficit
occurs
(e.g., blood
sugar drops & a
sense of hunger
emerges).
The intensity of
the bodily deficit
grows &
emerges into
consciousness
as a
psychological
discomfort,
which is anxiety.
Seeking to
reduce anxiety
& satisfy the
bodily deficit,
the person
searches out &
consumes a
need satisfying
environmental
object (e.g.,
food).
If the
environmental
object
successfully
satisfies the
bodily deficit,
satisfaction
occurs & quiets
anxiety, at least
for a period of
time.
Drive’s
Source
Drive’s
Impetus
Drive’s
Object
Drive’s
Aim

60. 60
Decline of grand theories of
motivation
Based on Reeve (2009, Ch 2)
Will Instinct Drive
The philosophical
study of the will
turned out to be a
dead end that
explained very little
about motivation,
as it actually raised
more questions
than it answered.
The physiological
study of the
instinct proved to
be an intellectual
dead end as well,
as it became
clear that
“naming is not
explaining.”
Drive theory proved itself
to be overly limited in
scope, and with its
rejection came the field’s
disillusionment with grand
theories in general, though
several additional grand
motivational principles
emerged with some
success, including
incentive and arousal.

61. 61
Post-drive theory years
Based on Reeve (2009, Ch 2, pp. 33-35)
First,
motivation study rejected
its commitment to a
passive view of human
nature and adopted a
more active portrayal of
human beings.
Second,
motivation turned
decidedly cognitive
and somewhat
humanistic.
Third,
the field focused on
applied, socially
relevant problems.

62. 62
Outline of the typical development of
a scientific discipline
Based on Reeve (2009, Ch 2)
New paradigm
Crisis and Revolution
Paradigmatic
Preparadigmatic
A budding science emerges. It consists of participants who
do not share the same language or the same knowledge base.
debates are frequent about what should be the discipline’s
methods, problems, and solutions.
Preparadigmatic factionalism merges into a shared consensus
about what constitutes the discipline’s methods, problems, and
solutions. This shared consensus is called a paradigm.
participants who share this paradigm accumulate knowledge
and make incremental advances.
An anomaly emerges that cannot be explained by the existing
consensus/paradigm. A clash erupts between the old way of
thinking (that can explain the anomaly).
The new way brings discipline-changing progress. Embracing
the new consensus, participants settle back into the new
paradigm (a new Paradigmatic stage). Progress returns to
making incremental advances.

63. 63
Rise of the mini-theories
Based on Reeve (2009, Ch 2, pp. 35-38)
1. Motivational phenomenon
(e.g.., the flow experience)
2. Spec. circumstances that affect motivation
(e.g., failure feedback)
3. Groups of people
(e.g., extraverts, children, workers)
4. Theoretical questions
(e.g., what is the relationship b/w cog. & emotion?)
Unlike grand
theories
that try to explain
the full range of
motivation,
mini-theories
limit
their attention:

64. 64
Abbreviated list of the mini-theories
Achievement motivation theory (Atkinson, 1964)
Attributional theory of achievement motivation (Weiner, 1972)
Cognitive dissonance theory (Festinger, 1957)
Effectance motivation (White, 1959; Harter, 1978a)
Expectancy x value theory (Vroom, 1964)
Goal-setting theory (Locke, 1968)
Intrinsic motivation (Deci, 1975)
Learned helplessness theory (Seligman, 1975)
Reactance theory (Brehm, 1966)
Self-efficacy theory (Bandura, 1977)
Self-schemas (Markus, 1977)
Based on Reeve (2009, Ch 2, pp. 35-38)

65. 65
Relationship of motivation study to
psychology’s areas of specialisation
Based on Reeve (2009, Ch 2, Figure 2.2, p. 38)
Social
Industri
al/Organ
isational
Develop
-mental
Educat-
ional
Persona
l-ity
Cognit-
ive
Clinical
Physio-
logical
Health
Counsel
-ing
Motivation and Emotion
Domain-specific answers to
core questions:
§ What causes behaviour?
§ Why does behaviour vary
in its intensity?
Motivation
study in the
21st century is
populated by
multiple
perspectives
and multiple
voices, all of
which
contribute a
different piece
to the puzzle
of motivation
and emotion
study

66. 66
The many voices in motivation study
Based on Reeve (2009, Ch 2, p. 43)
●
Motivation’s new
paradigm is one in
which behaviour is
energised and
directed not by a
single grand cause
but, instead, by a
multitude of multi-level
and co-acting
influences.
●
Most motivational
states can be (and
indeed need to be)
understood at multiple
levels - from a
neurological level, a
cognitive level, a
social level, and so
on.
_________________________________________________________________________________________________________
Perspective: Motives emerge from…
_________________________________________________________________________________________________________
Behavioral Environmental incentives
Neurological Brain activations
Physiological Hormonal activity
Cognitive Mental events and thoughts
Social-cognitive Ways of thinking guided
by exposure to other people
Cultural Groups, organizations, and
nations
Evolutionary Genes and genetic
endowment
Humanistic Encouraging the human
potential
Psychoanalytical Unconscious mental life
_________________________________________________________________________________________________________

67. 67
References
 Reeve, J. (2009). Understanding motivation
and emotion (5th ed.). Hoboken, NJ: Wiley.
 Reeve, J. (2009). Understanding motivation
and emotion (5th ed.). Hoboken, NJ: Wiley.

68. 68
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