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MSU PSY 255 - Motivation Continued

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PSY 255 1nd Edition Lecture 17 Outline of Last Lecture I. MotivationOutline of Current Lecture II. Self-RegulationIII. Motivation ApplicationCurrent LectureMotivation Continued Self-Regulation• Involves goal-directed behavior• Describes how individuals monitor goal striving and adjust behavior accordingly• Predominantly explains goal pursuit– Need-motive-value and cognitive choice = goal choice• Goal setting theory– 4 goal mechanisms• Direct behavior• Energize effort• Increase persistence• Activate knowledge structures– Instantiating a goal leads to:• Activation of relevant info• Inhibition of competing or unrelated infoThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.• Increases in self-confidence or -efficacy • Increases in commitment (and persistence)– “Performance highest for self-selected, specific, and difficult goals that are accompanied by feedback”• Assigned goals OK if rationale given• Specific vs. “do your best”• Effort and performance “+” related to goal difficulty (until ability lapses)• Ability and goal commitment as moderators– Piles upon piles upon piles of supportive goal research…• setting specific, difficult goals works• Social cognitive theory– Motivation = cognition X behavior X environment– Self-regulation involves:• Self-observation• Self-evaluation• Self-reactions– Self-efficacy• Belief about one’s capability to successfully attain some goal• High self-efficacy set more difficult goals (‘create’ discrepancies), ↑ goal commitment and persistence– Major criticisms• Assumes that self-regulation is predominantly conscious and intentional• Discrepancy-production (raising standards due to high self-efficacy) rarely occurs• Control theory– Self-regulation involves:• Input (sensed info from environment)• Reference value (desired goal or standard)• Comparator (compares input–goal discrepancies)• Output (resultant behaviors and/or cognitions)– Changing behavior versus changing goals• Feedback loop (output influences input)◦ Goals are organized hierarchically Top Lower level◦ Self-regulation is primarily unconscious and automatic Until major discrepancy is encountered…◦ Self-focus is important Degree to which people are focused on themselves– Two types of goals• Approach goals reduce discrepancies• Avoid goals enlarge discrepancies• Self-Regulation– Major criticisms• Difficult to test––empirical support is sparse– Especially for certain elements (e.g., linkages between higher versus lower order goals)Motivation Applications• Organizational behavior management (OBM)– Uses reinforcement theory to ↑ motivation• Clinical + I-O psychology– Applied behavior analysis• Used to identify maladaptive behavior patterns• ABC model– Antecedents– Behavior– Consequences Organizational behavior management (OBM) Identify and measure to-be-changed behaviors Examine A’s and C’s of targeted behaviors Organizational intervention Remove antecedents that cause undesirable behaviors Set goals for targeted behaviors Link rewards (and perhaps punishment) to those behaviors Evaluation: assess change from baseline Management by objectives (MBO)◦ Applies goal setting to workplace◦ Steps Participative goal-setting Goals = quantifiable indicators of results Goals are prioritized and stipulate specific time periods Develop ‘action plans’ Performance review Performance compared to goals Goal-setting for next time period Management by objectives (MBO)◦ Meta-analysis MBO ↑ performance 97% of the time and mean increase was > 40% Remember: set specific, difficult goals and ensure feedback is available Don’t forget goal commitment and self-efficacy Support of upper-management is needed Job enrichment◦ ↑ motivational potential of jobs via strengthening core job characteristics from JCT◦ Skill variety◦ Task identity & significance◦ Autonomy ◦


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