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Lecture 20

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McGill University
PSYC 332
Richard Koestner

Lecture 20: 2013/03/26 Questions of the day: 1) How can I tell what my implicit motives are? 2) Is power motivation adaptive or maladaptive? 3) Does President Obama have the motive profile to be a successful president? David Winter - He developed the way of coding motives from speeches The Big Three Motives - These three are implicit concerns for thinking about either doing things well, having impact, and relating in close way to others - There is fundamental incentives (evolutionary determined) for each of them - Individual differences are due to largely inborn and early family experience  Parents with permissiveness, high power motivation  Parents with strict toilet training, high achievement motivation z - Intimacy has been more developed and replaced by Need for Affiliation  Recurrent preferences or desire for establishing, maintaining or restoring positive affective relations with others  This correlates with Intimacy motivation by 0.6  But problem with affiliation motive is that coding systems capture whether people worry about keeping relationship and whether being worried about being liked by others  Intimacy does not have worry component and more focuses on connection in a meaningful way with other person How can I tell what my implicit motives are? - Uncorrelated with self-report motives - Uncorrelated with traits - Difficult to have motives assessed  No norms specific to gender, age, etc. - But…. - Moderately correlated with personal goals - Possible to construct description from research correlates – e.g, interests, friendship Traits vs Motives (from McAdams) - “Needs interact with dispositional traits. In general, the way in which a person achieves a goal bay be partly determined by traits, such as extroversion-introversion. But the nature of the goal itself is more likely to be determined by needs. Traits and needs therefore fulfill different functions in personality: needs establish goals, traits describe the behavioral means by which goals are met. In a sense, needs tell us why a person does what he does’traits tell us how.” - Motives energize, direct and select motive-related behavior Motivation and school performance - Achievement DOES NOT predict school performance  IN SCHOOL, no optimal challenge, no personal responsibility, no extend feedback  Reason why there is no relationship between achievement and school performance is that we have failed to design school environment in a way that should ideally designed. - High power and intimacy (affiliation) motivation related to good school performance How do motives influence our personal goals? - Describe McAdams & Emoons (1991)
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