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?
- 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.
- 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)