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Chapter 5

PSY 3109 Chapter 5: Motivation CH 5 Notes, AUTONOMY


Department
Psychology
Course Code
PSY 3109
Professor
Erin Maloney
Chapter
5

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Motivation CH 5 Notes, AUTONOMY
Taylor Swift’s story as an example of autonomy and independence (wanted to stay true to
herself by being in control of her career)
Shock experiment example (higher shock with more control, or lesser shock at random
time)
Shows the panic button effect in loud noise blast puzzle study
PERCEPTION/illusion of control is important (adaptive; strive for better,
try new things)
Mentally healthy people have positive illusions
X depressive realism actually more realistic/accurate
Professors get paid less money than e.g. business school graduate, and go to school for a
lot longer, BUT they have more autonomy
Meta analysis of autonomy being strongly associated with wellbeing
Autonomy is a core human need (defined by SDT) as it meets the criteria of eliciting
behaviour, is universal, and has positive outcome
Take away autonomy as punishment
Self-concordant goals that fit your sense of self, positively correlates with perceived
autonomy
Workplace autonomy = better adjustment and motivation (universal)
Attribution theory (Heider): seek out the cause/source to attribute the event to so that we
can gain a source of control to prevent the event from happening again
Attributions: beliefs about cause of behaviour/outcome
Most likely seek out when outcome is unexpected, important, negative…
Weiner’s attribution dimensions: locus (internal/external) and stability
([un]stable)
Where cause resides + frequency continuum
4 possible results: ability, effort, difficulty, luck
Revised to add: intentional/unintentional and global/specific dimensions”
External attributions better for sad circumstances (e.g. widower)
Rotter: Locus of Control
Personality tendency to go towards internal or external cause
Situational differences that affect locus
Autonomy-promoting vs controlling teacher study >> intrinsic motivation,
competence, esteem
Intrinsic vs extrinsic motivation/rewards
Intrinsic stronger
Puzzle study by Deci: paid to do puzzle = didn’t want to do it unpaid in free time;
not paid = more motivated to do it in free time as well >> overjustification effect
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