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 Explaining Motivation  Hunger Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Motivation processes that initiate, direct, and sustain behavior motive: energizes and directs behavior toward goal  Components of Motivation activation  first steps toward goal persistence  work toward goal despite encountering obstacles intensity  energy and attention applied to achieve goal Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Primary Drives states of tension or arousal arise from biological need; unlearned  Social Motives acquired through experience and interaction with others  work motivation  arousal, direction, magnitude, and maintenance of effort on the job  achievement motivation  f actors that move people to seek success in academic settings Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Instincts fixed behavior patterns characteristic of every member of a species assumed to be genetically programmed  example: spiders spinning webs, birds migrating  No true instincts motivate human behavior.  Biological forces underlie some human behaviors. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Drive Reduction Theory (Hull, 1943) Biological needs create internal states of tension or arousal. drive  internal state created by need  example: hunger or thirst drive homeostasis  natural tendency of the body to maintain a balanced internal state  Drive is created to restore balance. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Arousal Theory derived from concept of homeostasis  maintenance of balance to ensure physical survival People are motivated to maintain an optimal level of arousal.  state of alertness and mental and physical activation stimulus motives  increase stimulation when arousal is too low  examples: curiosity, motive to explore Yerkes-Dodson Law  Performance is best when arousal is appropriate to the difficulty of the task. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Work Motivation goal setting  Supervisors provide employees with specific, difficult goals.  higher levels of performance  Ways to enhance employees’ commitment to a goal:  Employee participates in goal-setting.  Make goals specific, attractive, difficult, and attainable.  Provide feedback on performance.  Reward employee for attaining goals. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Expectancy Theory Motivation to engage in activity is determined by:  Expectancy  belief that more effort will result in improved performance  Instrumentality  belief that doing a job well will be noticed and rewarded  Valence  the degree to which rewards offered are valued Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Achievement Motivation (n Ach) need to accomplish something difficult perform at a high standard of excellence n Ach identified with Murray’s (1938) work with the Thematic Apperception Test (TAT) high n Ach  self-determined goals  goals linked to perceived abilities  realistic low n Ach  motivated more by fear of failure  set goals too high or too low Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Goal Orientation Theory Achievement depends on which of 4 goal orientations an individual adopts. mastery goals  measure achievement against desired level of knowledge or skill performance goals  measure achievement against that of others research findings  Students with mastery goal orientations procrastinate less.  Students with performance approach orientation earn the highest grades. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Abraham Maslow Human needs are hierarchical. Humans are motivated by their lowest unmet need. When lower needs are met, the ultimate goal is self-actualization.

 Excessive food avoidance or consumption dysfunctions in brain’s feeding/satiety system  Hypothalamus and Feeding lateral hypothalamus (LH)  feeding center; incites eating ventromedial hypothalamus (VMH )  satiety(fullness) center, inhibits eating Recent research suggests that the hunger/satiety center model is too simplistic (King, 2006; Pinel, 2007).  Changes in blood sugar (glucose) also contribute to hunger/satiety. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Body Mass Index (BMI) measure of weight relative to height  BMI < 18.5 is underweight  BMI > 25 is overweight  Heredity is associated with variations in BMI. genes influence:  metabolic rate  number of fat cells in the body  Set Point Theory An individual is genetically programmed to carry a certain amount of body weight. Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 More than 1/3 of adults are obese.  Most obese persons require a doctor’s supervision with diet due to health problems.  Gastric bypass may be the only effective alternative for some obese people.

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 Characterized by: Overwhelming, irrational fear of gaining weight or becoming fat Compulsive dieting to the point of starvation Excessive weight loss  Causes of the disorder are not well understood.  Risk factors include:  Being overly worried about physical appearance  Feeling social pressure to be thin  Obsessive-compulsive disorder  Treatment  psychotherapy, self-help groups, antidepressant medication, protein supplements Copyright © 2011 Pearson Education, Inc. All Rights Reserved

 Characterized by: repeated and uncontrolled episodes of binge eating  Causes of the disorder are not well understood. high rates of obsessive-compulsive disorder and self-injurious behavior  Treatment is difficult. Behavior modification, cognitive-behavioral therapy, and antidepressant medications are sometimes effective. Copyright © 2011 Pearson Education, Inc. All Rights Reserved