1 of 47

Introduction to Psychology

Module 12:

Emotion and Motivation

View the fully accessible companion document for this slide deck here.

1

2 of 47

Affirmations

I will handle whatever happens, like I always do
I am well-organized and plan my days efficiently
People see the good in me and I see the good in them

2

3 of 47

Recall

What is the psychodynamic perspective on personality development
Can you name common defense mechanisms?
What are the Big 5 personality traits?
What are common perspectives used to explain personality?

3

4 of 47

Key Integrative Theme

Theme C: Psychological, biological, social, and cultural factors influence behavior and mental processes.

4

5 of 47

Two Truths and a Lie

Which of these is the lie?

C. Extrinsic motivation refers to the drive to engage in an activity purely for personal satisfaction and enjoyment, without any external rewards or pressures.

B. Emotional regulation, the ability to manage and respond to emotional experiences appropriately, is linked to higher well-being across various cultures.

A. There is a universal set of facial expressions used to express basic emotions - like disgust or surprise – that all people recognize.

5

6 of 47

Section 1 Learning Goals

1 Distinguish between intrinsic and extrinsic motivation

2 Understand the basic theories of motivation

3 Explain Maslow's hierarchy of needs

Deepen your understanding and form connections within these skills:

6

7 of 47

What is Motivation?

The wants or needs that direct behavior toward a goal

7

8 of 47

Intrinsic vs. Extrinsic Motivation

8

9 of 47

Motivation: Instinct Drives Behavior

William James (a) theorized that behavior was driven by a number of instincts, which aid survival

An instinct is a species-specific pattern of behavior that is not learned such as sucking (b)

9

10 of 47

Motivation: Drive Theory

Deviations from homeostasis create physiological needs that direct behavior to meet the need and bring the system back to homeostasis. We form habits.

There is an optimal level of arousal that we all try to maintain
Yerkes-Dodson law

10

11 of 47

Motivation: Drive Theory

11

12 of 47

Self-efficacy and Social Motives

According to Bandura self-efficacy, people’s belief in their capability to complete a task, will determine what we do and the future goals that we set for ourselves

Social motives for behavior include needs for achievement, affiliation, and intimacy

12

13 of 47

Motivation: Maslow’s Hierarchy of Needs

In some versions of Maslow’s hierarchy of needs the cognitive and aesthetic needs are also included between esteem and self-actualization

Others include another tier at the top of the pyramid for self-transcendence

13

14 of 47

Motivation: Maslow’s Hierarchy of Needs

14

15 of 47

Section 2 Learning Goals

1 Differentiate between growth and fixed mindsets

2 Understand the impact of praise and mindsets on performance

Deepen your understanding and form connections within these skills:

15

16 of 47

Growth Mindset: The Research

16

17 of 47

Question

1 Which of the following best describes a growth mindset, as developed by psychologist Carol Dweck?

A. The belief that intelligence and abilities are fixed traits that cannot be developed or changed.

B. The focus on achieving immediate success and avoiding failure at all costs.

C. The belief that intelligence and abilities can be developed and improved through effort, learning, and perseverance.

D. The tendency to view challenges and obstacles as insurmountable barriers to personal growth.

17

18 of 47

Growth Mindset

What does this figure show?

18

19 of 47

Growth Mindset

What does this figure show?

19

20 of 47

Growth Mindset

Now imagine that the results had produced the pattern shown below. (These are not the actual results observed in Dweck's study)

What does this figure show?

20

Complete Activity #5 in the Instructor Resources

Background

In this assignment, students take a deeper look at some of the experimentation used in Carol Dweck's research about Growth Mindsets and practice interpreting graphs.

Topic Alignment: Growth Mindset

Learning Outcomes:

Differentiate between growth and fixed mindsets

Explain how different praise and mindsets can lead to different levels of performance

Practice reading and interpreting graphs

APA Learning Outcome: Integrative Theme B. Psychology explains general principles that govern behavior while recognizing individual differences.

Source: Pat Carroll for Lumen Learning

Time Estimate: 10-15 minutes

Instructions

Handout worksheet: Activity Five Worksheet

Discuss

Read the first section, Background: Understanding Growth Mindsets, together as a class and practice interpreting the first graph. As a few questions to have students think about the data, like what percentage of students who were praised for effort chose easy problems?

Complete and review.

Have students work independently or with a partner to complete the worksheet. and discuss it as a class upon completion.

21 of 47

Apply It: The Overjustification Effect

Read the article: Warneken, F., & Tomasello, M. (2008). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Developmental psychology, 44(6), 1785.

How does the study challenge the view that humans begin life focused solely on their own benefits and develop altruistic behaviors only because they are externally rewarded for doing so?
How does the study differentiate between the effects of material rewards and social rewards (praise) on children's helping behavior?
What implications does this study have for socialization practices and attempts to facilitate prosocial behaviors in young children?

21

Activity #1 from Instructor Resources:

Background

Students will break into groups where they will read through a four page peer-reviewed journal article demonstrating the overjustification effect, i.e., intrinsic motivation being undermined when extrinsic motivation is applied.

Students will be divided into four groups with each group being responsible for filling out a worksheet pertaining to one section of the article: 1) Introduction, 2) Method, 3) Results, 4) Discussion. Once the groups have completed their task, the class will come back together and each group will present a brief summary of their article section to the class.

Sufficient paper copies of both the journal article and worksheets should be printed ahead of time. Students may also read the article on their laptops and fill out the Google Doc version of the worksheet then share it with their instructor.

Topic Alignment: Theories of Motivation

Learning Outcome: Distinguish between intrinsic and extrinsic motivation

APA Learning Outcome: Integrative Theme C: Psychological, biological, social, and cultural factors influence behavior and mental processes.

Source: Joseph Slade for Lumen Learning, CC-BY

Time Estimate: 30-40 minutes

Instructions

Distribute journal article and worksheet

Students may complete this activity using either paper copies of the journal article and worksheet or may use their laptops. Worksheets can be filled out via Google Docs and shared with the instructor.

Divide the class into four groups and assign tasks

Assign each group one section of the article on which they are to focus: 1) Introduction, 2) Method, 3) Results, 4) Discussion. Tell students they are to read the entire article as a group, but that they are expected to take notes only on their assigned article section. Students should be informed that after 20 minutes, their group will be expected to present a brief summary of their article section to the rest of the class.

Group presentations

Proceeding in order, groups should give a brief (~2 minute) presentation to class on their article section.

Discussion

How does the study challenge the view that humans begin life focused solely on their own benefits and develop altruistic behaviors only because they are externally rewarded for doing so?

How does the study differentiate between the effects of material rewards and social rewards (praise) on children's helping behavior?

What implications does this study have for socialization practices and attempts to facilitate prosocial behaviors in young children?

Key Points

The overjustification effect is a psychological phenomenon where a person's intrinsic interest in an activity decreases if they are rewarded for doing that activity. This happens because the person comes to attribute their motivation for doing the activity to the external reward, rather than their own intrinsic interest.

The article presents a study investigating the influence of rewards on children's helping behavior. The study found that very young children have a strong tendency to help others, even in the absence of material or social rewards. However, when material rewards were given for helping, this intrinsic motivation to help was undermined, demonstrating the overjustification effect. Praise, on the other hand, did not have this negative effect and might even increase the inclination to help. The study suggests that altruistic behaviors are initially intrinsically motivated, and that socialization practices can either facilitate or impede this tendency. The findings have implications for how prosocial behaviors are encouraged in young children.

22 of 47

Section 3 Learning Goals

1 Describe how hunger and eating are regulated

2 Understand the link between metabolism, obesity, and health

3 Describe anorexia and bulimia nervosa and their negative impacts

Deepen your understanding and form connections within these skills:

22

23 of 47

What Motivates Eating?

Hunger and eating are regulated by a complex interplay of hunger and satiety signals that are integrated in the brain.

23

24 of 47

What Motivates Eating? Metabolism and Set Point

A person’s metabolic rate is the amount of energy that is expended in a given period of time, and there is tremendous individual variability in our metabolic rates

The set-point theory asserts that each individual has an ideal body weight, or set point, which is resistant to change

This set-point is genetically predetermined and efforts to move our weight significantly from the set-point are resisted by compensatory changes in energy intake and/or expenditure

24

25 of 47

Eating Disorders

Anorexia nervosa is characterized by an individual maintaining body weight that is well below average through starvation and/or excessive exercise. People with anorexia have distorted body image. Negative health outcomes include: bone loss, heart failure, kidney failure, amenorrhea, reduced function of the gonads, and in extreme cases, death.
Binge eating disorder is characterized by binge eating and associated distress.
Bulimia nervosa is characterized by binge eating followed by purging. It is associated with kidney failure, heart failure, tooth decay, anxiety, depression, and substance abuse

25

26 of 47

Apply It

26

27 of 47

Section 4 Learning Goals

1 Understand the biology of sexual behavior and motivation

2 Understand the research that lead to our current understanding of sexual behavior

3 Describe variations in sexual orientation and gender identity

Deepen your understanding and form connections within these skills:

27

28 of 47

Physiological Mechanisms of Sexual Behavior and Motivation

The medial preoptic area, an area of the hypothalamus, is involved in the ability to engage in sexual behavior, but it does not affect sexual motivation. In contrast, the amygdala and nucleus accumbens are involved in motivation for sexual behavior, but they do not affect the ability to engage in it.

28

29 of 47

Sexual Behavior: Kinsey

Results of Kinsey’s research:

Women are as interested and experienced in sex as men
Both males and females masturbate without adverse health consequences
Homosexual acts are fairly common
The Kinsey scale categorizes an individual’s sexual orientation to same-sexed individuals (homosexual), individuals of another sex (heterosexual), or both (bisexual)

29

30 of 47

Sexual Behavior: Masters and Johnson

This graph illustrates the different phases of the sexual response cycle as described by Masters and Johnson.

30

31 of 47

Sexual Orientation

Heterosexual emotional and erotic attractions to individuals of another sex
Homosexual: emotional and erotic attractions to same-sexed individuals
Bisexual: emotional and erotic attractions to both same-sexed individuals and individuals of another sex

Data suggest that people are born with their sexual orientation and it cannot be changed

31

32 of 47

Gender Identity

Gender identity refers to one’s sense of being male, female, or another gender Generally, our gender identities correspond to our chromosomal and phenotypic sex (sex assigned at birth), but this is not always the case

Gender dysphoria is a diagnostic category in DSM-5 for individuals who do not identify as the gender associated with their sex assigned at birth. It must persist for 6 months and cause distress

Gender-affirming hormone therapy is the use of hormones to make one’s body look more like the gender one identifies with

32

33 of 47

Apply It: Gender Identity

Given David Reimer's case, to what extent do you believe that nature (biology) vs. nurture (society/environment) influences the development of gender identity? Are they mutually exclusive or do they intersect, and if so, how?
Dr. Money's theory of psychosexual neutrality suggests that our gender identity is not solidified until we master language. Do you think language and the way society uses it plays a significant role in shaping our gender identities? Why or why not?
What ethical considerations arise from this case regarding decisions made on behalf of children with intersex conditions or those who experience a trauma like David did?
Consider the psychological impact on David when he discovered the truth about his early childhood. How might this case inform the way society deals with issues of disclosure and honesty in situations of complex gender identity?
How has the tragic outcome of David Reimer's story influenced policies and attitudes towards intersex children, their gender assignment and their rights? Discuss the implications of the 2013 law in Germany that allows intersex children to classify their gender as indeterminate until they develop their own identities.

33

*This is an old video clip and the way we discuss gender has evolved since this time. Be sensitive to this and facilitate a discussion with students about the importance of using correct terminology in conversing about sex and gender: https://youtu.be/vFMfrBWM7_A

Activity #2 from the Instructor Guide:

Background

The question of how much of our sexual orientation and identity are affected by our biology versus our environments remains a controversial subject and a topic of ongoing discussion. After students have read about sex and gender in the text, they can engage in this activity in which they reflect on the story of David Reimer.

This activity will involve the reading of a short passage and the watching of a short video clip together as a class followed by students answering discussion questions individually and then discussing those responses in small groups. Students will fill in answers to discussion questions on a worksheet. Instructors should make preparations to be able to show a video clip in class and to have enough worksheets printed such that there are enough for every student.

Topic Alignment: Sexual Behavior

Learning Outcomes:

Understand the biology of sexual behavior and motivation

Understand the research that led to our current understanding of sexual behavior

Describe variations in sexual orientation and gender identity

APA Learning Outcome: Integrative Theme D: Psychology values diversity, promotes equity, and fosters inclusion in pursuit of a more just society.

Source: Joseph Slade for Lumen Learning, CC-BY

Time Estimate: 30-40 minutes

Instructions

Distribute the worksheet and read through the written passage together as a class. Depending on class size, you can have a student read the passage aloud.

Watch the video

Individual responses

Give students about five minutes to read through the discussion questions on the worksheet and make some notes about how they might respond.

Split class into groups of 3-5 students

In small groups, students should work through the five worksheet discussion questions and formulate responses to each.

General Class Discussion

Remaining seated in their small groups, lead a general class discussion. Initially, you might ask if there are any immediate thoughts someone might be willing to share. Alternatively, you could proceed down the list of five discussion questions.

34 of 47

Section 5 Learning Goals

1 Compare and contrast the major theories of emotion

2 Understand the role of the limbic system in emotion

3 Describe how emotions are recognized and expressed

Deepen your understanding and form connections within these skills:

34

35 of 47

Components of Emotion

Emotion is a subjective state of being that we often describe as our feelings.

The components of emotion are physiological arousal, psychological appraisal, and subjective experiences.

35

36 of 47

Four Theories of Emotion

36

37 of 47

Biology of Emotions: The Limbic System

Hypothalamus plays a role in the activation of the sympathetic nervous system
Thalamus serves as a sensory relay center
Amygdala plays a role in processing emotional information and sending that information on to cortical structures
The hippocampus integrates emotional experience with cognition

37

38 of 47

Biology of Emotions: Inside the Amygdala

Basolateral complex

is critical for classical conditioning and attaching emotional value to memory

Central nucleus

involved in attention
has connections with the hypothalamus and various brainstem areas to regulate the autonomic nervous and endocrine systems’ activity

38

39 of 47

Expressing and Recognizing Emotion

A cultural display rule is a culturally specific standard governing the type and frequency of displays of emotions that are acceptable
The facial feedback hypothesis asserts that facial expressions are capable of influencing our emotions.
Body language is the expression of emotion in terms of body position or movement

39

40 of 47

Universal Emotions and Facial Expressions

There are seven universal emotions associated with distinct facial expressions

40

41 of 47

Question

1 According to the James-Lange Theory of emotion, which sequence correctly describes the process of experiencing an emotion?

A. Emotion → Cognitive Appraisal → Physiological Arousal

B. Cognitive Appraisal → Emotion → Physiological Arousal

C. Physiological Arousal → Emotion

D. Emotion → Physiological Arousal

41

42 of 47

Question

2 The Cannon-Bard Theory of emotion differs from the James-Lange Theory in that the Cannon-Bard Theory proposes:

A. Emotions and physiological arousal occur sequentially.

B. Emotions and physiological arousal occur simultaneously.

C. Cognitive appraisal is the primary determinant of emotion.

D. Emotions are solely a result of physiological arousal.

42

43 of 47

Question

3 In the Schachter-Singer Two-Factor Theory of emotion, what are the two factors that contribute to the experience of an emotion?

A. Physiological Arousal and Cognitive Labeling

B. Cognitive Appraisal and Emotion

C. Emotion and Physiological Arousal

D. Cognitive Labeling and Emotion

43

44 of 47

Apply It: Theories of Emotion

With your group, create a skit covering one of the four theories of emotion:

1) James-Lange Theory

2) Cannon-Bard Theory

3) Schachter-Singer Two-Factor Theory

4) Appraisal Theory/Cognitive-Mediational Theory

44

Activity #3 from Instructor Resources:

Background

This activity enables students to practice applying what they learned about the major theories of emotion. Students will be broken up into four groups. Each group will be assigned one of four theories of emotion covered in the textbook material. Using a worksheet, students will provide a brief definition of their assigned theory and then apply that theory to interpret a real-world scenario (“A student is about to give a presentation in front of the class. They feel their heart rate increase, their palms start to sweat, and they have a sense of nervousness”).

Instructors should make preparations to have enough worksheets printed such that there are enough for every student. Alternatively, students may fill in their worksheets on their laptops using Google Docs and share them with the instructor.

Topic Alignment: Emotion

Learning Outcome: Compare and contrast the major theories of emotion

APA Learning Outcome: 1.3 Apply psychological principles to personal growth and other aspects of everyday life.

Source: Joseph Slade for Lumen Learning, CC-BY

Time Estimate: 20-30 minutes

Instructions

Distribute the worksheet

Distribute the worksheet to the class and/or provide the URL for the Google Doc version of the worksheet. Instruct students that they may either complete the paper version of the worksheet or type directly into the Google Doc version.

Divide students into 4 groups

Assign each group one of the four theories of emotion covered on the worksheet: 1) James-Lange Theory, 2) Cannon-Bard Theory, 3) Schachter-Singer Two-Factor Theory, 4) Appraisal Theory/Cognitive-Mediational Theory.

Instruct students that they are to fill in their section of the worksheet as a small group, providing a brief definition of the theory and an interpretation of the provided scenario (at the top of the worksheet) making use of their assigned theory. Inform students that after 15 minutes their group will be expected to act out their scenarios to the rest of the class.

Group presentations

Groups should give a brief (~2 minute) presentation in which they define their assigned theory of emotion and offer their interpretation of the provided scenario in light of their assigned theory. They should also include a demonstration of that theory in action.

The rest of the class should take notes during each group presentation such that their worksheets are completely filled out by the end of the group presentations.

General discussion

Answer any remaining questions and provide clarification of any definitions or theoretical interpretations as necessary.

45 of 47

Quick Review

What are intrinsic and extrinsic motivation?
What are basic theories of motivation, including concepts such as instincts, drive reduction, and self-efficacy?
What is Maslow’s hierarchy of needs?
How are hunger and eating regulated?
What are the health consequences of anorexia and bulimia nervosa?
What biological mechanisms regulate sexual behavior and motivation?

45

46 of 47

More Quick Review

What are the contributions of Alfred Kinsey’s and William Masters and Virginia Johnson’s research?
What are the variations of sexual orientation and gender identity?
Compare and contrast the Cannon-Bard, James-Lange, Schachter-Singer two-factor, and other theories of emotion.
What role do limbic structures play in emotional processing?
How are emotions recognized and expressed?

46

47 of 47

Attributions

Illustrations are from Storyset
Images from Pexels & Unsplash
Add additional attributions here……
Remember to add image alt text

47