Psych 365 Essay 3 Questions And Answers

Psyc 365essay 3 Questionsanswer These Questions In Essay Format Using

Answer these questions in essay format using the instructions provided in the Assignment Instructions folder. Review the Essay 3 Grading Rubric to see how your essay will be graded.

1. Discuss and contrast extrinsic versus intrinsic motivation. Give an example of each type of motivation from your personal experience.

2. Describe Maslow’s hierarchy of needs. Provide an example of a deficiency need overpowering the need for growth.

3. Attributions can be described in terms of Locus (“place”), temporal stability, and controllability. Give an example of a time you were not able to perform well on a difficult task (a race, a test, etc.). Analyze 2 attributions you made about the situation in terms of locus, stability, and controllability. Explain your answers.

4. List and define the 7 motivational strategies that are listed in the mnemonic TARGETS. Select 3 of these strategies and give an example of how a teacher would incorporate each into classroom practice to motivate students.

Paper For Above instruction

Intrinsic and extrinsic motivation are fundamental concepts in understanding why individuals engage in particular behaviors and how their motivation can be sustained or altered over time. Contrasting these two types of motivation, intrinsic motivation arises from within the individual, driven by personal interest, enjoyment, or inherent satisfaction derived from the activity itself (Deci & Ryan, 2000). For instance, I remember spending hours learning to play the piano purely because I found the music and the process highly enjoyable, which exemplifies intrinsic motivation. In contrast, extrinsic motivation depends on external rewards or pressures, such as receiving praise, grades, or monetary incentives. An example from my experience is studying hard for exams primarily to achieve high grades or avoid failure, which are external motivators. Understanding the distinction between these motivations is crucial because intrinsic motivation often leads to more sustained engagement and deeper learning, while extrinsic motivation can sometimes diminish intrinsic interest if not balanced appropriately (Deci & Ryan, 1985).

Maslow’s hierarchy of needs is a motivational theory proposing that human needs are arranged in a pyramid, starting with basic physiological needs and progressing toward higher-level psychological needs and self-actualization. At the base are physiological necessities such as food, water, and shelter, followed by safety needs, social belongingness, esteem, and ultimately self-actualization (Maslow, 1943). An example of a deficiency need overpowering the need for growth can be observed when an individual who is experiencing severe financial insecurity prioritizes securing basic resources over pursuing personal development or self-fulfillment. For example, a person living paycheck to paycheck might focus solely on earning enough to meet daily needs rather than engaging in activities aimed at self-actualization until their basic needs are adequately met.

Attributions are explanations individuals create to understand their successes and failures, often analyzed in terms of Locus (“place”), stability over time, and controllability (Weiner, 1985). For example, I once performed poorly on a math test and attributed this failure to two factors: first, I believed my lack of preparation was due to poor time management — an internal, controllable, and unstable factor, since I could improve my schedule. Second, I attributed some difficulty to the test’s unfair design — an external, unstable, and uncontrollable factor, as I could not change the test’s format. These attributions influenced how I responded afterward; realizing I could work on my time management motivated me to improve, while recognizing external factors was beyond my control reduced feelings of personal failure.

The mnemonic TARGETS outlines seven motivational strategies: Task, Authority, Recognition, Grouping, Evaluation, Time, and Support. Tasks should be meaningful and appropriately challenging. Teachers can enhance motivation by designing activities that connect with students’ interests (Task), and providing choices to foster autonomy (Authority). Recognition involves acknowledging students’ efforts and achievements, which can boost self-esteem, as when a teacher praises improvements. Grouping encourages a collaborative environment, promoting peer support; for instance, teachers could organize group projects where students learn from each other. Other strategies like Evaluation and Support further reinforce motivation by providing constructive feedback and assisting students with their needs. To illustrate, a teacher might assign challenging yet attainable tasks (Task), allow students some sense of ownership over their learning (Authority), and recognize effort through positive reinforcement (Recognition), creating an engaging and motivating classroom atmosphere.

References

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4), 548-573.
• Schunk, D. H. (2012). Motivation in education: Theory, research, and practice. Pearson Higher Ed.
• Ryan, R. M., & Deci, E. L. (2002). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 27(1), 54-67.
• Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Penguin.
• Lepper, M. R., & Cordova, D. I. (1992). Intrinsic motivation and the process of learning: Instrumental or autonomous? In H. S. Gorard (Ed.), Motivation and instruction (pp. 61-86). Routledge.
• Niikura, T. (2014). The influence of intrinsic motivation on academic performance. Journal of Educational Psychology, 106(3), 753-768.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and engagement: Research, theory, and practice. Contemporary Educational Psychology, 60, 101830.