motivation

1. MOTIVATION

2. DEFINITIONS
 A need gives rise to one or more motives. A motive is a rather specific process,
which has been learned. It is directed towards a goal.
 A motive may be defined as a readiness or disposition to respond in some ways
and not others to a variety of situations.
 Motive is an inner state of mind or an aroused feeling generated through basic
needs or drives, which compel an individual to respond by creating a kind of
tension or urge to act.

3. Concept of motivation
 Motivation is generated through basic needs or drives.
 It comples an individual to respond by creating a kind tension or urge to act.
 It is a goal directed to activity, pursued till the attainment og the goal.
 Attainment of goal helps in the release of tension aroused by a specific motive.
 A change in goal may bring changes in the nature and strength of the motive.
 Motivation is an inner state or an aroused feeling.
 We experience motive as feelings of want, need and desire.
 Motive may be considered as a learned response or tendency and alsoan innate disposition.
 We cannot see motives directly, but must infer them from the behaviour of people.

4. Types of motives
1. Innate or unlearned
2. Acquired or learned

5. Classification
1. physiological or primary motives
Hunger motive
Thirst
Respiratory motive
Need for rest motive
Need for elimination of waste
Sex motive

6. Social or secondary motive
 Affliation
 Need for status
 Power motive
 Social approval

7. Personal motives
 Need for achievement
 Vocational ambitions
 Levels of aspiration
 Force of habit
 Interests and attitudes
 curiosity
 Fear

8. Instinct theory of motivation
 Every organism is born with different biological traits and tendencies in order to help them
survive. These aren’t learned or experienced behaviors, rather patterns of behavior that occur
naturally and are goal-directed. These patterns of behavior are referred to as instincts, and the
theory suggests that instincts drive all behaviors.
Examples
• The tendency of a dog to shake his body when it gets wet.
• Birds migrating south before winter.
• Mother’s reflex to take care of her child regardless of her upbringing in different societies.

9.  William McDougall was one of the firsts to write about instinct theory of motivation. According to him,
instinct must be
 Unlearned
 Uniform in expression
 Universal in species
Components:-
1. Perception
2. Behaviour
3. Emotion
For instance, you usually pay attention to odors in the kitchen when you are hungry. This is your hunger
instinct. This motivates you to check the refrigerator for food.

10. Important instinctive motivation factors in his theory were:
 Fear
 Love
 Anger
 Shame
 Cleanliness
sigmund Freud’s Instinct Theory of Motivation
 Sigmund Freud’s belief was that human behavior was driven by two biological
instincts:
• Eros, the life instinct such as sexual motivation
• Thanatos, the death instinct such as aggression motivation

11. Drive theory (clark leonard hull- 1943)
 A “drive” is a state of arousal or tension triggered by a person’s physiological or
biological needs. These needs include hunger, thirst, need for warmth, etc. In this
theory, Hull stated that drives give rise to an individual’s motivation.
 Furthermore, Hull explained that an individual is in a state of need when his
survival is threatened. When a person’s drive emerges, he will be in an
unpleasant state of tension and the person will behave in such a way that this
tension is reduced.
 To reduce the tension, he will begin seeking out ways to satisfy his biological
needs. For instance, you will look for water to drink if you are thirsty.
 You will seek for food if you are hungry.

12. A simpler equation
 Hull was criticized by other psychologists for having an overly complex
formula. If the original seems too confusing, consider drive reduction theory in
just two parts:
 internal stimulus + response = drive reduction
 drive reduction = repetition

13. AROUSAL THEORY
According to the arousal theory of motivation, each person has a unique
arousal level that is right for them. When our arousal levels fall
outside of these personalized optimal levels, we seek some sort of
activity to get them back within our desired ranges.
 Examples of arousal theory include:
• If our arousal levels drop too low, we might seek stimulation by going
out to a nightclub with friends.
• If our arousal levels become too elevated and we become
overstimulated, we might be motivated to select a relaxing activity
such as going for a walk or taking a nap.
 Arousal can be mental (cognitive), emotional (affective), or physical—
sometimes referred to as the three parts of arousal theory or the
three types of arousal.

14. What is Arousal Theory in Psychology?
 The American Psychological Association explains that, according to arousal
theory, our physical environment can affect our arousal levels through
stimulation (such as by being noisy) and by creating stress when
psychological or physical needs go unmet.1

15. If you need to raise your arousal levels, you might:
 Engage in physical activity
 Socialize with friends
 Try something new and exciting
 Watch an action-packed movie
If you need to lower your arousal levels, you might:
 Enjoy a relaxing hobby
 Read a book
 Take a bath
 Take a nap

16. Incentive theory of motivation
The incentive theory of motivation says that we engage in certain behaviors
as a result of external factors versus being motivated to act by internal forces.
 Factors
• Motivators, such as the desire for recognition, achievement, or advancement
• Hygiene, which includes company policies, salary, working conditions, etc.

17. Types
• Positive incentives. These are the rewards received from taking certain
actions, such as receiving a commission if you make a specific number of
sales.
• Negative incentives. These are punishments received from taking certain
actions, such as getting a speeding ticket if you drive faster than the law
allows.

18. How to Use Incentive Theory to Improve
Motivation
• Create a reward that is important to you. If your reward isn't strong enough, it likely
won't compel you to take action consistently over time. If you have a favorite show, for
example, only let yourself watch it after you've done your daily workout.
• Develop a list of reward options. Since incentives can change based on situation or time,
it can help to have a list of rewards from which to choose. This helps motivate you to take
your desired action based on what is important to you at the time.
• Engage in visualization. Take a few moments and sit with your eyes closed while
visualizing how good the reward feels once it is received. Use all your senses. The more
you can "feel" what it would mean to have the reward, the more this motivates you into
action.
• Set realistic guidelines for receiving the reward. If you have to have to run 20 miles to
earn a reward and you can't even run one, your feelings of overwhelm are likely to be
strong enough to reduce your motivation to lace up your shoes. Keep your guidelines
realistic so they don't stop you from even getting started.

20. MASLOW’S HIERARCHY OF NEEDS
According to Maslow (1943, 1954), human needs were arranged in the
form of a hierarchy, with physiological (survival) needs at the bottom, and the
more creative and intellectually oriented ‘self-actualization’ needs at the top.
Deficiency needs
 Deficiency needs are concerned with basic survival and includes
physiological needs (such as the need for food, sex, and sleep) and safety
needs (such as the need for security and freedom from danger).
Growth needs
 Growth needs are more psychological needs and are associated with the
realization of an individual’s full potential and the need to ‘self-actualize’.
These needs are achieved more through intellectual and creative behaviors.

21. 1. Physiological needs these are biological requirements for human survival, e.g., air, food, drink, shelter,
clothing, warmth, sex, and sleep.
 If these needs are not satisfied, the human body cannot function optimally. Maslow considered
physiological needs the most important as all the other needs become secondary until these needs are
met.
 Once an individual’s physiological needs are satisfied, the needs for security and safety become salient.
2. Safety needs – people want to experience order, predictability, and control in their lives.
 Safety needs can be fulfilled by the family and society (e.g., police, schools, business, and medical
care).
 For example, emotional security, financial security (e.g., employment, social welfare), law and order,
freedom from fear, social stability, property, health and wellbeing (e.g., safety against accidents and
injury).
 After physiological and safety needs have been fulfilled, the third level of human needs is social and
involves feelings of belongingness.

22.  3. Love and belongingness needs – belongingness refers to a human emotional
need for interpersonal relationships, affiliating, connectedness, and being part of
a group.
 Examples of belongingness needs include friendship, intimacy, trust,
acceptance, receiving and giving affection, and love.
 This need is especially strong in childhood and can override the need for safety
as witnessed in children who cling to abusive parents.

23. 4. Esteem needs are the fourth level in Maslow’s hierarchy and include self-
worth, accomplishment, and respect.
 Maslow classified esteem needs into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the desire for
reputation or respect from others (e.g., status, prestige).
 Esteem presents the typical human desire to be accepted and valued by
others. People often engage in a profession or hobby to gain recognition.
These activities give the person a sense of contribution or value.
 Low self-esteem or an inferiority complex may result from imbalances during
this level in the hierarchy.
 Maslow indicated that the need for respect or reputation is most important for
children and adolescents and precedes real self-esteem or dignity.

24.  5. Self-actualization needs are the highest level in Maslow’s hierarchy, and
refer to the realization of a person’s potential, self-fulfillment, seeking personal
growth, and peak experiences.
 This level of need refers to what a person’s full potential is and the realization
of that potential.
Characteristics of self-actualizers:
1. They perceive reality efficiently and can tolerate uncertainty;
2. Accept themselves and others for what they are;
3. Spontaneous in thought and action;
4. Problem-centered (not self-centered);
5. Unusual sense of humor;
6. Able to look at life objectively;

25.  7. Highly creative;
 8. Resistant to enculturation, but not purposely unconventional;
 9. Concerned for the welfare of humanity;
 10. Capable of deep appreciation of basic life-experience;
 11. Establish deep satisfying interpersonal relationships with a few people;
 12. Peak experiences;
 13. Need for privacy;
 14. Democratic attitudes;
 15. Strong moral/ethical standards.

26. The Expanded Hierarchy Of Needs
 Changes to the original five-stage model are highlighted and include a seven-stage
model and an eight-stage model; both developed during the 1960s and 1970s.
1. Biological and physiological needs – air, food, drink, shelter, warmth, sex,
sleep, etc.
2. Safety needs – protection from elements, security, order, law, stability, freedom
from fear.
3. Love and belongingness needs – friendship, intimacy, trust, and acceptance,
receiving and giving affection and love. Affiliating, being part of a group (family,
friends, work).
4. Esteem needs – which Maslow classified into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the need to be accepted and
valued by others (e.g., status, prestige).

27. 5. Cognitive needs – knowledge and understanding, curiosity, exploration, need for
meaning and predictability.
6. Aesthetic needs – appreciation and search for beauty, balance, form, etc.
7. Self-actualization needs – realizing personal potential, self-fulfillment, seeking
personal growth, and peak experiences.
8. Transcendence needs – A person is motivated by values that transcend beyond the
personal self.

29. FRUSTRATION
 Frustration is an emotional that occurs as response to circumstances that block
a person from reaching personal goal or a desired outcome.
 Frustration is comparable to anger and disappointment.
 Frustration produces provocation to a number of different types of responses,
such as some form of aggression .
 Frustration tolerance is one's ability to resist becoming frustrated when facing
difficult tasks.
o Low level of frustration tolerance
o Higher level of frustration tolerance

30. Causes of Frustration
 ❑Individuals experience frustration whenever the results (outcomes) they get
do not seem to fit the expectation or the efforts they made.
 ❑ Frustration is usually experienced as the result of two types of goal
blockage:
 ▪ Internal sources of frustration.
 ▪ External sources of frustration

31. Internal Sources of Frustration
➢ It usually involves the disappointment that is developed when we
cannot have what we want ( real or imagined deficiencies). E.g. lack of
confidence or fear of social situations.
➢ Frustration occurs when a person has competing goals that interfere
with one another (conflict)
a. Physical abnormalities or defects
b. Conflict of motives within the individual
c. The individulal’s morality and high ideals
d. High levels of aspiration
e. Lack of persistence and sincerity in efforts

32. External Sources of Frustration
External causes of frustration involve conditions outside the person.
Example: The frustration caused by the perception of wasting time.
When you're standing in line at a bank, in traffic, or on the phone
watching your day go by when you have got so much to do, that's
one big frustration that lead to conflict
a)Physical factors:-natural calamities, contagious disease, death of a friend
or loved one
b)Social factors:- people, customs, traditions, restrictions, taboos,laws,
codes etc.
c)Economic factors:- financial problems

34. Human Response to Frustration
 1.Anger: Anger is expressed toward the object perceived as the cause of the frustration. Anger can be a
healthy response if it motivates us to positive action.
 2. Giving Up: Giving up (quitting or being apathetic) is another form of giving in to frustration.
 3. Loss of Confidence: Loss of confidence is a frequent side effect of giving up and not fulfilling personal
goal.
 4. Stress: Stress is the (wear and tear) that our body and mind experience as we response to frustrations.
 5. Depression: Depression is a response to repeated frustration and can affect the way we eat, sleep, and the
way we feel about ourselves.
 6. Drug abuse and alcohol addiction: Substance abuse is self-destructive and usually unsuccessful
attempt to deal with frustration.

35. Characteristics of Frustrated Behavior
 1. Indifference: not interested in anything
 2. Destructive Behavior: ▪ Destructive aptitude or aggression tendency is
another common symptom of frustration.
 3. Regression: ❑Sometimes a frustrated person act like a child.
 4. Projection: • Projection describes the behavior of transferring one’s own
guilty to other persons.