Human Motivation to Learn - Assignment Example

1. Fear is a strong component of human motivation. Explain the numerous roles of fear in both positive and negative impact situations on human motivation you have studied this term. Be specific and cite all references in correct APA style (5th edition). Create real-life examples for each role of fear to support your position(s). Develop your scenarios to include the application of theory. Thoroughly develop your scenario. Fear is apparent in almost of all Maslow’s Hierarchy of Needs. The lack of physiological needs causes fear. Safety needs are causes of fear. Social needs can be sources of fear. Esteem needs and self-actualization also has factors of fear. The higher the need, fear is not as essential. Fear motivates humans to survive. Motivation is defined as: Motivations are the drivers behind setting and pursuing goals. Motivation is why someone wants to do something. Motivation is what arouses and sustains action toward a desired goal. It gives purpose and direction to behavior. (Kolcek 2008) Below is Maslow’s Hierarchy of Needs, which will be used in the following scenarios of fear motivation. Some scenarios will be of positive fear, the others of negative fear. (Furchgott 1999:11) Two types of fear exist. Real fear and imagined fear are the two types fear can be classified as. Real fear normally comes from an extrinsic or outside source, while imagined fear come from an intrinsic or inside source. It is easier for most to deal with real fear. An example would be if a person does not have food, then the solution is to get food. If Jane does not have a job and needs food, she will make choices to obtain food. These choices could include robbery, getting a job, going to a homeless shelter, and other options. Jane would not starve if options are available. Intrinsic fears are harder to deal with. If a person is frightened of failure, then no amount of reasoning will help them. The only way to overcome this issue is through self actualization or internally. An example of fear is one for safety needs. John Smith has a deathly fear for his safety. All of John’s physiological needs have been met. John is single and his social needs have suffered due to his fear. Due to his fear for safety, his esteem needs and self actualization has suffered as well. John’s fear is vague and intrinsic. Since he lives in a safe neighborhood and has no instances of violence in his past, his fear is anxiety. Although anxiety feels just as real as other fear, anxiety is usually not due to an extrinsic reason. This fear would be negative, since it impacts the Hierarchy Needs negatively. Intrinsic fears are often like John’s. They are based on what might happen. Another intrinsic fear is fear of failure. Social needs, esteem needs, and self actualization are affected by this type of fear. This fear can be positive or negative. If a person is motivated by this type of fear to achieve their goals, then the fear is positive. If a person has low self esteem, than this type of fear is negative. Extrinsic fears are based on outside factors. An extrinsic fear would be the fear of war, crime, debt, and other real life circumstances. Motivation based on this type of fear is normally positive. This is a self preservation mode, especially when concerning safety. When people are afraid of war, then individuals’ can be motivated toward peace negotiations. People can be motivated to travel in certain areas of the world by fear. Not many people, other than soldiers, would want to vacation in Iraq or Afghanistan. The real fear of death is present in these countries. This type of fear is positive. 2. Explain the role of learning in human motivation. Provide at least three (3) examples that specifically tie learning to human motivation and the reduction of stress, improved happiness, and self-esteem. (Three separate scenarios.) The role of learning in human motivation has several parts. The parts involved can be summed up below: Behavioral/external-elicited by stimulus associated/connected to innately connected stimulus obtain desired, pleasant consequences (rewards) or escape/avoid undesired, unpleasant consequences. Social- imitate positive models, be a part of a group or a valued member. Biological- increase/decrease stimulation (arousal), activate senses (taste, touch, smell, etc., decrease hunger, thirst, discomfort, etc., maintain homeostasis, balance. Conative- maintain attention to something interesting or threatening, develop meaning or understanding, increase/decrease cognitive disequilibrium; uncertainty, solve a problem or make a decision, figure something out, eliminate threat or risk. Affective- increase/decrease affective dissonance, increase feeling good, decrease feeling bad, increase security of or decrease threats to self-esteem, maintain levels of optimism and enthusiasm. Cognitive- maintain attention to something interesting or threatening, develop meaning or understanding, increase/decrease cognitive disequilibrium; uncertainty solve a problem or make a decision, figure something out, eliminate threat or risk. Spiritual-understand purpose of ones life, connect self to ultimate unknowns. (Huitt 2001). The three scenarios for the learning role in human motivation given will be for behavioral/external, cognitive, and social. The behavioral/external learning role in human motivation scenario will involve Johnny, a third grader. Every student in the third grade that obeys rules gets to go on a field trip to the zoo. If a third grader misbehaves are excluded from the fieldtrip and must spend the day in detention. Johnny has two behavioral/external motivations to obey the third grade rules. He will be rewarded for good behavior and punished for bad behavior. Now not every child will be motivated to obey through behavioral or external means. Children that do not have consistent reward or punishment behavior at home will not be motivated to obey. At home they have learned that bad behavior will be rewarded. The motivation of achieving their goal is still present in all children. Johnny knows that if he obeys, he can go to the zoo. Sally, on the other hand, has been exposed to a family life inconsistent with these actions. She knows if she disobeys, her mother will take her to the zoo anyway. Behavioral or external reinforcement work, whether good or bad. The cognitive learning role in human motivation scenario will involve a Hurricane Katrina survivor. Right before Hurricane Katrina hit, Sarah was a New Orleans resident. She maintained an interest in the hurricane approaching. When the evacuation order came down from local authorities, Sarah knew she had to leave. Despite the long lines of cars heading out of New Orleans, Sarah joined the caravan. She survived the hurricane, but all of her possessions were destroyed. After making a trip back after the hurricane, Sarah chose to move in with family members in Texas. She started her life over there. Sarah learned about the hurricane, solved the problem of surviving, and then made a decision to move on. Katrina motivated Sarah through cognitive means. The social learning role in human motivation scenario will involve Hunter. Young Hunter is a teenager in high school. He has severe acne. The other teenagers make fun of him. As a result, Hunter tries to become part of the smart group, excelling in academic studies. This gives him a group of friends that value his intellect. Social learning differs from group to group. People try to fit into certain cliques (McCelland 1988:398). In this instance, Hunter became part of the smart clique. 3. Create a table in Word with three columns. Column 1 will be a list of theories of human motivation. Column 2 will be a list of pros, and Column 3 will be a list of cons. Your table should have at least five (5) rows – list one theory on each row. The title of your table is: Risk in Human Motivation. Provide at least five (5) theories you have studied in this course and provide the pros and cons with regard to the value of risk-taking and human motivation. Risk in Human Motivation Pros Cons Self-determination Theory This theory respects individual risk taking motivations. Not all motivation comes from within, especially when undertaking risk taking behavior. Risk taking is not encouraged. Incentive Theory of Motivation Incentives can reduce risk taking behavior in certain individuals. Positive reinforcement does not always work, or there would not be risk taking. Sometimes risk taking receives positive reinforcement. Risk taking can be encouraged. Drive Reduction Theory Risk taking is controlled under this theory by biological drives or pain. Does not explain why risk taking still happens. Risk taking is not encouraged. Cognitive Dissonance Theory Encourages good risk taking and discourages bad risk taking. Does not explain a motivation behind the behavior. Herzberg’s Two-factor Theory Encourages good risk taking and discourages bad risk taking. Risk taking is not encouraged. All of these theories explain why risk taking occurs or does not occur. The problem becomes under every theory, no two individuals are motivated by the same thing. Two siblings can be raised in the same household, one a dare devil and the other scared of risk taking behavior. Risk taking is determined by an individual. This makes all of the theories, just theories. 4. A key element in Human Motivation involves one’s ability apply existing knowledge to a problem. We call this creativity. Your text actually provides a process of creativity. Your task is to: a. Delineate a real-life problem associated with your work or something you have experienced. You must define this problem completely. Make yourself a disinterested observer and omit no detail. When I volunteered with the PTA at a school, the school’s secretary was hard to deal with. This secretary had the same attitude toward everyone. The main computer with all the children’s names, employee data, and other information was in her office. The copier for the teachers was also in the main office. Part of my duties was to make copies for the teachers. Every time I went to make copies, Mrs. L would give me a hard time. Did I put my own paper in the copier? What was I copying? If it did not meet with her approval, I was turned away. This was in spite of the principal’s approval of using the copier. If asked by a teacher, I would try and elicit computer information from the Mrs. L. She would not give this information to me. Teachers did not want to deal with Mrs. L., so sent other PTA workers and children to the office for tasks. b. Synthesize the data. DeBono (1970, 1987) terms this process “finding redundancies” and calls it lateral thinking. You are going to identify patterns in your scenario. This is the heart of the creative process. The school secretary has issues with everyone. She gives everyone a hard time. It is not a personal issue. Mrs. L deals with all individuals in a uniform matter. Computer information and copying must be done in the main office. There is no way to avoid Mrs. L. One of my duties is using the copier. The only copier is in the main officer, Mrs. L’s office. I cannot avoid Mrs. L and still complete my duties. c. Then, you will suspend judgment; leave your opinions of the situation out of the process. Think of this as a game and devise at least three (3) options for your scenario. Option 1: I can speak openly to Mrs. L about her attitude. I can express my anxiety about doing my job because of her questions. It would be very important to express these feelings with tact, but it could be done. Without getting angry or upset, no matter what Mrs. L says or does, I could approach the situation like a mature adult. Option 2: I could go over Mrs. L’s head. Speaking to the principal about Mrs. L’s attitude problem could solve the problem. I would go and speak openly with Mrs. H about the situation. I could express my fears and concerns in an adult manner. I would also explain that I have noticed others have had the same problems. Option 3: I could quit. This is only a volunteer position. I could make up some excuse and tell the school, I will not come back. This can be done maturely or immaturely. I could talk with Mrs. L, Mrs. H, and the PTA about not coming to volunteer anymore. This would be the mature option. The immature option would never to come back to school. I would miss all of my children’s events, but I would not have to deal with Mrs. L again. d. Last, explain how motivation is linked in each of the options. Option 1: Motivation I would be motivated to do this option because I want social acceptance. I want less conflict in my job. Talking to Mrs. L would express how I feel. This would also boost my self esteem. Even if the conversation goes bad, I could say I tried. In real life, I would not be motivated to do this option at that time. Fear of rejection would cause me to keep quiet around Mrs. L. I did not confront her while I was volunteering. I have learned since then training can help an individual overcome these fears (Laming 1988:84). Option 2: Motivation This option would give me what I want. I wanted to go into the office and copy without getting an earful. Mrs. H had the power to make this happen. She could have taken the problem and solved it internally. My motivation for this would be fear. I would be afraid to speak with Mrs. L directly. In real life, I would not speak with Mrs. H. I would be afraid of making the situation worse. Going behind Mrs. L’s back would feel like I was being dishonest. Honesty feels better (Reeve 2008:425). I did not take this option in real life either. Option 3: Motivation The motivation behind this action would be fear. Avoidance is a big motivating factor (Shah and Gardner 2007:55). The fear of social failure, Mrs. L’s wrath, and failing in general would be this motivating factor. In real life, I did not take this option either. I stayed until school was over. I then did not go back as a volunteer. This fear caused me great sadness as fear tends to do (Wlodkowski 2008:229). I felt like a failure for not solving the problem. Bibliography Huitt, W. (2001). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 13 Aug. 2009, from http://chiron.valdosta.edu/whuitt/col/motivation/motivate.html Franken, R.E. (1998). Human motivation. USA: Brooks/Cole Publishing Co. Furchgott, E. (1999). Aging and human motivation. New York: Springer. Kolcek, Stefan. (2008). Human motivation as a way to understand user goals. Cooper. Retrieved 13 Aug. 2009, from http://www.cooper.com/journal/2008/10/motivation.html Laming, D. (2003). Understanding human motivation: What makes people tick. New York: Wiley-Blackwell McCelland, D.C. (1988). Human motivation. USA: Cambridge University Press. Reeve, J. (2008). Understanding motivation and emotion. New York: Wiley. Shah, J.R. and W.L. Gardner (eds.) (2007). Handbook of Motivational Science. USA: Guilford Press. Wlodkowski, R.J. (2008). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. New York: Jossey-Bass. Read More