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CHAPTER 4 Motivated and Emotional Behavior

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CHAPTER 4Motivated and Emotional

Behavior

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MOTIVATION The subject of human motivation is more

complex than animal motivation for two reasons:

1. Humans mature more slowly than do the animals, and hence, motivational tendencies are also acquired much more slowly.

2. Man is dependent on a lot of his essential satisfactions on others even using symbolic language to communicate his desires.

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MOTIVATION

Although both animals and man carry on the fundamental maintenance needs in a similar manner – like the biological need for water, air, food, excretion, rest, etc., man’s goal striving behaviors and consummatory responses to the goal have opened more speculations and theorizing chiefly on the hidden events, the crucial internal events which are not readily evident.

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MEANING AND NATURE OF MOTIVES

MotivationThe pattern of goal-directed behavior

Tension-Reduction DiagramHierarchy of Motives

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MEANING AND NATURE OF MOTIVES

Motivation is the hypothetical concept that stands for the underlying force impelling behavior and giving it direction. It implies active, integrated and directed behavior. When we speak of motivation therefore, we may refer both to the energy expended in goal-seeking or to the internal or external factors which help initiate and maintain organized effort.

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MEANING AND NATURE OF MOTIVES

Motives can be conceived as predispositions towards certain kinds of behavior which have developed within the individual as a result of the relative success of his success of his varied attempts at satisfying his needs. Motivation involves a complex interaction within the individual and the total environment in which he lives. This is illustrated in the motive of peer approval which becomes a motive to the individual to the extent that it satisfies his need of belonging and social recognition.

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A. H. MASLOW’S HIERARCHY OF MOTIVES

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MEANING AND NATURE OF MOTIVES

The pattern of goal-directed behavior can then be translated in terms of need, drive, and incentives. These represent steps or patterns in the motivational cycle:

1. Need2. Drives3. Goal or Incentive

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TENSION-REDUCTION DIAGRAM

The order of events in a tension-reduction diagram is as follows:

1. Drive or a state of tension2. Instrumental behavior3. Goal4. Mike’s lack of companionship results in

tension (drive) and he therefore seeks admission to a club.

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CONCEPTS OF MOTIVATION

Freudian Concept of MotivationAlfred Adler’s “Superiority and

Compensation Theory”Whiting and Child “Behavior Theory”

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FREUDIAN CONCEPT OF MOTIVATION

Freud suggested that man inherits

life and death instinct – libido and

mortido. The German word

“trieb” which Freud used to describe

the two basic motives should

probably be translated as Drive

rather than survival.

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FREUDIAN CONCEPT OF MOTIVATION

The Life Instincts derive their energy from the libido and a large amount of the libidinal energy is invested in the sex urge. Sex – as defined by Freud is not simply confined to genital behavior. He had invested a broad application to the term by applying it to several forms of cutaneous satisfactions. There are several different directions in which libidinal energy may move. It may move towards self (narcissism); towards others (object love); or towards unreal fantasies (introversion). It may remain on an infinite level (fixation) or be expressed in socially-approved behavior (sublimation).

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ALFRED ADLER’S “SUPERIORITY AND COMPENSATION THEORY”

Dissatisfied with Freud’s emphasis on sexuality, Alfred Adler (1870-1937) emphasized accentuated

feelings of inferiority by achieving a plus situation of superiority.

Hence, the most important motive is superiority and power which is a form of compensatory behavior

and which in turn leads to overcompensation with attempts to dominate others, to generate

hostility towards competitors and to develop social and antisocial attitudes characteristics of the

delinquent, criminal, and the withdrawn. This is shown in power-driven dictators, like

Mussolini, Hitler, Stalin, Napoleon, who may have suffered a sense of

physical helplessness for which they compensated by political

might.

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WHITING AND CHILD “BEHAVIOR THEORY”

The mechanism is that of learning and habit-formation, i. e., hunger, dependency and aggression proliferate into all sorts of food-related behavior, involving attachment to and affiliation with other people, and other situations where there is need or motive to inflict harm on another (or turn it against self).

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FUNCTIONS OF MOTIVES

Activates the Individual Leads, Guides and Regulates Behavior Determines which Responses

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KINDS OF MOTIVESPhysiological Needs, Psychological

Motives (Universal Motives), Conscious vs. Unconscious

Motives

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PHYSIOLOGICAL MOTIVES

Physiological motives are also referred to as biological, organic, primary, or basic.

A. Need for FoodB. Need for WaterC. Need for Sleep and RestD. Need for ActivityE. Need for Shelter and Proper TemperatureF. Sex NeedsG. Pain DrivesH. Maternal Drives

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PSYCHOLOGICAL MOTIVES (UNIVERSAL MOTIVES)

A. Need for Affection, Need to BelongB. Need for Achievement, Self-esteem,

Social-recognition (Mastery motives)C. Need for Independence

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CONSCIOUS vs. UNCONSCIOUS MOTIVES

Conscious motives refer to those feelings and thoughts within the awareness of the individual.

Unconscious motives are those which the individual is unable to symbolize into thoughts and feelings.

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CONSCIOUS vs. UNCONSCIOUS MOTIVES

Freud refers to three levels of awareness:

1. Conscious2. Preconscious3. Unconscious

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INCENTIVES

An incentive is defined as the object that will reduce the drive by satisfying the need, i.e., when an organism lacks water (need), he feels thirsty. The goal of motivated behavior is therefore is the incentive.

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CLASSIFICATION OF INCENTIVES

1. Intrinsic – to be found in the activity itself, i.e., wanting to study for the pleasure one gets in mental development.

2. Extrinsic – not found within but out of the activity, i.e., buying a uniform because it is the imposed school regulation to wear one and not because one really likes the uniform.

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BEHAVIOR VS. MOTIVES

Some relevant facts to be found in this section include the following details:

1. Need and drive are not the same.2. Drive doesn’t necessarily get stronger when

need gets stronger.3. The hunger drive to which food deprivation

gives rise is dependent on more than stomach contractions.

4. Differences in food preferences are due to specific hungers or cultivated tastes.

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BEHAVIOR VS. MOTIVES

5. Water intake is regulated by the amount of water that the body needs and not just to the dryness of the mouth and throat.

6. Sexual motivation in man is incentive-related, rather than need-related.

7. The care of children differs from culture and is modified by learning.

8. Pain is not the result of deprivation but of a state of readiness provoked only when circumstances warrant.

9. Pain is episodic and cyclical.10. Positive incentives attract behavior; negative ones

repel.

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EMOTIONMeaning and Nature, Theories,

Functions, Effects, Factors Affecting Emotions, Classifications, Developing An Emotionally Healthy Personality

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MEANING AND NATURE OF EMOTION

The term Emotion is derived from the Latin verb “emoverse” meaning “to stir-up” or “to move”. It connotes a stirred-up bodily state. Most definitions involve the following concepts:

1. An experience characterized by a strong degree of feeling and characterized by marked motor expression

2. A peculiar conscious state during which pleasantness or unpleasantness is predominant

3. The sum total of experiences during a period in which marked bodily feelings take place

4. A dynamic expression of an instinct which may emanate from conscious or unconscious sources.

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THEORIES OF EMOTION

1. J. B. Watson found three primary emotions present in a newborn infant, fear, rage, and love. He believed that these primary emotions become modified as they are conditioned to other stimuli, and he attributed emotions to the activity of the duct glands, and internal organs in the upper abdomen.

2. James-Lange Theory – two men, a Danish physiologist and James in the 1880’s stated that the impulse to act is the cause and not the result of the emotion, i.e., upon seeing a snake, we don’t run because we are afraid, but are afraid because we run. Running stirs up a visceral reaction and this is the emotion.

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THEORIES OF EMOTION

3. Cannon’s Thalamic Theory (Emergency Theory) – Walter Bradford Cannon, an American physiologist, viewed emotions as emergency reactions mobilizing the organism for crucial situations. He identified the hypothalamus as the center for emotions.

4. Cannon-Bard Theory – Bard came with a similar proposition. It states that the incoming impulses from the situation activates the emotion through the thalamus.

5. McDougall’s Aspect Theory of Emotion and Instinct – McDougall stated that emotion as a conscious state and instinct as an inherited reaction, were two aspects of the same activity. Among these are the fear emotion (instinct to escape) and the anger emotion (instinct to combat).

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THEORIES OF EMOTION

6. Central Theory: Somatic Theory – The Central Theory attributes to the cerebral cortex the phenomena of emotion. It says that emotions come after thinking. Somatic Theory, however, says that the cerebral cortex becomes active only because of somatic activation. Emotion comes before thinking.

7. Dana-Canon Theory – This theory states that emotion and thinking come at the same time, saying that nerve impulses activate the neural mechanisms and diencephalon at the same time in their paths to the brain cortex.

8. Hedonistic Theory – The pleasantness and unpleasantness of various emotional states are the essence of the emotion and these feelings distinguish one emotion from other kinds of states.

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THEORIES OF EMOTION

9. Activation Theory – Behavior can be aroused from deep sleep to excited, emotional states. Its primary interest is the relative energy as opposed to the direction that emotional states give to behavior.

10. M. Arnold Theory – M. Arnold (1960-in his book Emotion and Personality), states his belief that too much attention has been focused on the expression of emotion rather than on the perceptual analysis of the situation. The sequence of events according to Arnold, must be perception – appraisal – expression – action.

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FUNCTIONS OF EMOTIONS

1. Motivates one in the learning process.2. Enriches the actions of the individuals.3. Releases tension and energy.4. Achieves signification.5. Inspires individuals to heights of glory,

creativeness or ambition.6. Accentuates the character traits of people.7. Determines the direction that behavior will

take.8. Affects many bodily processes either

quickening or disrupting.

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EFFECTS OF EMOTIONS

Physiological or Bodily Reactions1. GSR (Galvanic Skin Responses)2. Blood changes in pressure, volume, and

composition.3. Respiration or breathing cycle changes.4. Pupillary responses5. Salivary gland secretion is impeded.6. Muscle tension and tremor7. Pilomotor responses or Goose Pimples8. Gastrointestinal motility9. Metabolic rate increase10. Glandular activity increases.

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EFFECTS OF EMOTIONS

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FACTORS AFFECTING EMOTIONS

The effects of experience or learning play a big role in emotional behavior and this is demonstrated by the varieties of emotional expressions manifested in varieties of situations. Emotions may be acquired or learned by:

1. Imitation2. Conditioning3. Understanding

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CLASSIFICATIONS OF EMOTIONS

There are varied ways of classifying emotion according different authors. Some of the schemes of classifications are as follows:

a) Personal: related to the ego or one’s self such as pride, self-pity, shame, anger, ear, loneliness, remorse and guilt.

b) Social: related to other people such as sympathy, friendship, affection or the negative ones like envy, jealousy, and hate; related to abstract stimuli – loyalty, patriotism, and the opposites.

c) Intellectual: related to the higher faculties like one’s intellect like wonder, awe, desire or aesthetic emotions like admiration, appreciation, awe, elation.

d) Basic Emotions: simple reactions to specific stimuli which may be good or bad, present or not, difficult or easy to attain.

e) Complex: consists of more than one emotion like hostility, a combination of fear, anger, jealousy, and lowered self-esteem.

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CLASSIFICATIONS OF EMOTIONS

Aquinas classifies emotions into:a) Passiones concupiscibiles: joy,

sadness, desire, aversion, love and hatred.

b) Passiones viascibiles: hope, despair, courage and fear.

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DEVELOPING AN EMOTIONALLY HEALTHY PERSONALITY

A list of such rules as noted down by psychologists is herein compiled:

1. Exercise restraint and temperance and moderation in the expression of your emotion.

2. Cultivate a sense of humor.3. Learn to accept the inevitable things in life.4. Develop an attitude of consideration and respects for the rights

of the people.5. Pursue a new hobby that will open new avenues of interest.6. Be humble to accept your own mistakes when you commit them.7. Avoid the occasions that will cause or trigger violent emotions.8. Redirect the expression of certain emotions thru substitution of

more desirable ones9. Learn to accept yourself for what you are.10. Cultivate friendships.

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AGGRESSION

The theory of social learning believes that “aggression can be learned through observation or imitation and that the more often it is reinforced, the more likely it is to occur.” The consequences of aggressive behavior most often reinforce aggressive tendencies. Children repeat the aggressive responses they learned when they see aggressive models succeed; they most likely will pattern their behaviors after theirs.

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EMOTIONAL DISTURBANCE VS. IQ

Do we measure acceptance-success by means of grades in school? Do we use grade marks as a means of acceptance or rejection by society? The emotional state of the child taking an IQ tests can affect the results. The most important factor related to emotional and mental growth is a parent’s love and care plus other factors like good genes from parents, a healthy body, adequate schooling and a pleasant, not necessarily a luxurious environment.

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FALLACIES ON SOLVING EMOTIONAL DIFFICULTIES

1. Ventilation fallacy – or giving vent to rage. This arouses the brain and feeds the anger more.

2. A “good cry” is also misleading. This prolongs the misery.

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HOW TO BATTLE DEPRESSION

According to Diane Tice, the most popular or appropriate is:

1. Socializing – eating out, movies, ball games with family or friends.

2. Helping others in need (volunteer work, feeding the homeless, etc.)

3. PRAYING - which works for all moods, especially depression.