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Duffy/Atwater © 2005 Prentice Hall
Chapter 7Managing Your Inner Life
• Motivation
• Emotion
Duffy/Atwater © 2005 Prentice Hall
Definitions:
Motivation: A general term referring to the
forces that energize and direct behavior toward particular goals.
Duffy/Atwater © 2005 Prentice Hall
Definitions
Emotions: A complex state of awareness, including bodily changes, subjective experiences, outward expressions of our experiences, and behavioral reactions to events.
Duffy/Atwater © 2005 Prentice Hall
Chapter Summary
A. Understanding Motivation
1. Understanding Your Needs
2. Differences between you and others
3. Everyone’s basic needs
4. Psychosocial Motives
5. Personal Motives
Duffy/Atwater © 2005 Prentice Hall
CHAPTER SUMMARY CONT’D
B. Understanding Emotions
1. What are emotions?
2. Experiencing emotions
3. Expressing Emotions
4. Managing Emotions
5. Special Emotions
Duffy/Atwater © 2005 Prentice Hall
Maslow’s Hierarchy of Needs(Lower Level Needs are listed first)
• Physiological Needs – food, water, and fresh air
• Safety Needs – money, nurturance, and security
• Belonging Needs – love, acceptance, and affection
• Esteem Needs – respect, competence, and success
• Self-actualizing needs – maximizing one’s potential
(Special Note: Maslow reasoned that these needs are pyramid-shaped with physiological needs at the
base.)
Duffy/Atwater © 2005 Prentice Hall
Basic Needs• Such needs have a physiological basis.
• But these needs can be shaped by learning.
• One important learned influence is culture.
• Examples of basic needs
include hunger, thirst, and sleep.
• Everyone is thought to have the same basic needs.
Duffy/Atwater © 2005 Prentice Hall
Psychosocial Motives
• These needs are related to our sense of psychological well-being.
• They are less related to survival than are physiological or basic needs.
• Some psychosocial needs are unlearned, e.g. the need
for stimulation.
Duffy/Atwater © 2005 Prentice Hall
• Other psychosocial needs are learned, for example, achievement motivation – the desire to accomplish or master something difficult or challenging as independently and successfully as possible.
• Another psychosocial motive is sensation-seeking – our tendency to seek out stimulating and novel experiences. There
are wide individual differences in this motive.
Duffy/Atwater © 2005 Prentice Hall
Tips for SettingPersonal Goals:
• The shorter the time span covered, the more control you have over your goals.
• Setting only grandiose goals can lead to little progress and much disappointment.
• Setting realistic but desirable goals is better.
• Once you have achieved a goal, set a new goal.
Duffy/Atwater © 2005 Prentice Hall
Personal Motivations
Long-range – goals related to the kind of life you want to live.
Medium range – goals that cover the next five years or so.
Short-range – goals set for the next month or so.
Mini-goals – goals set for anywhere from one day to a month.
Micro-goals – goals that cover the next few minutes or hours.
Duffy/Atwater © 2005 Prentice Hall
Understanding Emotions
What are emotions?
Emotions: A complex state of awareness, including bodily changes, subjective experiences, outward expressions of our experiences, and reactions to events:
Duffy/Atwater © 2005 Prentice Hall
More specifically:
Physiological arousal (bodily changes): The brain, nervous system, and hormones are involved in emotions.
Subjective experiences or feelings: We are aware of our feelings of pleasure or displeasure and liking and disliking.
(Behavioral) reactions: We typically react to emotions by
expressing them or by acting on them (e.g. yelling when we are angry).
Duffy/Atwater © 2005 Prentice Hall
Experiencing Emotions
• We often have difficulty identifying others’ as well as our own emotions.
• One reason is that our emotions are frequently in a state of flux.
• Another reason is that we have difficulty finding the right words to express our emotions.
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Duffy/Atwater © 2005 Prentice Hall
Psychologists offer various models of emotions:
-- Plutchik’s (2001) model suggests eight primary emotions –
joy, acceptance, fear, surprise, sadness, disgust, anger, and
anticipation.
-- Another model (Trierweiler, Eld, & Lischetzke,
2002) implies there are two dimensions to all emotions:
Pleasant Unpleasant
Aroused Unaroused
-- There is a dispute in psychology about
how many primary emotions exist and
whether they are found across all cultures.
Duffy/Atwater © 2005 Prentice Hall
Expressing Emotions• There are individual differences in emotional expressiveness
as well as in the ability to interpret others’ emotions.
• Age, culture, and gender all play a role in creating these differences.
• Some individuals try to deceive or mislead us about their emotions.
Duffy/Atwater © 2005 Prentice Hall
Expressing Emotions Cont’d
• One way to “read” a face and thus foil a deceiver is via microexpressions (or fleeting facial expressions).
• Body postures sometimes “leak” the true emotions of an individual, too. This is known as body leakage.
• One means to ensure accurate communication about your emotions is to use “I messages”.
Duffy/Atwater © 2005 Prentice Hall
Expressing Emotions With “I Messages”
“I messages” include:
1. A nonjudgmental description of the other person’s
behavior
2. A statement about the behavior’s concrete effects on you
3. An expression of your feelings about the behavior
4. A declaration about what you would prefer the person to
do instead
Duffy/Atwater © 2005 Prentice Hall
Special Emotions
Anxiety:
• Anxiety serves as an emotional alarm that warns us of threat or danger.
• Test anxiety is common among college students.
• Anxiety appears to have a curvilinear effect on performance (see next slide for graph).
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Relationship Between Arousal (Anxiety) and Performance
Duffy/Atwater © 2005 Prentice Hall
Anger (and hostility):
• Anger involves feelings of displeasure or resentment over mistreatment.
• Scientists have researched whether venting anger or holding it in is better. Most researchers suggest that holding it in is best.
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Type A - The Hostility Prone Personality
• Type A individuals are especially prone to hostility as well as competitiveness, impatience, and time-urgency.
• Type As are vintage “workaholics”.
• Their hostility makes them prone to heart-attacks.
• Type B individuals, on the other hand, are more easy-going.
Duffy/Atwater © 2005 Prentice Hall
Anger Management:
• Parents can teach children anger management.
• Children who are securely attached to their parents are less likely to exhibit anger and aggression.
• Limiting exposure to violent media, such as TV, can go a long way toward decreasing violence and aggression in adults and children.
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• Research demonstrates that school bullies are depressed and angry and thus turn their anger on innocent victims.
• Physical punishment of bullies and other angry children does NOT reduce anger or violence.
• Physical punishment might, in fact, worsen children’s aggressive behavior.
The Special Case of School Bullies
Duffy/Atwater © 2005 Prentice Hall
Jealousy:
• Jealousy is a complex emotion that occurs when we fear losing a close relationship with another person or have lost it already.
• Jealousy is especially apt to occur in sexual or romantic relationships.
• There are individual differences in experiencing jealousy; individuals most likely to experience jealousy
-- have low self-esteem-- are characterized by high anxiety -- hold a negative world view-- report low levels of life satisfaction-- perceive little personal control over their lives-- possess greater sensitivity to threatening social
stimuli
Duffy/Atwater © 2005 Prentice Hall
Happiness:
• Happiness is related to subjective well-being (SWB).
• SWB includes a preponderance of positive thoughts and feelings about one’s life.
• Happy people possess high self-esteem, a sense of personal control, and optimism as well as exhibit extroversion
• Both men and women report equal opportunities for happiness.
• Race does NOT predict happiness either.
• Wealth and happiness are only modestly correlated.