Psychology of Motivation

Code:

P402

Acronym:

PM

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2012/2013 - 2S

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Integrated Master Psychology

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIPSI	163	Official Curricular Structure 2007/2008	2	-	3	30	81
		Official Curricular Structure	2	-	3	30	81
		Official Curricular Structure 2012	2	-	3	30	81

Teaching language

English

Objectives

By the end of this curricular unit, the students should be able to:
- Understand the importance of motivation in the direction of behavior and in the dynamics of human action;
- Understand the reasons for the evolution of motivational theories through time and for their changes of perspective;
- Evidence updated knowledge in the domain of motivational theories, valuing the complementary nature of several sources of information;
- Analyze knowledge in a critical way, organizing and structuring it according to several levels of generality and of importance;
- Use several theoretical frameworks to analyze common problems in several life contexts – school, work, family, leisure, and sport –, and to evaluate intervention proposals in the motivational domain;
- Integrate in their personal conceptions of behavior and action, relevant aspects of the different analyzed perspectives.

Working method

Presencial

Program

Introduction to the study of motivation: Definition and evolution of the concept.
1. Theoretical frameworks and practical applications
- Homeostatic theories (Hull and Lewin).
- Expectation x Value theories:
Need of Achievement theory (Atkinson and McClelland);
Fear of Success theory (Horner);
Anxiety in evaluation tasks
- Cognitive and Socio-cognitive theories of motivation:
Social Learning theory (Rotter);
Self-efficacy theory (Bandura);
Intrinsic vs. Extrinsic motivation theory (Deci and Ryan);
Attributional theory (Weiner);
Personal Conceptions of Intelligence theory (Dweck).
- Theories of Self: Self-concept and Self-esteem.
2. Impact of school and family socializing contexts in motivational development.
3. Conclusions: Evaluation and applicability of the theoretical frameworks to real situations in several life contexts.

Mandatory literature

Dweck, C. S.; Self-theories: their role in motivation, personality, and development., Psychology Press., 1999
Faria, L.; Motivação para a Competência. O papel das concepções pessoais de inteligência no desempenho e no sucesso, Livpsic/Legis Editora, 2008. ISBN: 978-989-8148-17-9
Marsh, H., Craven, R. G., & McInerney, D. M. (Eds.) ; International advances in self research, Information Age Publishing., 2003

Complementary Bibliography

Ciochină, L. & Faria, L. ; Inteligência e cultura. Do individualismo-colectivismo às concepções pessoais de inteligência, Livpsic/Legis Editora, 2011. ISBN: 978-989-8148-70-4
Fontaine, A. M.; Motivação em contexto escolar, Uniiversidade Aberta, 2005

Teaching methods and learning activities

Activities of contact: discussion of theories and research and their utility in daily-situations, with oral presentations by the students, in small group, followed by a report produced in small group;
Open classes about on-going research, with previous organization and debate;
Autonomous work: reading articles and texts on motivation to prepare the debate classes;
Bibliography collection and preparation of questions and reflections on the themes to be lectured by the invited researchers.

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	22,00
Preparation of activities to develop in the classes	Trabalho escrito	22,00		2013-06-07
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
Autonomous Study	Estudo autónomo	37	2013-06-07
	Total:	37,00

Eligibility for exams

Considering the theoretical and practical nature of the classes, their attendance is compulsory. The students must be present and active during classes, assuring their good functioning.

Calculation formula of final grade

Continuous evaluation of the work developed in the classes:
- One final small test (individual) that aims to evaluate knowledge and their application to concrete situations (50% of the final grade, in a 0 to 20 points scale);
- Tasks to accomplish during classes, prevously assigned and scheduled, with oral presentation of contents in small groups (25% of the final grade, in a 0 to 20 points scale);
- A written report of this oral presentation in small groups (25% of the final grade, in a 0 to 20 points scale);
- Quality of the participation in classes.
Final evaluation resulting from the weighted-mean of all these parameters.
The student accomplishes the unit with a minimum grade of 10 values (in a 0 to 20 points scale).

Examinations or Special Assignments

Oral presentations of contents by small groups. Reports, in small group, about the oral presentations. Participation in the preparation of the open classes about on going research in the motivational domain. Final small test of evaluation of knowledge and its application to concrete situations (individual).

Special assessment (TE, DA, ...)

Students' evaluation follows the FPCEUP's regulation. The students must attend those classes where they are going to present oral contents in small group, and should participate in the elaboration of a final report (in small group)about that. The students should also attend the open classes about the research going on in the motivational domain, participating actively in their organization. Those students that benefit from special regimes (working students, ...) are advised to talk with the teacher at the beginning of the 2nd semester.

Classification improvement

Not expected.