Psychology of Motivation

Code:

P402

Acronym:

PM

Keywords
Classification	Keyword
OFICIAL	Psychology

Instance: 2016/2017 - 2S

Active?	Yes
Web Page:	https://sigarra.up.pt/fpceup/pt/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=333019
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	174	Official Curricular Structure	2	-	3	30	81

Teaching language

Portuguese

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 throughout time and for their changes of perspective;

- Evidence updated knowledge in the domain of motivational theories, stressing 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.

Learning outcomes and competences

Learning outcomes: (i) research; (ii) diversity; and (iii) literacy in the domain of psychology of motivation.

Competences: (i) to analyze and evaluate several types of published research on motivation in different life-contexts; (ii) to analyze, to evaluate and to describe motivational differences among persons and groups, based on gender, social class, academic level, and culture, evidencing familiarity with the studies developed in other cultures; and (iii) to evidence updated knowledge about motivational theories, defining and explaining terms and giving examples; using scientific reasoning to analyze problems in the motivational domain; to be able to collect and to evaluate information efficiently; to possess a solid vocabulary in the domain, and knowledge about basic psychological principles, using and applying motivational psychology to analyze daily-problems; to reflect about the reasons and motivations behind one's own and other's actions and behaviors.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Previous knowledge - not applicable.

Simultaneous knowledge - methodological and research knowledge in Psychology.

Program

0. 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 Sociocognitive 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 socialization contexts in motivational development.

3. Conclusions:
Evaluation and applicability of the theoretical frameworks to real situations in several life-contexts.

Mandatory literature

Dweck Carol S.; Self-theories. ISBN: 1-84169-024-4
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
Faria, L.; Motivação para a competência, desempenho e sucesso: o que os futuros psicólogos devem saber e saber fazer. , Aletheia. Associação Científica e Cultural, 2013
Faria, L.; Motivação e perceções de competência na adolescência: Impacto na promoção da aprendizagem, Braga: Associação para o Desenvolvimento da Investigação em Psicologia da Educação (ADIPSIEDUC)., 2015
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 empirical research and their utility in daily-life situations.

Autonomous study: reading articles and texts on motivation, with preparation of questions and reflections on the subjects.

keywords

Social sciences > Psychological sciences > Psychology

Evaluation Type

Evaluation with final exam

Assessment Components

designation	Weight (%)
Exame	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	51,00
Frequência das aulas	30,00
Total:	81,00

Eligibility for exams

Classes attendance is advisable but not mandatory, due to logistic difficulties. If the students are present they should be active, promoting their good functioning.

Calculation formula of final grade

 

- Final examination 100% (in a 0 to 20 points rating scale), including small and long-answering questions;

-  The student accomplishes the curricular unit with a minimum final grade of 10 values (in a 0 to 20 points scale).

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

Students' evaluation follows the FPCEUP's regulation. Those students that benefit from special regimes (working students, ...) are advised to talk with the teacher at the beginning of the 2^nd semester.

Classification improvement

- Students can improve their grades once, in one of the examination periods that follow that one in which they were approved till the end of the following year if the unit has examination.

- The final grade will be the higher one, chosen between the initial one and the one resulting from the improvement.