Check out this animation: http://www.youtube.com/watch?v=u6XAPnuFjJc
First, how accurate is his information? Any problems compared to your textbook's information on these topics?
Second, how was the experience of watching this? Did it help you understand the material better? If so why?
If I gave you 24 hours of autonomy (for use for this course though!) what do you think you could do? What information would you pursue? What would you make? Or create? Or discover? How would you use your time to learn more about motivation or emotion, or use your knowledge to do something?
First off I would like to say that this animation is awesome. I like how it illustrates the points made that go along with the lecture. The video also relates the motivational concepts to an applied setting, or business setting. I think it would help people learn because they can visualize the material, and not just read off of a power point or a book. For me, personally, I don’t think it really helped me understand the material better. I was already fully aware of what our book talks about and I understand it well, but this animation does a great job of giving a visual aid to those who don’t.
I think this video is very accurate on the information that it tries to get across. One thing I noticed that I don’t remember reading about was that once you get above the rudimentary cognitive skill, high incentives don’t work anymore. The textbook mentions that incentives can serve to excite or inhibit behavior (pg. 115). It doesn’t talk about the level of the incentive like the animation does. For example, the animation talks about giving an incentive to people to do specific tasks, and it resulted in the people that could earn the most amount of money displayed an inferior performance to the lower incentive levels. People that are paid more money to do the job could be doing it for other reasons than just money, like if it was their passion or interest. Maybe the incentive is not the factor that is affecting performance levels. I believe everything else in the animation was correct. It seemed like I was in a review session at the end of the animation, especially when it was talking about autonomy. I like the example of how people where given a day time to have full self-direction, and this is the time where people fixed software and came up with new products.
If I was given twenty-four hours to have autonomy, I would use information that I have learned in this course, concerning goal setting, and help educate the youth of our community. I would do this by making trips to the middle school classrooms in Cedar Falls and Waterloo, and inform young teenagers on how to achieve their goals, and what kinds of goals they need to be setting. I believe the youth of today are the future for society. I think younger people are at a disadvantage when they are not informed early in their school year, and feel that learning about this topic in college is too late. Suppose people that don’t have an idea of how to set goals or achieve them until they are upperclassmen in college. They will be at a disadvantage because they will try and set goals that take years of hard work. And by the time they achieve them, it would be too late. For example, if someone makes becoming a doctor when they are a junior or senior in college, it will be difficult to obtain because they are so far behind. They would have to start all over in terms of the classes they need to take. If young people learn at an early age to set a long term goal, and have several short-term goals, and learn the necessary implementation intentions to reach all those goals, they will only benefit now rather than later.
I would also like to explore new methods to motivating athletes. From my past experience, I have always wondered why people that set certain goals can’t seem to get motivated to work, especially when they have potential to be great. This would probably take more time than just one day, but I would try and find ways of motivating athletes to change their behavior to work hard so they can achieve their full potential. I would try and find ways to make one’s behavior a persistent effort to achieve something they didn’t realize they could achieve. If I could successfully find a method that works well, it could be a huge breakthrough in sport psychology.
Terms: autonomy, goal-setting, implementation intentions, persistent, rudimentary cognitive skill, incentives, short term and long term goals
The basis of what this video clip was saying matches up with a lot of the information presented in the book. They present the information slightly differently but I think that both our book and this video have the same foundational idea. As it says in the video, autonomy, mastery and purpose are all vital to a person’s success rather than monetary incentives alone. The book discusses our need for autonomy. Our need for autonomy should carry over into our careers. If we are not in a job that offers us a lot of autonomy or “self-direction” as the video puts it, we will feel stifled and likely have less energy and desire to do well. When we are fulfilled in our need for autonomy we are more creative in our work, energized to do our work and happier about the work we have done. When we feel like we have a good amount of control over our lives we just perform better. When we pursue a goal with the desire to master it we have great intrinsic motivation to do well at the task. With a master mindset, we enjoy challenging ourselves and getting better. Failure is not so awful when you see it from the perspective offering feedback on how to perform better in the future. A person concerned with mastery on a task desires to do well on this task and is not necessarily driven by external factors. Rather than seeking to validate their self worth, individuals concerned with mastering a task likely care more about their personal growth. The animation video described a work atmosphere that stirs great motivation in workers. What they described is similar to the description of a person who is eudaimonically happy. The book describes a person like this as: seeking challenges, pursuing things that match their values (purpose in the animation video), authentic, “flowing” in their tasks and putting forth solid effort in life. A person with eudaimonic happiness likely is unmotivated by money. In fact, as the book says, when a person is already intrinsically motivated on a certain task, offering some sort of external reward for it (e.g. money) slowly takes away the intrinsically rewarding aspect of it and, because of that, performance drops. Encouraging workers (and others) to find eudaimonic happiness will lead to better performance and happier workers.
To a certain extent, I think watching this video was helpful. Not really because it helped me understand the material any better, but it gave me the opportunity to critically think about the relation of this video to our class and the information presented in the book. I also began to think critically about my opinions on what the video was saying. There are things that I agree with and a few that I don’t. I’m not sure if they were trying to imply at all that pay doesn’t matter at all. I don’t necessarily think they were. At first I wasn’t so sure but they did say at one point that there is basically an optimal amount of pay. When we pay people too much than we may be stripping them of any intrinsic motivation that they have for a certain task. The video didn’t really go into what happens if you don’t pay people enough to do a job. I believe that not paying enough will decrease performance. I know their data does seem to show otherwise but I can think of many people that are intrinsically motivated in their careers and jobs that would likely perform worse if they started to receive inadequate pay. Because he is highly intrinsically motivated, loyal to his company and motivated by mastery beliefs, it would take a substantial pay decrease for my father to begin performing poorly at his job. In fact, while he may never start performing poorly, he may begin pondering looking for a different job at a different company. This would be a tough decision for him to make. I have a friend that works a ton of hours each week, is busy on the weekends with work and when she is at work she is required to be working hard. She loves her job even though she dislikes the company that she works for. She is an extremely hard worker. Up until very recently, she was not paid enough for all of the work that she does. She struggled so much with what to do. She had asked for a raise a few times. She could not find it in herself to quit and she is not the type to begin slacking at work just because she thinks her pay is unfair. Yet, I think her motivation to work hard was slowly wearing thin. She was trying her best to keep her motivation high and because of her intrinsic motivation she was able to do this, yet she began to lose faith in the company that she worked for and her happiness at her job began to decrease. So, while certain people will likely still perform well at a job even if they are not paid what they should, I don’t think this should be at all encouraged nor do I think that many people would remain motivated in a job that pays them less of what they deserve. I think my friend and my dad are the exceptions to the rule.
What would I do with 24 hours…I am not sure. I love the study of motivation and why we do what we do. I may want to learn more about eudaimonic happiness, self actualization, mastery and intrinsic motivation. I’m interested in the source of motivation in people’s lives. I think a lot of the problems we face in the U.S. today stem from poor motivation. Too often, instead of being motivated to live a life of mastery, intrinsic motivation, self actualization, awareness and growth, we instead live lives motivated by greed, external factors and self validation. I believe that these more “negative” motivations lead us into unhappiness. Not only are these motivations bad for our happiness, they don’t lead us to care for those around us. Most of the time with these “negative” motivations our concern is solely for our own well being and not for the well being of those around us. That’s a sad thing. So, I guess if I had one day, I would want to learn how to transform others from more negative motivational states to more positive ones.
I love these animation videos! I am definitely a visual learning and I find it surprisingly easy to follow along with these presentations. This summer I took Organizational Psychology and I had to watch this exact video! It was a great refresher to watch the video again since the information is imperative to everyday work-life. My experience of watching this was well. I enjoy this type of presentation and video and it holds my interest well. The video definitely helped me to understand the material better. For visual learners, this type of presentation is great.
I think that this video was fairly accurate in regards to our textbook. It was nice to see the similarities between the presentation and the text. The presentation and the text mention extrinsic motivators in the work place. Extrinsic motivation arises from environmental incentives and consequences; it arises from a “do this and you will get that” behavioral contract. One of the most influential extrinsic motivators in the work place is that of money. Using money as an extrinsic motivator motivates employees to perform well, the task at hand. The presentation continued by referencing the amount of extrinsic motivation (reward) that makes employees perform most optimally. It was stated that only rudimentary skills help motivate employees to reach their extrinsic reward (bonus). Once the skills need to be addressed on a more cognitive level, the extrinsic reward no longer matters and employees either perform at an average level or at a lesser level than without the extrinsic motivation. This was a main difference between the presentation and our text. Our textbook talks about incentives in general (an environmental event that attracts or repels a person toward or away from initiating a particular course of action), but does not break down the different areas or types of incentives as in the presentation. Another topic I’d like to address is that of intrinsic motivation and creativity (regarding our text and the software company in Australia – Atlassian). Our text defines intrinsic motivation as the inherent propensity to engage one’s interests and to exercise one’s capacities and, in doing so, to seek out and master optimal challenges. From here, the presentation talks about Atlassian and how they are given 24 hours to create whatever they would like and with whomever they like, as long as they report their results after the 24 hours. This also plays on the idea of creativity under intrinsic motivation. Creativity is enhanced by intrinsic motivation. According to Teresa Amabile in the Intrinsic Motivation Principle of Creativity: ‘People will be most creative when they feel motivated primarily by the interest, enjoyment, satisfaction, and challenge of the work itself – rather than by external pressures’ (112-113). The presentation stated that new ideas that would never be thought of or pursued further resulted from this creative/intrinsic motivating 24 hours. The presentation did a wonderful job of explaining creativity a step further than the text by providing a real world example using the company, Atlassian. (Again, tying back to the presentation, self-directed autonomy produces engagement (intensity and emotional quality people show when they initiate and carry out activities) and creativity by employees). This was a wonderful presentation to tie into our textbook material. It was great to see so many terms combined to create these ideas, concepts, and theories that are applied in everyday life whether subconsciously or consciously.
If I was given 24 hours of autonomy I would definitely use my knowledge of this course content to better others’ lives. I could help explain the benefits of internal motivation over external motivation. I could inform others about the positive and negative consequences of rewards versus punishment. I could explain to others how important setting goals are and how to achieve their long-term goals. I would use my autonomy to help my family, friends, and people in the work place. If I was given 24 hours of autonomy I would pursue more information on personality characteristics. I am not an extravert, so pursuing on how to better my life by becoming more extraverted would definitely be a wise choice for me. I would pursue how to increase the happiness in my life through my personality, motivational characteristics, as well as other’s contributions to my life. If I was given 24 hours of autonomy, I would attempt to create, or endorse, happiness in others. Our text (as well as lecture in class) has aided in my understanding about how to achieve happiness – why not let others in on the secret? Everyone should have an equal chance to be happy. If I were able, I would spread the knowledge of happiness to society. Allowing this kind of information (all topics mentioned above) to be taught in the work place and in classrooms would definitely be beneficial to society.
I would use my time to learn more about motivation and emotion by talking with more professors and intellectuals that study these topics for a living. I would read more psychology papers and studies on the matters. I would use my time to better my life and myself as a person. If I was given autonomy for 24 hours I would use my knowledge of this course content to help others and to further expand my knowledge on the topic of motivation and emotion in psychology.
Terms: extrinsic motivation, incentives, intrinsic motivation, creativity, engagement, and autonomy
This video was awesome. It’s rare that I watch a video for a class and am actually glued to it. I thought the illustrations were awesome in keeping the viewer interested while also providing another form of learning. His whole concept deeply coincides with this class. I also thought the video was a good look at why people do things. Why does someone create programs or build cars? His whole purpose of this video was to understand what cause people to act at a high level performance wise and see what we can do to increase it. This whole concept is what we have learned in our class and it’s cool to see it be applied to the business world.
This video was very accurate to what our class has been trying to teach us over the past semester. People’s motivational reason for doing things usually come from some sort of intrinsic like to something. As we have learned for small easy to do tasks, a reward will usually produce high levels of job completion. This is a form of extrinsic motivation as we know. Extrinsic motivation is when a person does something for a reward or outcome. For example, if was offered 50 dollars to clean my parents car I would do the job not for the enjoyment of washing cars but to get the reward for doing the task. Extrinsically learning is not usually good for creating ideas. On the other hand, intrinsically learning is when we pursue things out of interest. An example of this would be creating a blog to talk about movies that you may have seen and why you think they are good. You are creating this blog because the information in it interests you and you want something to show for interests. These concepts can be applied to the video. Why do you think people didn’t do well on complicated tasks for money? It’s because the task did not intrinsically interest them. No amount of money can help a person complete a task they don’t like. I thought it was further shown on the simple and medium tasks as well. People completed those with ease because they didn’t take much thinking power. The reward was enough to get them through the mindless task.
In the video, it was shown that people were doing these complicated tasks for free rather than money, why is that? When you have a mastery skill set, you don’t have to limit it to your job. When something interests you, you want to explore outside the boundaries of a profession, where you are limited to the things you can do. Most people want to show the impact they can make in the interests they have. I thought this was shown perfectly in the Wikipedia segment of the video. Why would someone create a free website full of knowledge to share with everyone? Because it interests them, and their work is being recognized by millions of people. I thought it was said beautifully in the video, pay people enough so that money isn’t a factor in their work. If that is done, then their work truly becomes intrinsically motivated. Giving people autonomy at work does the same thing. Let people come up with ideas and explore things that interest them. Just like the video showed, successful ideas were being created that have never been thought of before just because people got to intrinsically explore.
I thought the experience of watching this video was excellent. It didn’t show how these examples were related to motivation and emotion but through our experience with textbook and terms we are able to establish how each of his examples is happening though our knowledge of motivation. I thought it helped me apply what we have learned to real world material instead of book examples that can be very plain and uninteresting.
If I was given 24 hours of autonomy, I would sit down and figure out how I am motivated. Each chapter I have read in the book intrigues me more and more. I find out a little more about myself each time I read. Even in this past chapter we read I became curious to what unconscious thoughts or memories would affect my motivational stance on things. I think I would sit down and go through each chapter of the book again. This time instead of reading the books examples and writing about those, I would write about how I think these concepts define my life and give more personal examples to help illustrate why they affect me. I think it would be amazing to a have personal journal or blog that depicted your entire reasons for doing things. For example, answering questions like, why am I in my current major? Why did I choose to come to UNI? Why do I like to draw? Why do I like science fiction so much? It would be awesome to figure out the roots of all the things I like and do in my life.
Terms: Intrinsic motivation, extrinsic motivation, autonomy, unconscious, incentive.
I thought this video was fairly accurate in regards to the textbook’s information on these topics. Over the past 14 chapters we have learned about various aspects of motivation and these related to punishments, rewards, incentives, mastery, autonomy, and purpose as well. It was great to see some real examples of how these terms can play into our careers and into our lives. Careers tend to play a large role when talking about motivation and emotion. It takes a lot to motivate a person to want to better themselves and the company, and this video talked about how to do that in different ways and what does and doesn’t work. This video talked a lot about extrinsic motivation and how money is a large aspect of this. This correlated with our book by talking about rewards and how money can play a large role in motivating us to do better in our careers. Thus, a lot of different concepts were very similar to the textbook in this aspect. While the textbook also talks about rewards, punishments, incentives, and other factors to increase or decrease motivation, I could not find where the book talked about the difference between mechanical skills and cognitive skills, however. The video stated that when it comes to mechanical skills, a higher pay or higher reward would improve the behavior, or lead to a better performance overall. What the video differed from the textbook on, however, was the fact that once the task involved any level of cognitive skill, larger reward led to poorer performances overall. This surprised me, because I just assumed that the higher pay would lead to increased motivation in all instances. I actually still have a hard time agreeing with the video, but it stated that there were several studies indicating these same results. The video went on to say that if you don’t pay people enough, however, they won’t be motivated at all. So the point is to pay people enough that they’re not thinking about the money, but they strive to be rewarded in other ways. That is where autonomy, mastery, and purpose came into play. These all correlated with the book as well. The video stated that the goal of autonomy is self-directed behavior. Most people want to direct their own lives in some way. Mastery is described in the video as the urge to get better, and purpose is to find a reason for all of these things. We talked about these terms in the book when talking about psychological needs, and these all correlated with the video.
In some aspects this video helped me understand better because I am a very visual learner. I think it went really fast though when talking about more complex issues such as socialism, mainstreams, physics, and other aspects of the economy. Those things just went right over my head because I’m not very interested in those types of things. It made it easier to learn when he literally drew pictures of what he was trying to explain. For example, when talking about incentives he drew a couple pictures of stair steps to indicate the different levels of monetary rewards levels of cognition. Without actually seeing the image it might not have had the same effect on me.
The video talked some about autonomy and how self-direction is the better way to go because it helps us build engagement. It talked about how one day of autonomy in an experiment led to many new ideas and business directions in just ONE DAY. When we have autonomy it makes us want to develop mastery, or the urge to get better. And when we have mastery, it often gives us purpose and fulfillment! So if I was given one day of autonomy for this course I would probably take it out to the real world and test what I’ve learned! Really the possibilities with all of the topics in this course are unending. I think one of my favorite topics that we’ve discussed has to be motivation aspects of happiness when talking about different personalities. I’ve never been really big into research, but I think with a day of autonomy for this course it would be a good experience to actually go collect some evidence first hand of how extraversion plays a motivational role in the happiness of our lives. There is already a lot of evidence out there about these things, but being a psychology major I just think it would be great to go out and talk to people about their experiences and get that first hand evidence. As I think I mentioned in the blog that talked about this topic, I tend to see myself as somewhat introverted, and I know that that plays a big part in happiness, at least in my life! That’s why I’m so interested in this topic and want to know more. I could even tie it into my passion to help the elderly as well. I just feel like the elderly are filled with all sorts of knowledge that isn’t really being used to benefit the world! A lot of people see older adults as basically waiting to die, but they have so much yet to offer. Think of the knowledge we could get from them with very little effort! I think it would be interesting to go and hear some stories and find out what factors motivated them at different stages of their lives. It’d be interesting to know what types of things motivate them on a day-to-day basis now in their lives as well. I just believe that there are endless possibilities when learning about topics relating to motivation and emotion!
Terms: motivation, emotion, extrinsic motivation, rewards, punishment, introversion, extroversion, happiness, engagement, incentives, autonomy, mastery, purpose, cognitive skills, goal
Oddly enough, I had just seen this animation a few weeks ago because my fiancée was on youtube and found this interesting so he sent me the link! It’s hard to say how accurate this information is. Obviously it seems pretty credible because the speaker cites some studies done at other colleges. It does kind of contrast with our textbook though. In our chapters on incentives and extrinsic motivation, there was no information that the incentive of a monetary reward would only work when the task at hand was something mechanical that didn’t involve higher order thinking skills. It was very interesting to find out that money really makes performance decrease when the task involves anything that you actually have to use your mind for. The textbook actually says that money is a great incentive when the work is uninteresting. During the video, however, the study in India showed that when people were offered two months salary their performance decreased and they ended up doing the worst of all.
I did really enjoy watching this video. I watched it once with the animation and the second time I just listened to the guy speak and didn’t watch the animation because I realized it can kind of be distracting. I do think this video helped me understand the material in the course a little better because even though some of the information contradicted our textbook, a lot of it was the same. For example, the discussion in the video on the importance of autonomy and mastery goes with our textbook. It was a nice review of concepts covered in previous chapters on intrinsic and extrinsic motivation and on the need for autonomy and mastery etc.
Lastly, if I was given 24 hours of autonomy to use for this class, I would probably use it to do more research on happiness and motivation. I’ve always been interested in positive psychology and the studies done with subjective well-being. For research methods, that was the topic I chose to write all my papers on. To learn more about the motivation aspect, however, I would want to research the links between happiness and how that has to do with motivation. I might even like the time to conduct a study but I doubt 24 hours would be enough time! Another thing I might do with the 24 hours is plan out my goals. I thought the chapter in the textbook on goals was very interesting and I would take this knowledge and information and apply it to my life and the people around me. If people would know how to set goals and how to attain them, they would most likely be much happier! I would sit down with my family and friends and help them break their goals into mini goals that can be attained hopefully making it much easier for them to reach their final goal!
Terms: extrinsic motivation, intrinsic motivation, autonomy, mastery, incentive, reward
I thought this animation was quite interesting. It kept me intrigued and informed about what motivates people in the workforce. It definitely relates to the book because we have learned about incentives and rewards. I thought it was really interesting learning that once a task called for rudimentary cognitive skill, a larger reward lead to poorer performance. Even though money is a lot of peoples motivation in the job they are performing, that shouldn't be what motivates us the most. In the video, it really focuses on autonomy, mastery, and purpose. These are the three factors leading to better performance as well as personal satisfaction, which I completely agree with.
In the book, autonomy is described as the psychological need to experience self-direction and personal endorsement in the initiation of one's behavior. Providing a person with a choice may be the most obvious and widely used way to support a person's need for autonomy. This relates to the video because in one experiment, a company gave their employees 24 hours of autonomy to do whatever they wanted as long as they showed their results at the end of those 24 hours and it turns out that most employees are more creative when they are given the freedom to choose what they want to do during those 24 hours. Overall, self-direction is useful if we want engaged employees in the workplace. The video also talked about how mastery and how it is the urge to get better at stuff. It's more satisfying to do things you want to do (this also goes along with goal setting). Sometimes people set specific goals because they want to. It may not be for a reward, but for the satisfaction. Challenge and mastery motivates people more often than rewards. The last thing is purpose. There is more to work than just going to work and doing the tasks required. People like a sense of purpose for being there, and in order for this to happen, the video says that there should be more focus on science and not just using rewards such as money to motivate people but to actually care about people and listen to what they really want.
My experience of watching this was very enlightening. I learned some new information on how employees can be more motivated without using certain rewards. I also knew some of this information already which refreshed my memory on the topic. Although I did like the animation, it did get distracting at times and I had to stop and go back to read through the words or listen to his words so I could get the key points. But yes, it did help me understand the material better due his great examples and drawings.
If I were given 24 hours of autonomy when it comes to this course, I would research more deeply into autonomy, purpose, and mastery and the studies done that prove these work more than rewards because this is what I'm actually interested in. This is what my career pretty much will consist of. By understanding how to motivate and engage my employees will increase the level of their performance which will indeed make the company more successful because of employees efficiency and effectiveness. I really enjoy learning about motivation in the workplace and I think companies that give employees the choice of autonomy (such as staying at home on Fridays) is more efficient than making them come into work because obviously the video states that overall it does create more creative thinking for ideas and innovation.
Terms: motivation, emotion, rewards, incentives, autonomy, mastery, purpose, cognitive skills, engagement, goals, self-direction, goal setting
This video focuses on the underlying motivation to do something worthwhile. Although, there are some main terms that were covered in the video the overall point was relayed in a business setting stating the difference between profit and purpose incentives. As far as the accuracy goes, the video was spot on. I feel the points that it brought to surface compared with our text, yet still ran over some small factors that might have quite a bit to do with motivation. It focused more on the three main components of autonomy, mastery, and purpose. Overall it concluded with these resources given, success is bound to follow. I agree, I just think that the person watching this should also be more aware of the emotion brought in behind motivation and the choice of people given each task also has a large impact on successes rate. Personality type and the source of motivation can change how a person reacts when given autonomy. It would be easy to say that the video describes our text to a t, however, I think it lacks for a full understanding for motivation. I guess I feel our text described how many people can excel from autonomy and mastery while others need a controlled environment to excel. For example this class, some people I am assuming completely excel while others struggle. (This is proven from rate my professor.com) The professor instills intrinsic motivation and autonomy for us to gain mastery and competence with the reward of knowledge and a good grade. I personally would feel better about getting a B in this course knowing I did it on my own rather than a class that is completely controlled with an A. This video rocks, there is no doubt about it. I personally think it would work in a skilled environment with passion, but may not work in all environments with all people. Too many people lack self-worth and passion for the three things above to lead to success alone. The final part of the video leaves us with an inspiring example of people that use the skill the have to implement a new idea for free with their free time and then sell it for free. Yes, that is cool. However, these people have intrinsic motivation towards a particular skill.
My experience of watching this was great! I did however have to watch it twice before writing anything down for a reflection. I enjoyed how all the topics correlated with our text and the summary of concepts in a real life situation helped me understand motivation better. The animations were somewhat distracting but in time I think they would help me remember rather then just my notes. Putting pictures with words is one way that I have always learned well. The man telling the story also has an excitement in his voice that gets you interested. It is a great way to learn outside of the box.
I really enjoy this class in a nerdy way, I think if I had twenty-four hours I would jump in excitement. I would spend a majority of time just in discussion with the other students, I think I would also spend some time reading other peoples blogs and listening to how they reflected. Researching some of the studies from the book would also intrigue me. I might try to find a group of students interested the same topics as me and create a research project on happiness, unconscious motivation, or another topic from the text. I think my time would be used in a valuable manor because of my intrinsic motivation for this class and psychology as a whole. I would be goal directed and have a large sense of purpose.
Key Terms: unconscious motivation, intrinsic motivation, autonomy, mastery, purpose, personality type, environmental event,
This video was alright. It displayed all the information with great visuals and the man was a great speaker, but I did not enjoy this video as much as I hoped I would. As I was listening to everything the speaker said, it sounded like the video was very similar to what the book had to say on autonomy and incentives. I remember talking about money not being the best reward for higher cognitive tasks and that just giving people freedom to do what they want to be productive is really a great incentive to getting things done. Our textbook explains that having an autonomy supportive environment leads to psychological well-being, better performance, strong engagement, growth in development, meaningful learning and promotes healthy motivation (p.153). All of these things are a result of just being able to direct yourself and regulate your own behavior. The video does a good job of explaining that money doesn’t always make people work to their best ability and by letting them achieve their own set goals is really a great way to reward a person who is not feeling reward enough from money.
By watching this video, I did not feel like I understood the context any better than I already did. It was a great visual though to be able to see someone explain it differently. The video moved really fast and I needed to watch it more than once to catch everything. I was getting a little dizzy with how fast it was all going, but they may be just because I am not the best at learning things fast, I take time to comprehend everything that I am hearing and the visual also took me time to understand. So both the visual and the listening made it a lot harder for me to concentrate on the topic. I do understand that some people learn things better visual and I am not that type of person when it comes to a complicated bit of information. Overall, I did like how everything was displayed even if I did not learn much more from it than I did from class and the textbook.
It is difficult to think about getting 24 hours of autonomy since I am so used to having my day all planned out by homework and work, but it would be awesome to get 24 hours to discover some more about motivation and emotions. I think I would use my time to go into greater research on some of the topics that I found interesting throughout this course. One of the topics I loved reading and learning about was goals and goal setting. I know that I personally need to improve in this area of my life and I would want to become the best that I could be at setting and achieving realistic goals. I would sit down and come up with some achievable goals for my 24 hour period and also think about what is motivating me to accomplish these specific goals. Right now I am applying to graduate schools, I would love to use some of my time to figure out my motivation to why I choose certain schools over others. Another thing I would like to do with my time is teach others about what I have learned in this course. I know that this information could benefit people in some way that they may not even know. I would tell people about internal and external motivation and how we use both to make a person want to accomplish certain tasks. I would also share that everyone has needs in life and that these needs can be physical, psychological or social. Everyone uses these needs in everyday living and most of the time people do not even notice why they have these needs. I hope that by inform people about what I have learned will also open their eyes to a new way of thinking just like I have since taking this course.
Terms: autonomy, incentives, goal setting, achieving, needs
I feel that the information presented in this animated video was highly correct. Throughout both our text and class lecture we have learned a lot about motivation and how the use of incentives and rewards can be either beneficial or detrimental to our internal motivation. Like in the animated clip, the book talked about how intrinsic motivation is the inherent propensity to engage ones interest to exercise ones capacities to seek out and master optimal challenge (Reeve 111). When intrinsically motivated, doing something because we want to do it, not because we are told to do it, leads to more creativity and persistence, autonomy, competence, and relatedness. Pursuing intrinsic goals leads to higher functioning and psychological well-being. When adding in incentives and rewards to the combination of motivation many things can happen as stated in the video clip. According to the text book, when rewarding an individual for a task that is already intrinsically motivating to them, the reward begins to take away the once intrinsically motivated activity. When participants are extrinsically motivated, they tend to gradually lose their perception of autonomy and show decreased intrinsic motivation. Autonomy, as discussed in the video clip, is the psychological need to experience self-direction and personal endorsement in the initiation and regulation of one’s own behaviors. Our behavior is autonomous when our interest, preferences, and wants guide our decision making processes to engage or not to engage in particular activity. In the video clip, when workers for a soft ware company were allowed 24 hours of autonomy to do what they wanted with who they wanted, tons of new findings were discovered that benefited the company the individuals were working for showing that autonomy leads to more productivity in the work place.
I really enjoyed watching this video clip and felt that it gave me an even better understanding of the material in the fact that it was kinda silly and goofy with the animated drawings which not only kept me interested but also was kinda distracting. I actually had to watch it twice because the first time I was watching the man draw the images rather than paying attention to what he had to say.
If I had 24 hours of autonomy for this course I am not real sure what I would do. I know that I really enjoy some of the outside activities such as watching this video clip or reading the book for our book reports and would like to do further research on how people are motivated. I really enjoy connecting the information from the world around me to the information used in this class so I would like to create an ideal teaching plan for college professors and universities on how to keep students intrinsically motivated for school. When learning about motivation and emotion in this class all I can think about is ‘geez if my professors only took this class, I would take so much more away from all of my classes and learn a great deal more while enjoying the learning process at the same time’. I feel that being able to set up a research project and create a proposal in this topic area is how I would spend my 24 hours of autonomy in this class.
Terms: Autonomy, Intrinsic Motivation, Rewards
Ah! This animation is awesome! It made the topic so interesting! I think this animation was right on target with the book. I think it says exactly what I've learned in this class and in other classes. It really is an interesting thing to learn about because it goes against what most people believe would be true about incentives. This fact is true though, because mastery and autonomy are whats actually important to people. When people have to do a simple mechanical task, incentives work just the way you think they would. But, when the task being performed requires any form of cognition, the incentives actually do the complete opposite of what they are supposed to do. They make the individual perform worse! When people are given autonomy then they perform at their best. This is because they are working on something that is interesting to them and because they get satisfaction out of mastery. I think that this video made it really clear and it really helped me understand the material covered better. I acutally plan on watching some more videos by this person!
If I was given 24 hours of autonomy, I guess I'm not really sure what I would do. I suppose I would study the topics that have been most interesting to me. I would look more into things like facial metrics, personality, and topics like this one. I would love to take a personality test or something like that. That is something I've always wanted to do. I think that it would be really cool to see what my results are. I think I would probaby do a lot of things like that. I like to test myself and found out different things about myself. I have always found things like this interesting. I would also love to teach about these things that I find interesting, or be the leader of a group discussion about the topics I feel I know most about. I think I would love to do something like that.
Terms: Autonomy, incentives
I thought that the animation was a super cool way to incorporate important concepts with interesting visual stimuli. It held my attention throughout the video’s entirety. I think that the information that was presented was actually fairly accurate in terms of what we have learned throughout the course in our textbook and in lecture. I didn’t really pick up on any problems or incongruities on the topics that the video animation touched upon.
It discussed the truth about what motivates us, and it brought up studies showing three different levels of monetary rewards based on how well you perform certain tasks or challenges. The results showed that tasks involving only mechanical skill had predictable outcomes, with people performing better if they received a larger sum of money. What they also showed, though, was that once the task called for rudimentary cognitive skill, a higher reward led to poorer performance. This finding was initially strange, but this type of study has been repeated over and over again with the same exact results. Higher incentives lead to worse performance. This information sort of went hand-in-hand what we read in the textbook about optimal performance. If people are not challenged enough or if they are challenged too much, their performance will be poor. But if the challenge is moderate and the reward is realistic and attainable, then optimal performance will ensue.
The animation also touched on money being a motivator at work. If you don’t pay people enough, then they won’t be motivated. Yet, money is an extrinsic motivator, and there still needs to be some form of intrinsic motivation at play for people to perform their best on different tasks. This is why autonomy, mastery, and purpose play large roles within this topic. For example, if you want engagement, self-directed behavior (autonomy) is better. Autonomy in the workplace has led to new and created discoveries that would have never emerged without the option of self-direction. Mastery is important, too, because of the fact that getting better at something is very satisfying for people. Purpose is also important because it makes coming to work better and makes people get better. People don’t do great things without purpose. All of these principles together might build organizations that make us better off and help improve the world as a whole.
The experience of watching this animation was neat because it presented a new way to visualize the concepts we have been learning in class. I already have a pretty good grasp on the information that we have gone over so far, but this video was definitely a nice refresher and was probably an awesome tool for people who learn in a visual manner.
If I were given 24 hours of autonomy, I think that there are so many things that I could do with it. I would specifically like to explore motivation and love and attraction, though. I find it very interesting that love appears to motivate individuals to do things that they may have never done if they were not with that significant other. Love plays a large role in many lives, which makes me more curious to figure out all kinds of information about it. How do people choose certain mates? What does love really mean and entail? What motivates people in western cultures to remain monogamous in their relationships? Are there different types of love? If so, what are they? What motivates people to celebrate love? My list of questions surrounding love and motivation could go on and on! That is why I would choose to pursue this information. I know we covered motivation and emotions in class, but I would like to delve deeper and focus solely on how love motivates people to act in certain ways. I would love to discover the actual science of love. I could search for all of the physiological, psychological, and other components that make up the idea of love. I would use the knowledge that I have to research and learn more about how the concepts of love and motivation are related. This information could lead to breakthroughs in figuring out why people stay in abusive relationships, why relationships fail, or what it takes to keep different relationships intact. I would love to be the person to find the answers to all of the questions I have regarding motivation and love.
Terms: motivation, rewards, incentives, optimal performance, extrinsic motivation, intrinsic motivation, autonomy, mastery, purpose, emotion
I found this video to be very interesting. I am a visual learner so I thought the fact that he drew pictures to go along with what he was saying was really cool. He did talk really fast though, so there were a few times where I had to backtrack to hear what he said. Other than that, I really enjoyed this video and think it was very accurate with what we have been talking about this semester. Its main focus was on motivation and it emphasized a lot on incentives and positive and negative reinforcements.
I don’t think that this information really helped me understand the material better, but it did refresh what we talked about in previous topics at the beginning of the class. If it did help at all, it’d be because it implied visuals and as I stated above, I am a visual learner. They discussed how if the reward is big, then we are more motivated to go after the bigger award. They also discussed that if the reward isn’t that much, but it’s considered the highest, we won’t try to go for that award. What I found interesting was that he talked about how the people who score the lowest and the medium are ignored, while everyone focuses on the highest winner. This is true with the lower and medium class as well. They don’t have a lot of benefits or awards given to them and the only time the lower or medium class is really focused on by the government or anyone is when they are portraying the lower/middle class as being very poor and bad. When the lower/middle class does something rewarding, it goes ignored. I also liked when he talked about how people do things they love on the weekends, or for free because they love them and want to get better at them. People now are so focused on having a lot of money that they have forgotten the little things in life that used to make them happy. I don’t think that everything we do should be based off of the rewards we are getting, such as money. We should do things just because we want to get better at them, because they make us happy. By practicing and becoming better, it makes us more in control of our feelings.
If I had 24 hours of autonomy I would focus on myself, my strengths, my weaknesses and my desires. I would see what I am already motivated in and see what areas that I need to further motivate myself. One area to motivate myself would be to not procrastinate, especially with my school work. I have been working on this the past year and I have done a little better, but I’m still not where I ideally want to be. In order to do this, I can make my incentive something like go watch a movie with a friend, go for a walk in between writing the paper, or to do some sort of small activity, as long as I give myself a break from the paper or studying. I would also want to motivate myself to exercise more. I walk to class every day and occasionally will go work out, but I want to get on a routine where I actually work out, two or three times a week. I will use what we’ve learned to change my behavior to focus on the outcome of the results instead of thinking about all the other things I could be doing or. I also think that if I worked out by myself I would be more likely to be consist with doing so because when trying to work out with a friend, if they bail, it increases the chances that I will also bail.
Terms: motivation, incentives, positive reinforcement, negative reinforcement, rewards, control
I found this video to be very interesting. I am a visual learner so I thought the fact that he drew pictures to go along with what he was saying was really cool. He did talk really fast though, so there were a few times where I had to backtrack to hear what he said. Other than that, I really enjoyed this video and think it was very accurate with what we have been talking about this semester. Its main focus was on motivation and it emphasized a lot on incentives and positive and negative reinforcements.
I don’t think that this information really helped me understand the material better, but it did refresh what we talked about in previous topics at the beginning of the class. If it did help at all, it’d be because it implied visuals and as I stated above, I am a visual learner. They discussed how if the reward is big, then we are more motivated to go after the bigger award. They also discussed that if the reward isn’t that much, but it’s considered the highest, we won’t try to go for that award. What I found interesting was that he talked about how the people who score the lowest and the medium are ignored, while everyone focuses on the highest winner. This is true with the lower and medium class as well. They don’t have a lot of benefits or awards given to them and the only time the lower or medium class is really focused on by the government or anyone is when they are portraying the lower/middle class as being very poor and bad. When the lower/middle class does something rewarding, it goes ignored. I also liked when he talked about how people do things they love on the weekends, or for free because they love them and want to get better at them. People now are so focused on having a lot of money that they have forgotten the little things in life that used to make them happy. I don’t think that everything we do should be based off of the rewards we are getting, such as money. We should do things just because we want to get better at them, because they make us happy. By practicing and becoming better, it makes us more in control of our feelings.
If I had 24 hours of autonomy I would focus on myself, my strengths, my weaknesses and my desires. I would see what I am already motivated in and see what areas that I need to further motivate myself. One area to motivate myself would be to not procrastinate, especially with my school work. I have been working on this the past year and I have done a little better, but I’m still not where I ideally want to be. In order to do this, I can make my incentive something like go watch a movie with a friend, go for a walk in between writing the paper, or to do some sort of small activity, as long as I give myself a break from the paper or studying. I would also want to motivate myself to exercise more. I walk to class every day and occasionally will go work out, but I want to get on a routine where I actually work out, two or three times a week. I will use what we’ve learned to change my behavior to focus on the outcome of the results instead of thinking about all the other things I could be doing or. I also think that if I worked out by myself I would be more likely to be consist with doing so because when trying to work out with a friend, if they bail, it increases the chances that I will also bail.
Terms: motivation, incentives, positive reinforcement, negative reinforcement, rewards, control
This was sweet! It was awesome to watch this short clip on what motivates us. It was a very creative and interesting way to explain motivation. The way they exemplify the information easily grasps my attention which makes it that much better to watch. When getting taught about something in this manner, it really makes me understand the material better because it actually seems enjoyable. It does not seem like it is necessarily an educational video, but rather something fun and enjoyable to watch. Being able to visualize the material, rather than just read from a textbook is conducive to my learning. It did not really show examples related to motivation, but through what we have been taught over the last months, we are able to establish how these happenings occur. Another aspect I liked about watching the clip was how it made me think about the relation between the video and the information through the textbook. Overall, I liked the change of pace. I liked watching a video that educates me instead of reading pages of material, which at some points, gets old to do.
I believe that this video is very accurate on the information that it is preaching. You could definitely see how the presentation and the text are on the same topic. A lot of the lingo used in the video, I have read in the book. This was a nice aspect to it because when I was watching the video I knew the terms being used and did not have to second guess what they mean. A part from the video that goes “hand in hand” with the book is intrinsic/extrinsic. Majority of the reason we are motivated comes intrinsically within us. On the other hand, accomplishing a task and getting rewarded for it is a form of extrinsic motivation. For example: If a professor offers extra credit for going to a seminar and writing a reflection on it, the student is not going to do this for enjoyment of the work (seminar and reflection) involved, but rather the reward (extra credit). The student goes for the sole sake of increasing their chance at a better grade which is better in the long run. In cases where extrinsic motivation is a factor, it can fluctuate your intrinsic motivation as well. In a circumstance, where someone is prized with something of great value to them, they are determined and motivated to succeed so they can receive their reward. In another case, if someone gets little reward for doing something, they are going into it half-hearted and could care less.
If given twenty-four hours of autonomy, I would totally start off by sitting down and figuring out what motivates me. In this class, I have really started to identify myself more and more. The chapters have really grasps my attention and have got me thinking in a way to relate it to my life. Therefore, I would look back and just “jot” down how this affects me. I would try and get an idea of what/why I do what I do. Simple things like why is UNI the school for me? Next, I would do more with goal-setting. The goal-setting (chapter 8) chapter was one that has stuck with me. When reading about goals, during that week it really got me thinking about my life and the future. I started to quickly realize that goals are something of great value to a person’s life. Small or big, it does not matter, but simply accomplishing goals little by little has great benefit to one’s life. In essence, with me sitting down and “thinking,” I am hoping to ultimately figure out how to increase the happiness in my life on a more consistent basis. I already consider myself a happy person and a person who enjoys life, but like I said, “more consistent” with being happy. AND lastly, after sitting down and just brainstorming about myself and getting accomplished that I want done within myself, I would then spread the joy and bring the awareness of motivation to others. I would explain the basics to my roommates, family, etc. Having them understand the positives and negatives that revolve around goal-setting, rewarding, intrinsic/extrinsic motivation, punishment would be of great value to them. On a funny side note, by educating my parents on motivation and emotion, it would show them I truly did learn something at least in one of my college classes. And with informing them, this kind of material and information would totally be beneficial for them. That is the great thing about this topic is that everyone has and gets motivated, as well as, expresses emotion. This is not like a math class, where expressing my knowledge about “proofs” does not benefit the people I talk to about it. Motivation and emotion is a universal topic that everybody benefits from if they are aware of it.
Key Terms: motivation, intrinsic motivation, extrinsic motivation, reward, autonomy, goal-setting
I thought the information was fairly accurate to my overall understanding of this material. One term that he used that I was not familiar with was rudimentary cognitive skill. I got the understanding that this is advanced cognitive skills and when the task at hand is subject to this, the more we reward, the worse the performance. Something that we learned in our book. I was surprised that he didn't ever mention intrinsic motivation, the motivation or drive within ourselves to achieve a task. His three main areas that he did talk about via motivation hinted around intrinsic motivation, he just didn't ever say it and I thought it would have done a good job at summing up what he was trying to get across- that one should and would get more things accomplished with said task if one were intrinsically motivated to do so. He talked a lot about doing the task, not for the money, but for more for self worth or for autonomy, mastery and purpose.
I really liked watching this video because I am a visual learner and watching the animation while the guy was talking really helped me engage myself and stay awake and alert while learning. Although he did go pretty fast at times, I stopped and went back, no problem. I think overall I knew what the basics of what he was talking about so it was easier fun. Although, thinking back to it, having just the video to learn this information I wouldn't have learned as much with having both forms of information at hand. Reading first, then watching this video is a great mix.
Goodness, if I had 24 hours of autonomy... This makes me think back to Mr. Maclin's classes. For every Thursday blog he asked us to go on the internet and research a topic from the chapter that we found interesting. This, looking back now after being in this motivations class, was a great autonomy based way of teaching and learning. (if I remember right, we had this same autonomy opportunity earlier in the semester on a different blog) I really liked that because we have the chance to further research a topic that we truly cared about. We weren't thinking about the grade, we were researching and learning about something we truly cared and were intrinsically motivated to do. So, back to the question of our 24 fictional hours of autonomy. I really think I would do some behavior observations. I really like to people watch and now that I know more about motivation, I would like to simply sit in a park, or a mall, somewhere, and conduct a behavior observation study on motivation. To observe people in their natural habitat is something that I find fun and rewarding and gives me a sense of mastery and purpose.
The hybrid classes in general give us more autonomy that any other class I have taken. We get to rant on blog sites about something we just learned. There isn't much pressure, and I love when I get to just basically "throw up" (sorry for the lame/gross analogy) on to paper/internet about different subjects that we generally care about or think are interesting.
Terms: intrinsic motivation, autonomy, mastery, purpose
This video was great and offered a new perspective on motivation by not only discussing it, but also illustrating it. I don’t think the video caused me to understand the material any better than I already do, but it did cause me to reflect on what I’ve learned, which in my opinion is just as important. I also liked how the video incorporated research that has been done in regards to motivation. I think applying research makes concepts more meaningful because it highlights why they are important and it allows the concepts to be demonstrated in real life situations (e.g. the workplace).
I think the information provided in the video is very accurate when compared to the information provided in the textbook, especially how it describes autonomy and mastery. We all have the desire to do what we want to do as well as the desire to be good at whatever it is we are doing – which is made clear in the textbook as well as this video. However, something that was surprising to me in the video that wasn’t covered in the textbook was that once a task calls for rudimentary cognitive skill, greater incentives seem to weaken performance. This was surprising because, like most people, I have always thought incentives acted as motivators regardless of the situation, but this is not always the case. As I thought more about this, the more sense it started to make. When people are intrinsically motivated to participate in tasks; incentives become virtually meaningless. For example, the video discussed highly skilled individuals offering software they created during their free time to companies for free. Therefore, if you allow autonomy and give people a choice to do what they want to do – they will be productive regardless of the incentive because they are doing something they actually enjoy and not just because they are being paid to do it.
If I were given 24 hours of autonomy I would used what I’ve learned in this course throughout the semester and use it to benefit those around me. For instance, I have numerous friends that I know have goals, but they aren’t doing anything to accomplish them. Instead of taking the necessary steps they need to take to accomplish them, they say things like “someday I’m going to do this” or “I hope I find a job” without taking action. One thing this class has taught me is how to set goals and how to direct my behavior to accomplish those goals – and I know there are people around me who could benefit from learning these things as well. I would like to encourage those around me that I know have the potential to do more to benefit themselves and I think a good way to do that would be providing them what I’ve learned this semester. All in all, I think almost everybody thinks they have goals – but in reality only some people are actually doing what it takes to accomplish them. I think some people fail to realize just how far they can get in life if they remain positive and stay motivated to accomplish both long and short term goals. This is why I would spend my 24 hours urging people to change their views and start taking the necessary steps to improve their own well-being.
Terms: autonomy, mastery, incentives, intrinsic motivation, short/long term goals, goal directed behavior, well-being
At first I had trouble focusing on the content of the animation. The drawings were very distracting for me, and I had to re-start the video and close my eyes to get into his talk and focus on what he was saying. I guess I’m not a visual learner! Once I got on track and was able to pay attention, I realized that it lined up very accurately to our textbook and our class as a whole. Throughout this class, I have been relating the content to myself. This video gave me a new perspective of how motivation can specifically be applied to a business setting.
Motivation can be regulated by external means - such as incentives, consequences, and rewards. An incentive is an environmental event that attracts or repels a person toward or away from a course of action. Incentives always come before the behavior and give the person an expectation that attractive or aversive consequences will follow the behavior. In the video, he uses the common example: money. He talks about a study that found the following: the higher the incentive (more money), the better the performance. This is something our book did not address. The guy in the video also stated that this only applies to mechanical skilled tasks. He says that cognitive/creative based skills do not follow the same pattern. Apparently, incentives do not increase performance in these types of tasks; they actually lead to poorer performance. Our book did not distinguish these two different types of tasks and how they might relate to incentives.
Autonomy was also a big part of the video, and it seemed to match up with the book very well. When we experience the freedom to create our own goals and make our own choices, we are experiencing autonomy. The video talked about a company that gave their employees 24 hours of pure autonomy. They could do whatever they wanted, with whoever they wanted, as long as they showed their results at the end. This lead to many innovate ideas that furthered the company in a very positive way. The video was ultimately saying that people work really well and creatively when they are able to experience autonomy and feel like they have control over their work. The book says that autonomy enhances engagement, which means the person will put forth a higher effort. The video and book seem to line up really well in this section.
If I had 24 hours of autonomy, I would further research a few specific topics we have talked about it this class that really interested me: goal setting and striving, affiliation/intimacy, and the connection of happiness and extroversion. I would search for research done in these areas and additional books that describe them in more detail. Specifically regarding goal setting and striving, I would really like to sit down and create a goal. Using every piece of that chapter, I would concretely and specifically create a goal plan, probably relating to my academic goals or health goals.
Terms: incentive, extrinsic rewards, autonomy, goal setting, affiliation, intimacy, extroversion
I thought this animation was very entertaining and it was really nice that not only did he talk, but I was also able read what he was saying as he was saying it. The accompanying semi-funny, yet very memorable, drawings were also vital to assisting in remembering. I found the information to be very informative and the information it provided did not appear to be inaccurate in anyway. You had said that the material found in the motivation and emotion textbooks is often considered pretty dry. It hasn’t been as bad as I thought it might be, but I can definitely attest to the dryness that you had talked about. The video combined visual, reading, and listening learning styles in a way that could probably relate to everyone and their individual learning styles. There was a lot of information for only ten minutes, but if someone watches it a couple times, it should be easy to interpret the message; especially since nearly everyone’s preferred reading style is used in the presentation.
Like I previously stated, the information presented coincided with the information we have learned about in class and in the textbook. Even though it was presented in a drastically different way and each piece of information was not mirrored in both sources, the general ideas were reflected in both places. One major concept that is found in both sources is the fact that there is not a full, positive correlation between incentive and production. The example given in the video was money and productivity. The extrinsic motivator (money) is the incentive to head to work and be productive. An individual knows that if he or she does not maintain a certain level of productivity, they will no longer make money. This makes sense, but it is not this straight forward. The type of work also determines how productive the employee will be. In the book, it states that if the task is too hard, the person will get discouraged and lose the motivation to complete the task well. If the task is too easy, the person will lose interest and motivation. A task needs to be at a happy medium when it comes to difficulty level. A parallel to this apparent when rewards are examined. In the presentation, the amount one is rewarded and productivity level also resembles a bell curve, peaking at a mid-level of reward. No matter the economic status of the participant, subjects performed universally worse when offered a lot of money. As the book states, the pressure of the possible money to be made can hinder performance if the individual is not exceptional at the task.
Extrinsic and intrinsic motivation was also explored in both the text and the video. The video discussed people completing tasks for no pay. He emphasized that these people had regular jobs and with their little free time, they decided to attempt to solve computer problems which to most people would seem like work. They were intrinsically motivated to complete these tasks. They were choosing to do it (autonomy) and were very good at it (competent). Autonomy and competence are two psychological needs that this activity fulfills.
If I had 24 hours to do nothing but think about this course and how I can obtain more knowledge about it, I would use much of the time attempting to discover more about facial expressions. This is a subject that really interests me and I think could be the most useful in day-to-day life. It would provide an advantage in nearly every situation if I could view enough faces to determine which expressions are related to which emotions. If you are clearing my schedule for 24 hours, I am assuming you have the power to give me enough subjects that I could conduct a small experiment. I would show them video clips that intentionally induce a certain emotion. This would be repeated for each emotion I want to examine. Next, I would ask them to make a facial expression with nothing stimulating their emotion. It would be interesting to compare what their perceived facial expression of an emotion would be compared to their natural facial expression when a certain emotion is induced by a video clip. You could also compare socio-economic levels, race, gender, or any other demographic category and see if there are any differences in the facial expressions.
Terms: autonomy, competent, intrinsic motivation, extrinsic motivation, incentive, reward
I thought that the information presented in this video was very accurate compared to what I read in the book. He had a good point when he said that high rewards lead to lower performance; we learned this when the book discusses intrinsic and extrinsic motivation. The book states that “the imposition of an extrinsic reward [such as money] to engage in an intrinsically interesting activity typically undermines (has a negative effect on) future intrinsic motivation” (pg. 122). In other words, rewards sometimes work as motivators, and sometimes do not. The video also mentioned the importance of autonomy in and mastery in regards to motivation. The book states that “autonomy is a psychological need to experience self-direction…we are not self-determining when some outside force takes our sense of choice away” (pg. 146). This means that we are motivated to behave in particular ways if that behavior lines up with our personal interests. In regards to mastery, the book says that those with a mastery orientation “remain task focused and are bent on achieving mastery in spite of difficulties and setbacks” (pg. 243), which shows that they have a lot of motivation to continue whatever task they are working on. The part of the video that I don’t recall learning from the book is the part about mechanical work vs. cognitive work. The guy mentioned that high monetary rewards were motivating for mechanical work, while low monetary rewards were motivating for cognitive work. I don’t think that the book distinguished between different types of behaviors in regards to motivation and rewards, and I am not sure that the guy’s statements about the differences are accurate.
I didn’t enjoy watching this video. The cartoons were impressive, but I thought that they were random and jumped from one idea to the next very quickly. I like being able to take my time to fully comprehend what I’m learning, such as when I’m reading the textbook or interpreting charts; this video didn’t allow me to do that, and for that reason did not help me to understand or remember the material better.
If I had 24 hours of autonomy, I would read everyone’s blog posts from the beginning of the semester until now. I haven’t taken the time to do that at all, and I think it would be interesting to see the different perspectives others have about the main ideas of this course. Not only would it be a good review of everything that we have learned, but I would also see connections that others had made that I had never thought of. The blogs that I would be most interested in would be the movie blogs, because I could easily recall scenes discussed in the posts, and relate what the others said about them to my own observations while watching the films.
Terms: intrinsic/extrinsic motivation, autonomy, mastery
I would say this video is very accurate. The textbook and the animation share the same information but the animation discusses them in more detail. The animation talked a lot about incentives and rewards. An incentive is an environment event that attracts or repels a person toward or away from initiating a particular course of action. The animation talks further about incentives and the studies that have researched incentive levels. Research has found that the higher the incentive for completing a task, the worse people performed. The animation also talked about rudimentary cognitive skill that the textbook did not. Rudimentary cognitive skill is explained in the animation that high incentives do not work anymore because it will lower people’s performances. I really liked the idea that Atlassian Company does. They give their employees a whole day that allows them to do whatever they want with whomever they want as long as they give them the results the next day. According to the video and the text, this is an effective way to get results because it lets the employees be creative and take charge.
I really enjoyed watching this video. I am a visual person so it helped me see the connection and understand motivation better. The drawings actually made it easier for me to understand and it kept me interested. When I read the text book I always find myself re-reading sections because I don’t understand the material or I get bored and tune out. This video is really fast but I understood everything he was saying and I was able to follow along with his drawings.
If I were given 24 hours of autonomy for this course I would research more about happiness and emotions. I was really interested while reading those chapters and I would like to learn more about them. I would read more studies that have been done and also look for fun videos like this one. I am a visual person and learn best when I can see how it all connects. I would also look up simulators like the face training simulator we had to do for class. I would even want to try to conduct my own research study about motivation. 24 hours is not a lot of time to do a research study but it would be interesting to observe or studies people’s motivation
The part on reward seems to talk about studies different from those in the textbook. The presentation shows the impact of reward on performance, whereas the textbook illustrates other aspects shown in its Figure 5.5. There are also sections about autonomy, mastery, and engagement in the presentation. In general the textbook has more details on these concepts. I am not sure how the term purpose matches the content of textbook. Maybe it is similar to the ideas in Chapter 8, or maybe Chapter 10 or 15, but this notion is not as clearly defined in the textbook.
I feel that the camera moved too fast during the recording, so I had to rewind and look at the drawings I missed every now and then. Besides this annoying fact, the film does make course material easier to understand. Unfortunately, we have watched it too late. Most concepts in this film were in past chapters.
I think I probably would not create anything useful for this class in only one day, but I would simply sit down and read as much as I can, or glance through the chapters and make a list of terms that I do not understand. I could then read about those topics closely or look them up in search engines for better explanations.
The animation supports many of the same points and ideals as those presented in the textbook, the largest of which was extrinsic motivations. External motivators are based in environmental, social, and cultural events, and arise out of rewards from outside oneself, it is the ideal of “do this and you will get that.” One of the most widely focused on aspects of extrinsic motivation is its role in the workplace. The video describes that companies use sums of money like bonus' to motivate their employees to do work harder. However the book and video do not overlap on their ideals of money as an incentive for extrinsic motivation within the workplace. The textbook simply presents that money is in fact an incentive for some individuals in the workplace because they receive the reinforcement to increase behavior. The video however focuses more on the idea that this increased incentive can actually lead to decreases in results when it concerns cognitive skills. The textbook failed to break down and incorporate cognitive and mechanical skills in relation to motivation. Both the video and the textbook were able to agree on the fact that money can be a positive reinforcement for individuals with low intrinsic motivation when it comes to mechanical skills.
The video identifies autonomy, mastery, and purpose as the 3 factors that lead to better performance. Autonomy is the desire to control our own lives, individuals want the freedom to decide what is important and how to conduct their lives. Personal control is ones ability and motivation to control and influence the things that happen to them. Finally, mastery is achievement oriented, and is based on the development of ones competence. All of these things are discussed both in the text and the video.
If I was given twenty-four hours of autonomy I think I would be highly productive, as the video suggests people tend to be when given autonomy. I know I personally tend to pursue ideas when I personally want to do as opposed to doing something because I have to in order to get good grades. I would focus on figuring out what motivates me, and utilizing the things I discover to make myself a better student, employee, and overall individual. I would take the time to look closely at myself and how I effect the environment around me as well has how the environment effects me in return. With this knowledge I would be able to figure out how to best motivate myself that I may otherwise be unmotivated to do. For example, I have a generally low motivation to clean my room, but the textbook explains that competition is a good motivator, so I could turn it into a competition with my roommates to see who could have the cleanest room, then I would be more motivated to clean it. I would simply discover how to best utilize my abilities, interests, and emotions to maximize my personal level productivity in aspects of my life like school and work.
Terms: External Motivators, Incentive, Reinforcement, Autonomy, Personal Control
This video displayed a lot of information that we have learned throughout several chapters this semester in a very comprehensive way. It's main point was general motivation and where it comes from in the real world. When it discussed incentives, I found myself thinking back to the chapters we have read about incentives. I remember learning that incentives can have both a positive and a negative effect, depending on when an incentive is used. This video talks about an incentive actually being detrimental at a certain point in a job. For example, money can be detrimental to motivation, whether it is too much or too little, it can be distracting and take away from a person's intrinsic motivation. Being intrinsically motivated means that a person wants to do something and has personal interest in whatever it is. When an incentive such as money and a salary becomes the only reason someone works towards something, they have quickly become solely extrinsically motivated, which can quickly lead to a decrease in motivation to do well and succeed. Intrinsic motivation is so important, especially in a career. When a person is intrinsically motivated, their "incentive" to do well becomes a reward for doing what they are passionate about and enjoy. This video definitely reaffirms this concept. Also, I would say that autonomy was another very important concept in this video. A large portion of the animation was dedicated to talking about what a person can accomplish when they feel their sense of autonomy. This is very interesting to me. The fact that when people feel some freedom to do what they want in a certain field, much more gets accomplished and discovered. When people no longer feel a barrier and have much more wiggle room, they don't hold back and are able to do so much more. The video talked about the discoveries and findings that occurred when autonomy was more prominent. Autonomy leads to productivity.
I thought this video did a great job reaffirming these concepts that we have already read about and discussed. Did i learn much more from this video, not really, but I was very intrigued by the animations (which means that I had to watch it twice), and I thought it was helpful in putting more concepts all together. I think that someone that hasn't been in this class would get something out of this video and learn a lot of the general concepts we have learned.
If I had 24 hours of autonomy for this class, it is hard to say what I would do. I think that my first priority would be to educate my family and close friends. I think that it is important to know that psychological background to motivation and can lead to more success in life. I would help them understand the facts behind goals and goal setting, as well as intrinsic and extrinsic motivation and the overall happiness that should be sought out in life. I think that if I was able to educate enough people, it could start to make a difference. I also think that lending some of this insight to some professors would be a goal of mine during these twenty four hours. I think that some professors need to understand more about intrinsic and extrinsic motivation to help gear their students in the right direction in their respective classes. With any other time, I would definitely continue to educate myself in this field of study because it is very interesting to me.
Terms: incentive, intrinsic motivation, extrinsic motivation, reward, autonomy
The animation video shares and supports a fairly good amount of the same concepts as our textbook. It discussed concepts of intrinsic and extrinsic motivation. Even deeper into the latter, it discussed reward, punishment, autonomy, incentive, autonomy, mastery, and purpose. It applied these concepts into the work and real world. The video discussed about a few studies on motivation and their results. It talked about how money was a major extrinsic motivator and its effect on motivation. The video said that incentives are great when you have simple and straightforward tasks. These tasks are described as if you do this, you will get this. The video stresses that is a great example of when incentives work. But when tasks become complicated (cognitive tasks), incentive does not actually work very well. This is where the video does not share the same view with the book. The book says that money is a good motivator because it reinforces their behavior. But the video says that people won't be motivated if they aren't paid enough. When they are paid enough, it leads to better work because they won't be thinking about the money. When that happens, three factors lead to better performance: autonomy, mastery, and purpose. A good example of autonomy leading to performance is self-direction. The example in the video is the Atlassian company. Once a quarter, the company gives its developers 24 hours to work on whatever they choose. They can do whatever they want as long as they show them what they were working on. This led to the company finding software fixes and new product ideas. The thinking behind that was that they let their developers work on something they enjoy and have fun with (intrinsic motivation). The the video discusses about mastery. It is the urge to get better at stuff, such as people playing instruments on the weekend because its fun and it is satisfying. He explains a hypothetical situation with his old professor for a business model that if he got people doing skilled work for free and that they enjoy to do. And what they create, they give away rather than sell it. From this type of model, they got Linux (a very recognized operating system), Apache (web server), and Wikipedia. Then it goes on to talk about purpose. When the profit motive becomes out of control from the purpose motive, bad things happens (bad products). Purpose is to find a reason for everything that we do.
I really enjoyed watching this video. I learned quite a bit and liked the drawings that went with the lecture. I thought the drawing were creative and thoughtful. It also helped that they had written words with the drawings also. I feel like I'm more of a visual learner, so I was able to enjoy it and learn at the same time.
If I was given 24 hours of autonomy in he class, I think I would be productive. I would choose to look more into the personality, happiness, and extrinsic and intrinsic motivation. I think I would try to set up or prepare to get a research in the making of the correlation of personality and motivation and their impact on success. I feel that it would be very interesting to see correlations between motivation and personality. Are some personalities better for motivation than others? How much does motivation impact on personal success.
I really enjoyed the video, it was interesting and had lots of great information. The video was a great demonstration of how people work and what drives a person. It compares weather money or autonomy is more of a reward for a person. The video said that autonomy is better. If people are able to work on what they want, with who they want they come up with more new ideas. Money matters for people who are under pressure to get money will do worse than people trying to make just a little money. This idea is the same as the book for the most part.
We have learned that autonomy is very important and people like to have freedom and they need that sense of power and control. Perceived control is so important; this is how much control a person believes they have. When workers are given freedom they suddenly have control and a chance to shine without the pressure of messing something up or not making a dead line. With freedom to choose they are working on a project they care about and enjoy. This help the companies that have this come up with lots of new products.
Money is the other factor within this scenario. Money is a quasi need. People need money to eat, pay for rent, and buy other needs/wants. I find it interesting that the need for freedom is greater than the need for money. If a person gets to fill their need for autonomy and get paid this would be the best case scenario for everyone.
This idea really plays to the ideas in chapter 5 of intrinsic and extrinsic motivation. Intrinsic motivation arises from inside the self. It is when a person is motivated to do something based on the feeling of autonomy, power, related to others, and competent. A person needs to be social and get along with other. Humans are social creatures and need interaction. Everyone also needs a sense of competence. They need to feel like they can master stuff and be in control of their surroundings. By giving workers in a business setting this intrinsic motivation atmosphere they will be happier and get more done since they are in control.
Extrinsic motivation, on the other hand, is outside forces that motivate us to do a certain behavior. This is "if you do this, I will give you that". Money is the best example of this, but it could also be candy, praise, rewards, etc. These are great and will motivate people, yet the video and experiments have proven that the intrinsic motivators will get a more positive result.
This video was clever and awesome to watch with the drawings. It combined many topics we have been talking about into one main idea/experiment. The drawing really helped to add entertainment. I liked this. It helped me a lot to be able to see some more real world uses for this class.
What would I do with 24 whole hours to just learn more about motivation and emotion? The first idea that comes to mind is just going and reading through all the blog posts. People have been working really hard on them and I have not had time to read them. I would learn a lot from what the others have written and their opinion. That is the beauty of this class many of the blog questions are personal or have ways for people to make them their own, letting their personality shine through. After reading the blog posts I would go people watching. That is the best way to learn about motivation and emotion. The best way to study people is to watch and interact with people. I do not think I would create or make anything, maybe take notes on what I am seeing, and also take picture. I love pictures and they show/tell so much about a person and their emotions that moment. I would just be taking what I have learned out into the world and watching people. I think that would be a great plan since after this class we now look at people and why they do what they do differently.
Terms: Autonomy, Power, Control, quasi needs, social needs, drive, motivation, intrinsic/extrinsic motivation.
My experience watching this video was entertaining. I thought this video was a little fast past for me, I had to keep pausing it and setting it back to catch some of the things he was talking about. I also got distracted with all of his drawing, I think the illustrations helped get his point across, and made it easier to understand, but I kept thinking of how he was drawing all of those pictures. The illustrations and words written on the white board were extremely helpful for me to understand, I prefer it better than just listening to someone discusses the topics, and I think visual aid helps a lot when it comes to understanding the material. I believe the material he was presenting was pretty accurate, especially the key terms. Like autonomy, he described it as the desire to be self-direct, and in our book autonomy is described as the psychological need to experience self-direction and personal endorsement in the initiation and regulation of one’s behavior. He also talked about incentives being a motivation for people. Incentives are an environmental event that attracts or repels a person toward or away from initiating a particular course of action. The example of incentives he used was money, he explained how, if the work was mechanical, the high incentives, pay, the better workers performed. He also explained how when it came to cognitive work, the performers did poorly when receiving the higher pay. This is due to autonomy, mastery and purpose. Because these workers feel like they are told what to do they are not motivated enough, or have intrinsic motivation, to do their task, but if these workers were giving a 24 hour period to get there job done on their own time their performance would be better. If I had 24 hours for this course and with this book, I think I would accomplish a lot especially if I got to do whatever I wanted to do. First I would look at the table of contents and look for the particular chapters I was interested in. I would probably read those first and if there were any chapters related to those topics that also interest me I would read those next. I would probably look for experiments done and try to do the same, so I could get that hands on experience and knowledge of the book.
I really enjoyed this video because it had three different ways of learning. First the guy drew out all the different situations along the way. Second he wrote down all the words and definitions. Third he spoke the terms and examples throughout the whole video. This way whether you are a visual or auditory learner you have every way possible to learn and retain the information. I think that helped me retain the information a lot better. I usually would consider myself a visual leaner because if I see someone do what I am trying to learn then I am more likely to remember the information that I am trying to learn. However I found it very helpful to have someone reading, writing, and drawing what I was learning about. The only negative thing I found about the video was that I thought it went a little to fast. The drawing and writing appeared to be in fast forward to keep up with him talking and the narrator was talking a little too fast for me, but since it was a video I was able to pause or rewind if needed. I also enjoyed the topic of this video because I really enjoyed learning about rewards and punishment. One of my favorite classes I have taken at UNI was Behavior Modification with Otto Maclin because I found it very interesting and he made it easy to follow along and retain information. I think that class was so fun and interesting to me because he would have us do worksheets, but then we would go over all the concepts and examples together as a class. Also as long as you attempted the assignment he would give you points for the assignment since we would go over it in class. That goes along with what the guy was talking about in the video because I was rewarded with a good grade by completing the homework. The good grade would serve as the motivator in this example. The good grade was the incentive to complete the homework assignment. This is an example of positive reinforcement.
If I was given 24 hours of autonomy I would try to complete some of my personal goals. I feel like everyone has so much pressure in their everyday lives to do what is expected of them and what they are told they need to do. We have to go to work in order to pay our bills and we have to go to school in order to get a good job to be able to pay our bills. So sometimes I feel like all I do right now is just go to school and work. Which is fine because it will pay off in the future and I want to accomplish these things, but if I had 24 hours of autonomy I would sit down and decide exactly what it was that I wanted to do at the exact moment if I had no other responsibilities. I think I would go somewhere I have never been before and go on a mission trip. I have always wanted to go on one and I always talk about it, but I have never went out and done it. I always have other obligations or responsibilities that I have to take care of. As it applies to this class and what I have learned I would be motivated to help others because I would receive the motivator of the positive feeling I would get to be helping someone who is need of somebody’s help. I think that positive feeling in that situation can be one of the strongest motivators because you feel so much better about yourself and life in general.
Terms: rewards, motivator, incentive, positive reinforcement, autonomy
First, I enjoyed watching this animation play out. It really does connect to what’s in the book, well. I’m more of a visual person, so this helped explained the chapter of autonomy for me a little better by watching all the art the narrator did, while he talked about what each thing meant. But I’m sure other people wouldn’t learn anything new, because they already have or know the information well enough from what they’ve retained from the book. Motivational concepts can be related to this video, because this could be used in an applied or business setting. The visual aid is a biggie, when it comes to helping people be more aware of the information. But that’s if you preview to have visuals over just the plain and simple facts.
Second, I really do think that this little youtube video did a good job at staying accurate and lined up the facts and information with the textbook, nicely. One similarity that both the video and the book had, is the mentioning of extrinsic motivators that are present in the work place. It comes from the thought; if I do this you’ll be able to get that contract. Money is a big factor for being the most influential extrinsic motivator. Having money on hand or using it to pay employees with, they are able to have better performance levels. It mentions how once skills are only found at the cognitive level, the reward factor no longer is there, and the people either perform at an average or lesser level. The book talks about incentives, however it doesn’t go over the different areas or types, like the presentation did. One more thing I’d like to discuss, briefly is that creativity under intrinsic motivation, will help creativity be enhanced. People will be at their peak when it comes to creativity, when they feel motivated, satisfaction, have an interest, or enjoyment, and finally be up for challenging themselves to work hard at achieving their creativity skill. In the presentation Atlassian is an example of a real-world company. Basically here it just says that self-directed autonomy produces engagement. Overall, I was able to take out some new facts about these terms and how they could be used in different ways, because of this presentation.
If I was given 24 hours of autonomy I would go over how I continue to be motivated. I would enjoy going through some of my favorite chapters, to have a better connection and understanding why I continue to do what I do and why I do I continue to do it. Since, I would know exactly what I am looking for, I would be able to find the right concepts I’d want to work off as to figure out how it connects with me with motivation. I might even go as far as writing a journal about my findings, and then sharing the concepts that are the most interesting to my friends on family on twitter and facebook, because I’m not much of a blogger, so I’d stick with sites I know and somewhat trust to leak out tad bits of information about myself and motivation in general. I know I’d have a good time figuring out who, what, when, where, and what things in general are a big motivational booster for me to do well and why sometimes I struggle having any motivational skills.
Terms: autonomy, extrinsic motivators, incentives, intrinsic motivation, creativity, engagement,
I really like these animation videos, and I’ve seen quite a few before. They are generally pretty good about putting pictures to ideas, and I like that a lot. These videos have now been made to explain lots of things in the business, corporate, fitness, and classroom worlds. They have been used and set to motivational speakers, and lots of other things. It didn’t really help me understand the content any better I don’t think, but it was definitely nice to watch something instead of listen or read like a student does traditionally. But I can see why this is a good resource to have for students and seminars.
I think the video is pretty accurate on the information that it gets across. I thought it was interesting that the higher the incentive, the less likely they were able to perform at a higher standard. The book says that incentives can excite or inhibit behavior, but not to what degree like the video does. The video explains that when a person was enticed by higher rewards, their ability to do these relatively simple tasks became much lower than when offered a lot of money, than when the monetary reward was smaller. People who aren’t paid to do jobs seem to do better than those who are, at least to some degree. The formula that the video explained was the pay a person enough to not have to worry about money, and that’s it. Both the book and the video talked about extrinsic motivation in the work place, or “If you do this, then you get that,” concept, and they both seemed relatively accurate in that sense. Our text talks about intrinsic motivation as the inherent propensity to engage one’s interests and to exercise one’s capacities and, in doing so, to seek out and master optimal challenges, and the video talks about the company in Australia, and how once a month they let their employees do whatever they’d like for 24 hours as long as they can report back to them. They have a higher rate of finding bugs in their systems and having new product ideas than companies who don’t.
If I was given 24 hours of autonomy, I think I would use my information that I learned in this course and reflect on myself, as well as my friends, and learn why they do some of the things that they do. I also think I would talk to some people whom aren’t easily motivated about motivation and emotion, and how to be more goal-directed and goal orientated. Maybe I could take my knowledge that I’ve learned from this class and write a self-help book for getting motivated! Or, I could just make a video, because, I mean, who has time or energy to read? I’d also like to learn more about relationships and motivation. Why are people motivated to get married? What motivates people to want to establish intimacy with one another? Why do people try and attract the people that they do? So many questions.
Motivation, extrinsic, intrinsic, incentive, reward, emotion, goal-directed, goal-orientated
First off this animation was extremely interesting; I loved his explanation and the way it flowed through the animation. It was interesting to see the way he applied motivational concepts to the business world. If business were to see this I bet it would make them wonder if they should give their employees some more autonomy in hope of them being more productive. Overall I think the animation was mostly accurate it just expressed the concepts differently compared to the book. I thought the concept of money and how it is a motivator but if we don’t pay people enough money to take the idea of how much they are making off their minds they will not be as motivated. Basically people need to be motivated because they feel a sense of purpose and autonomy in their work. I completely agree with this idea, as in my job money does motivated me but if I was paid slightly more or if I wasn’t paid more and I was able to work at my own pace I am positive I would be more productive. I would also probably feel more positive while working. We all want to feel like we have a purpose in our jobs as well as our day to day activities. Thus this feeling will cause individuals to become more productive and pay will no longer be as large of a problem. Individuals need goals and rewards because they do help guide and direct behavior, however if we also give them more autonomy they are likely to be even more productive. In terms of intrinsic and extrinsic motivation both need to occur. If individuals are intrisically motivating themselves as well as externally motivating it is likely they will be more productive.
Overall I enjoyed watching the animation but it didn’t necessarily help me understand the material better, it just helped me think in a different way about the material. When the same information is presented in a different way I find it interesting to continue to learn as it is a new experience and I have a different perception about the material. I probably would have learned more if I would have watched it before we covered the material in class and through reading the book. In fact it probably would have made me even more motivated to cover the material in class because I would have found it even more interesting than I already do.
If I had twenty-four hours of autonomy I am positive I would get more homework and studying done. This would occur because I would be able to work at my own pace, thus allowing me to get other activities done when necessary. I like to do some work and then relax or take my mind off of the task for a while, basically pacing myself. If I was able to do this every day I guarantee I would be more productive than I already am. Also if I was to do this I would feel better and be more positive, so on top of getting more work done my work would be better in terms of quality because I am in a good mood. If I had more autonomy in this class I would do more research about topics I think are interesting. With the information I find I would find a way to make it useful in someone else’s life. A lot of the topics in the book would impact everyone very positively, yet the majority of the general population doesn’t even realize very simple ways or things they could do to make their job or life in general more purposeful and enjoying.
Ever since the beginning of this class I thought the concept of autonomy was very interesting and I realized that if I had more of it I would be so much more productive. If business would realize or at least ask what their employees enjoy or what they would like to change about their job in order to help them become more productive, they would simply have more work and better quality of work happening. If we allow individuals to have time and positive things that motivate them individually throughout their work day, it is very likely that business would have happier and more successful employees. Overall I found this animation to be very interesting, and I liked looking at the material from a business standpoint.
Terms:motivation, emotion, intrinsic, goal, extrinsic, purpose, autonomy
First, on a personal note, I really enjoyed the way this information was presented. I liked how the animation was drawn, and it added more life to his presentation. It gave me great visual representations of how these concepts are applied. Honestly, I wish that college classes could have more animations with the teachings because I think it gives a better understanding and provides people a visual representation of how these concepts can be applied.
The information presented in the video followed the information that I’ve learned in this class and other class quite accurately. Even in Applied Psychology we learned about this concept that offering a higher reward doesn’t cause people to work harder or do better. The video also was very accurate with the concept of workers getting autonomy. I can think of multiple examples in my everyday life where someone is given the freedom to come up with new ideas for the company. That person doesn’t make any more money for coming up with this idea, but just the concept of having the freedom to express their creative abilities drove them to be excited about this task and even perform better.
I feel that the animation helped me understand the information better. When learning about the concept of rewards, it can be quite a twist when learning that higher rewards can actually lead to poorer performance. When learning this is Applied Psychology, I can remember multiple students having to ask questions and have the professor repeat the information because they felt they had heard something wrong. This animation provided many clear examples of the concepts, and they also provided many reasons why other things besides payment help motivate people.
If I was given 24 hours of autonomy, I would try and research different ways to motivate children in under-privileged environments with their schoolwork. When I had a field experience in Waterloo, there were many children that came from poor households and did not have the motivation to do well. No sticker on their paper or candy rewards would help then do better. What I would want to do is research what kinds of things would help perpetuate them into the mindset that they can have a privileged life.
This video was really interesting to watch. Obviously it was just a lecture, but the animations at least kept me interested. The video showed us that when given a task, if the task only involved mechanical skill, the higher incentives led to better performance. However, once the task called for rudimentary cognitive skill, the larger reward actually led to poorer performance. These kinds of studies have been replicated many times and the same results are shown. The video also talks about different motivators, such as money. There are also 3 factors that lead to better performance, which are autonomy, mastery, and purpose. I think that what the video is really getting at is intrinsic and extrinsic motivation. As we know from the course and our book, intrinsic motivation comes from within, such as a desire to do well or perform better Extrinsic motivation comes from outside sources, such as getting paid money to do your job.
As for how accurate the video is, I think that it is fairly accurate in regards to what we have been learning about in class. The video and the book have the same view of autonomy, which is the need to be self-directed and have decision-making flexibility. The book goes into more details about autonomy, talking about the three experiential qualities that work together to define the subjective experience of autonomy, which are the perceived locus of causality (an individual’s understanding of the causal source of their motivated actions), volition (an unpressured willingness to engage in an activity), and perceived choice (the sense of choice that we experience when we find ourselves in environments that provide decision-making flexibility). The next thing that the video talks about is mastery. Master is the urge to get better at things. I think this is a fairy accurate representation of what the book talks about with mastery as well. The final factor is purpose, which the video talks about how we are not only profit-maximizers but also purpose-maximizers.
If I was given 24 hours of autonomy, I would use the knowledge I have gained from this course to help me with my personal goals. The video talks about how having one day of autonomy would produce things that never emerge. I think this is true. Throughout this course, besides the week we were specifically looking at goals, I had not spent much time thinking about how exactly I could achieve my own personal goals. If given 24 hours where I could do this my own way and on my own time, I would probably get much further in that day than I have in the time span of the entire semester, simply because I have the control over how and when I choose to do it.
Terms: autonomy, mastery, purpose, intrinsic motivation, extrinsic motivation, perceived locus of causality, volition, perceived choice
I really enjoyed this presentation; it was cool to see visual effects presented right before my eyes. I feel like I have seen a video like this, and it was also well done. They really explore the deep meanings of certain subjects and try to find a solution. This presentation seemed accurate enough, as I delve through the book to find a mirror solution.
The appearance of the whole presentation with all the terms, and ideas that were going into it, gave me the presumptuous gesture that this guy knew what he was talking about. The book seems to be more specific and hold more details towards certain key parts as the animations give basic description and understanding (besides incentive). He discuses incentive quite a bit, brings up ideas of intrinsic and extrinsic motivation from the book. His main point he was trying to get across is that extrinsic motivation does not work. Which by representation from the book, is semi true, rather that intrinsic motivation causes a person to be more involved and interested in what they are doing. For example from the animation the Australian organization that had the free day at work basically, tried and successfully created a form of intrinsic motivation, not by forcing their workers to do something but rather, acknowledging that they are smart and understand what they are doing hence giving them the opportunity to explore the area and flourish in their own manner (instead of using a standardized version)
If I got 24 hours for free course work alone I would probably dive in to the ideas of psychological and social needs. I would like to experiment with the idea of education and the motivation behind it from an early age. I would like to find encouragement through social needs and form bonding type programs that will hinder kids impression of bullying in the first place. Through this I can begin to form hypothesis and thus run tests to help and develop my null hypotheses. I want to explore and enhance the minds of children.
Terms: Motivation, Intrinsic and Extrinsic motivation, psychological needs, social needs,
I thought this video was amazing, from the aspect of reading the book versus watching and listening to a somewhat presentation over the same information I feel like I learned and actually comprehended twice as much. I was able to make the connections that I had remembered reading in the book, but fully hadn’t understood what the book was exactly saying at that time. I felt like the purpose of the video corresponded with the book. The goal behind the animation was to get people to understand why people do certain things, what can influence someone to work at a high level of performance, and does that influence or motivation have to money(obviously not). By representing the information in an animation form and with modern day examples I feel like it was more entertaining; the video was almost 11 minutes long and yet I felt like I had only been watching it for 5 minutes, and usually I would have zoned out about 3 times if it had been an in class lecture.
I thought that for the most part the information presented went right along with the book, however there was one bit of information that I could have possibly not read or don’t remember reading and that was the part about rudimentary cognitive skill, and how that a high incentive or motivator( such as money) won’t work or be as effective any longer. From the book information I don’t believe it went into depth or even talked about the level of which an incentive will still be effective. Both the animation and the book covered extrinsic motivation; which comes from incentives and consequences, or a “do this and you will get that” behavior. The animation covered this information nicely; I enjoyed how it showed a man with a carrot hanging in front of his face. I feel that it has always been instilled since we were children that if you do something this way then you gets a reward. I took the information from the book and the animation and applied this to my life; growing up my dad never demanded that we do something, he gave us choices. With a list of chores he would say you pick two and your brother picks two, well given the fact that I always got up before my brother did I would always get to pick the two easier chores, we also weren’t rewarded with money right away, his system was that if we helped around the house, got good grades and stayed in extracurricular activities than we had a lot more freedom and could ask for money to do things, but if we slacked on any of the things listed then we knew we didn’t deserve to go and ask for money or whatever it may be.
A main difference between the presentation and our text was that the textbook talks about incentives in general (an environmental event that attracts or repels a person toward or away from initiating a particular course of action), however the text did not break apart the different areas/ types of incentives that the animation did. I also felt that the animation went more in depth and presented the information more effectively on the topic of creativity under intrinsic motivation; meaning people will feel more creative when motivated by personal interest. The animation used the example of Atlassian; which I thought worked wonderfully given the fact that I could visualize exactly what the narrator was saying, and I actually sat there and was nodding my head because I could see exactly how it would work. All in all I thought this animation was perfect given the material that we had covered in class, I fell as if it filled in those blank or questionable spots that I had, had.
If I had 24 to just sit back and do something that interested me within this class I think I would use to better children and the way we influence them. The chapter on motivation and being extraverted or introverted really intrigued me. I personally feel like growing up I had a lot to say, but sometimes I was shot down and instead of feeling good about myself for thinking of something or speaking out I almost felt punished. Why am I just being educated on motivations, punishments and reinforcers; why couldn’t I have been aware of this earlier on in life? I would try and figure out a way to start effecting children at a young age, I think that also needs to start with teachers; we need to stray away from the typical teaching methods. Instead of making children do tests all the time why not have them write down what they have learned to so far, there’s been so many times where I have been taking a test and I won’t know a question, but I will know so much more than what’s being asked on the test. Being a nanny ive seen of the children struggle with school work and I think it’s because he’s being told what he should know, why not let children tell us what they know. Thinking about it I’m in my senior year of college, and I have recently just felt t like I have finally found a teaching/learning method that better fits me; it was hard at first writing these blogs because I actually had to think about what I wanted to write, I had to read the material; but prior to this class I would just study the required information so I could pass the test and not think twice about it ever again. I think a class like this should be started much younger, possibly in grade school (with modifications of course) Obviously this would need to be planned out and have much more thought into it before it could be put into action, but I think it could be a good start, when you think about it; it seems silly to cram for a test, but not really caring if you remember the information later on just as long as you pass, and I also feel like that’s why certain children don’t like school/test taking ( myself included)you can cram and study all you want but as soon as you do poorly on that test there no longer is a reward given, you simply want to stop trying.
Terms: motivation, intrinsic motivation, extrinsic motivation, rewards, punishments, mastery, rudimentary mastery skills.
I really liked this animation. It reminded me a lot of an animation, sort of, that I watched in another one of my classes. It’s called “The Cost of Cool”. If you’re ever bored, you should really check it out sometime. It is very eye opening. Anywho – just like the one I previously watched, I was somewhat nervous that I would be bored throughout the whole clip. As I’m sure you’ll all agree, that was not the case, and I found the clip to be pretty insightful. I felt like it did a great job of applying some of the concepts we’ve learned in class to a real life setting, particularly a business setting. In some ways it “dumbed down” the material we’ve learned so that others who haven’t taken courses over motivation and emotion could understand the concepts. One thing it really talked about that we talked about earlier in the semester was autonomy. Autonomy is the sense of having control and power in our decision making. I liked this clip because it took this new word we learned and applied it in the real life of our careers. It is ideal to have at least some autonomy in our career. If we feel helpless in our decision making in our career and feel like our opinions do not matter, it is hard to come up with any motivation. We are solely left with extrinsic motivation (our salary) which is no where near as strong as intrinsic motivation. However, it is important to note that some salary is important in motivation. This is the one thing I didn’t agree with the video. The clip talked about how those who are encouraged are motivated to perform at their highest level, regardless of their salary. I’m not so sure I agree with this. However, I also realize that I might be a bit different. On the first day of class, or at least one of the first few days of class, Kim asked us to raise our hands if we would still work after winning the lottery. I was one of the very few people that didn’t raise my hand. However, I would consider myself to be a very happy person. I get great encouragement from my family and friends, and I’ve had bosses in the past that have also encouraged me. My particular case is some what contradictory to what the video clip was saying. So though I agree that intrinsically motivated people, those who are happy with their job and are encouraged by their coworkers and supervisors, perform higher than those who are only extrinsically motivated. However, it is important to know you can’t just take salary away altogether. There needs to be a nice mix of encouragement and salary.
I really liked watching this video because it helped me apply the material we have been learning all semester to real life situations. I already understood the material pretty well – watching the movies has helped immensely in learning the material with real life examples. This clip was just another way and another example of how we can apply our motivation and emotion knowledge to the real world. It is that magical “critical thinking” that all the teachers always talk about to their students. It taught me how we can APPLY these concepts, not just reiterate them in a blog post. The video clip was a great tool to use, perhaps better than the movies, because it pertains to everyone. Not everyone has liked every single movie, and most if not all the movies won’t directly apply to us. No one will ever be a boxer in the great depression and hopefully no one’s crazy neighbor ever shoots them in the head. However, all of us will go out someday and find a job. Perhaps some of us will become supervisors of others. Maybe even some of us are supervisors now (I am!) So this clip really hit home I would assume for everyone in class and can show us how autonomy and intrinsic motivation really apply to motivating worker’s performance.
If I had 24 hours worth of autonomy for this class, I think I would want to do an experiment. This video clip really got me thinking about how to apply what we’ve learned in real world and I would want to see what I could do on my own with these concepts. What I would like to learn is to see if what the clip and text book talked about with extrinsic and intrinsic motivation and see if it applies to children. Are children the same as adults? Do they perform better with intrinsic motivation than with extrinsic motivation? I work at the YWCA and am a “teacher” for a before school and after school program at Hudson Elementary and Irving Elementary. I would have to say that from my experience, I would hypothesize that extrinsic motivation works much better for children than intrinsic motivation. In order to conduct my experiment, I would divide my class equally in two groups. I would then create a list of target behaviors I would like my children to perform (e.g. clean up your table after you’ve finished your snack). Once a child has emitted one of the target behaviors, I would either reward him or her extrinsically (with a sticker) or intrinsically (encouragement) depending one what group he or she fell in. Now I realize that there are many flaws in my study and confounds that I would really need to adjust in order to come up with the best results possible. For example, to kids really like stickers? Does the age of the kid matter (I believe it would)? Is encouragement enough of an intrinsic motivator? I would probably also need more than 24 hours to really conduct my experiment. However! If we ignore all of that and just look at the idea behind the experiment, I think it would be a great way to test my knowledge of what I learned in this class and applying it to the real world.
Terms:
autonomy, extrinsic motivation, intrinsic motivation, motivator
This information seems accurate. We have been discussing the use of rewards and punishment since chapter 1. The use of rewards allows people to strive and their frequency of doing that task well goes up. The use of punishment causes the frequency that you emit the behavior again to go done. What this animation is implying however is that if we get a large reward, but the task at hand makes the individual use creativity and more of their mind, they do a worse job. In might have missed this part in the book because I don’t remember reading it. This may be true but I feel personally if I was doing a mundane task for little pay and someone told me I would get paid 2 months’ salary to use my creativity and skills I would go all out. The money would drive my creativity and help pursue my accomplishment. However if there are many other stipulations and guidelines I can see where people may do worse jobs. If you let the individual be self directed and have autonomy, mastery, and purpose on their own they will profit on their own and benefit not just themselves but also the company.
Autonomy is what many people want and strive to achieve in their jobs. It is one thing to follow rules and policies but if you are told how to think and act day in and day out it’s aversive. When someone can think outside the box and be allowed to make their work fun they are more likely to accomplish more. Mastery is also something a lot of us strive for. When we are presented with a task such as playing the guitar, or one at our jobs, we want to master it. Purpose goes along with both of these. When you are able to pick what and when you want to do something and end up being really good at it you feel a purpose for what you are doing and continue to do it successfully.
I thought watching this video was great. I was drawn into the information by the drawings that lead me to think about the chapter. I feel that it did help me understand the book and chapters more. I am more aware of how much autonomy, master, and purpose really matter. These concepts are keys to opening up doors for success that I never really thought about before. I feel that installing these concepts at more schools and companies would lead to more creativity, happiness, and profit.
If I was given 24 hours of autonomy for the use of this class, I would try to discover and pursue feedback on what makes people motivated in general. I would use this information to try and motivate some of my friends to get a job and stick with it. I would first need to talk to them about what drives them or motivates them, to do things. I would want to create a rewards system, first for them looking and applying for jobs, and then implement their motives into the system to maintain their behavior. I would then take and use this system on a larger scale and perform it at my job. Talk to the residents about what motivates them and try to connect it with getting a job and moving on with their lives.
Terms: motivation, behavior, autonomy, mastery, purpose, rewards, punishment, success,creativity, accomplishment, aversive
I thought this video was pretty cool, though, I had seen it before in one of my other classes. The information in it was pretty accurate. I thought it interesting that it seemed to merge our class (motivation and emotion) and the aspects of things I learned in industrial and organizational psych. I thought that it was a very good add on to what we read in our book because the video seemed to touch on some surface things that our book went in to detail with while also going in to detail some things that the book only touched the surface. I imagine it was the I/O psych coming out in the video. One thing that I wanted to point out that the book didn’t really seem to delve in to that I thought was extremely interesting was that when people were given high rewards to complete rudimentary cognitive skills, the exhibited lower performance. It’s not that the book didn’t go over that aspect but it just seemed to do it in another way in which seemed to catch my attention. I imagine this is because the reward, while high, was for a goal that was not very challenging at all. The best performance is generated by good rewards as well as difficult and challenging (yet doable) goals. I’d like to look at that study and just see how difficult or challenging those tasks were. It’s very hard to keep motivated and on task when the task is simple and not challenging, no matter how awesome the reward, because you start to slide. This can happen in an academic setting as well. The most difficult challenge for me when I was completing my AA at Hawkeye was not the classes themselves. It was staying motivated to do well in easy classes that I knew walking in to that I should be getting an A. On a whole, I thought this video was a very good add on to the reading if nothing else than to talk about the information in a different way. People understand things in different ways and what works for some may not work for others. While I enjoy the book and understand a lot of the information, some may not and this video giving the information in a different way might help those that didn’t really get it fully from the reading. Even those that did get it from the reading can have the chance of understanding even better by having it talked about and applied in a different way. Some are just visual creatures and like to watch cartoons and drawing (I def fall in to that category). If I was given autonomy for this class to use, I think I honestly would read some articles and do my own research. This is a different answer than I would have had just 7 months ago. The honors thesis that I am writing has bitten me pretty good with the research bug and I have noticed that I tend to understand and motivate myself a lot better when researching things and reading articles and then talking to people about them on a one on one basis. It allows to better understand the material while also talking about application purposes. I know it’s an incredibly boring answer to the question and I wish I had a more creative answer but I’m just being honest. Motivation and emotion is a field of study that I find incredibly interesting and it wouldn’t take much for me to motivate myself to go further. Even the book report assignment has left me with more of a enjoyment than actually work (boy, I feel like a nerd saying that) because it gives me a chance to apply the things that I have learned. Application of the knowledge gained in my college classes seems to be the hardest thing to do. Something my project over the last 7-8 months has shown me is that I can know things all I want but applying them is something all together different. So, if I didn’t research and then discuss on a one on one basis with the professor, I would probably attempt to apply the things we have gone over in class and in the book in some way. Creating studies seems like the best way, only because I have really enjoyed my time doing studies and analyzing data. Again, I feel like such a nerd when I talk about it.
I would say that overall the video presented material that was relatively accurate. It used the example of business and I can only assume that the speaker was presenting at a business seminar to demonstrate how to best motivate employees. The speaker first explained research done on incentivizing work. According to the textbook, incentives are environmental events that attract or repel an individual toward or away from a particular behavior. He said that providing a high level of monetary incentive did not provide enough motivation to produce greater performance. And in countries outside of the United States, providing a high monetary incentive (in comparison to others) actually produced worse performance. Although our book does not come outright and say that incentives and rewards will cause worse performance, it does explain some hidden costs of reward, which is a reward’s adverse effect on intrinsic motivation. The hidden costs of extrinsic awards are an interference with an individual’s process of learning and an individual’s development of autonomous self-regulation. Such costs can undermine intrinsic motivation, which could then lead to poorer performance.
The speaker also pointed out that all people desire autonomy, mastery, and purpose. Autonomy, the desire for personal choice and decision-making flexibility, is one of the three psychological needs discussed in our textbook. The speaker presented an example of a business in Australia that allows its workers 24 hours of autonomous work to come up with ideas for the company. This allowance of autonomy gives the employees free reign to do whatever they want, with whomever they want to come up with ideas. Autonomy can help foster intrinsic motivation, the drive to engage in activities that interest a person and allow a person to exercise their capacities. The mastery that he discussed I believe falls under the psychological need for competence, to be effective and seek out and master optimal challenges. When a person encounters optimal challenge, that is, when both skill level and challenge are moderately high or high, flow emerges. Flow is a state of total absorption in an activity and can foster optimal performance and a feeling of mastery and competence. Purpose was not discussed in our textbook as a psychological need. However, the book did discuss that goals must be driven and directed. Purpose gives goals direction, which can also increase performance. These three factors combined boost intrinsic motivation.
I actually did enjoy the video. I thought that the video provided a good and practical example of how motivation can play out in a common setting, the workplace. Although I understood the information from the book pretty well before watching the video, the video did reinforce my understanding by applying it to an everyday setting.
If I were given 24 hours of autonomy for the use of this course, I would choose to research personality characteristics. Differences in people’s personalities fascinate me. I would interview people about what they believe has influenced their personality. Do they believe it is something that they developed? Do they believe that is innate? Can personalities change? I would also do more research into the topic of personality to discover why people have different personalities and how they differ. I would also do more research into discovering possible general things that motivate people with particular personalities. I would hope to discover information that could be used to develop ways to motivate even the most unmotivated people. This information could then be presented in any and all environments, to classroom teachers, to organization leaders, to workplace employers, etc. I believe this would be valuable information that could help boost individuals’ performance. I would also like to develop a presentation for people that would provide information that would help them to recognize more about their own personality and learn more about themselves.
Terms: Incentive, hidden costs of reward, autonomy, competence, flow, mastery, intrinsic motivation, extrinsic motivation
I liked this video! I feel that this information presented in the video was correct. It focused more on the three main components of autonomy, mastery, and purpose. I liked how the video was visual and you could see as well as hear him explaining the information while the textbook you just read about the information.
We have learned from the textbook that rewards and incentives can be both good and bad for our intrinsic motivation. The book as well as the video talks about how intrinsic motivation is the inherent propensity to engage ones interest to exercise ones capacities to seek out and master optimal challenge. When intrinsically motivated, doing something is because we want to do it, not because we are forced to do it.
Autonomy was presented in the video clip as well. It is the psychological need to experience self-direction and personal endorsement in the initiation and regulation of one’s own behaviors. Our personal behavior is autonomous when our interest is what guides our decision making processes to engage or not to engage in particular activities.
The video also talked about money and how it can be a motivator in the workplace. If you don’t pay people enough money they won’t be motivated to try. I also thought it was interesting to find out that out. I also found it interesting that the study in India showed that when people were offered two months’ salary their performance went down and they ended up doing worse.
If I had twenty four hours of autonomy for this class I would read the book for our book reports that are due soon! I enjoyed the chapter on incentives and rewards because they can be very useful in our day to day live. This was a nice refresher to remind me of incentives and rewards especially with finals coming up around the corner!
Terms used: intrinsic motivation, rewards, incentives, autonomy, mastery, purpose