Essay on Motivation in Psychology

If this stage is successful the child have the virtue of purpose. The fourth stage is industry vs. inferiority which happens in elementary school from the age 6 until puberty. During this stage, the child’s teacher and peers become the source of self-esteem. Children in this stage feel like they need to fit in and gain approval of those around them. They feel confident and gain a sense of pride when they are praised for their accomplishments. If this stage is successful they will gain the virtue of competence. If they feel they can’t do what is asked of them, are rejected by their peers, or their parents/teachers treat them insensitively, they will learn inferiority. Stage five is ego-identity vs. role-confusions which occurs during adolescence. Teenagers being to wonder who they are. This leads to them going through phases and rebelling to search for where they fit in and belong. They explore themselves, others, and roles. If they are unable to establish who they are, they’ll experience role-confusion and suffer an identity crisis. Success in this stage will lead to the virtue of fidelity, but failure means they feel they have no place in society. Stage six is intimacy vs. isolation, this

The first stage of Erikson's psychosocial stage is trust vs. mistrust, which is experienced, in the first year of life. Infants learn to trust in order to satisfy their needs thus developing a feeling of self-worth. When infants receive inconsistent care they

In the first stage Learning Basic Trust versus Basic Mistrust. In this stage, the ground work is laid for how a child grows emotionally. According to Staff, “the child, well-handles, nurtured, and loved, develops trust and security” (Staff 2011). The other part of this stage doesn’t turn out so well. According to Staff if a child is “badly handled, he becomes insecure and mistrustful” (2011). Does that mean that the child life is “set in

Stage 2: Autonomy versus Shame and Doubt. The child develops a sense of autonomy and learns to hold on and let go of things and emotions. If a child is not encouraged to share his or her emotions, toys, food, the child does not learn to trust others. Trust is manifested in getting the toys back and maybe tasting someone else’s food, receiving and giving affection from others. Therefore it is important to foster trust in children at this stage. (Page 158)

In order for motivation to cause a behavioural change it must be sourced. Motivation may be sourced either in a biological, emotional, cognitive or social manner. Biologically, motivation is sourced via food, water and temperature regulation. Emotionally, motivation is sourced via panic, fear, love or hatred. Motivation is sourced cognitively via perceptions, beliefs and expectations. Social factors also serve as a source of motivation in terms of parenting, teachers, siblings, friends and media. Motivation is subdivided into many categories in order to further explain and understand this concept. (Comparing Motivation to Emotion, 2016) (Lucs.lu.se, 2016) (Answers.yahoo.com, 2016)

Motivation is the force that makes us do things, whether accomplishing personal goals or completing tasks at work. Most people are motivated as a result of their individual needs being satisfied, which gives them the inspiration to perform specific behaviors for which they receive rewards (Kinicki & Williams, 2011). These needs vary from person to person, as everybody has specific needs to be satisfied. When we consider factors that determine the motivation of employees, many of us think of a high salary. This answer is correct for the reason that some employees will be motivated by money, but mostly wrong for the reason that it does not satisfy other needs to a lasting degree (Bizhelp24, 2010). This supports the idea that human

Building self-esteem and autonomy, ability or inability to learn new skills and become more independent.

Once a sense of autonomy has been developed, the next stage in the psychosocial theory is initiative versus guilt. This stage is from about age three to age six and

The first stage happens when you are at the age of one .The first stage is called Trust versus mistrust. Infants learn to trust or mistrust their caregivers. The world is based on whether if the child’s needs were met or not. As children we depend on our mothers to feed us and our fathers to protect us. It also matters if you grow up with two parents or just one, and where you live. I grew up in a small community with a mother and a father who loved me unconditionally. I learned to trust my parents instead of mistrust.

Motivation is the “why” behind our behaviors. Behavior that is usually goal-oriented. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are, indeed, a plethora of inducements that cause us to act the way we act and do the things we do. They include things like quenching our thirst, reading to gain knowledge, studying to ace an exam, surpassing quotas and meeting deadlines for a promotion, etc. According to Kendra Cherry’s article on “WHAT IS MOTIVATION”, there are three components of motivation: activation, persistence and intensity. Activation is the decision to initiate a behavior. Persistence is the continued effort toward a goal even though obstacles may exist. Intensity is the

There are many theories on how a human develops. Most babies follow a certain pattern of development but the controversy is which person 's developmental pattern of development is correct? Erik Erickson, Sigmund Freud and Jean Piaget 's developmental theories are similar. Each of the theories goes through a human 's development chronologically, giving a guideline of when certain developments happen. For example when a child is supposed to walk or when a child is going to speak. It is only a guideline and these theories are not supposed to be held too strictly.

The child’s experience during their first stage of life will determine how they will see the world and how they will respond to the events they will experience in the future. During this stage the child will have to depend on his/her elementary teachers to learn new skills. But if the child has trusting issues then the child and the teacher will have to overcome challenges in order for the child to be at the necessary stage. But what if the teacher does not build any trust with the child? Higher chances are that the child will not thrive in school or perhaps he/she does succeed academically but that first stage of trust vs. mistrust will still be missing in his or her life, therefore the first stage will be following him through his entire life until he or she finds the trust needed to survive and develop completely as an individual. Yet if the teacher gives the time and effort to build trust with the child then the child will receive the love and kindness that was probably not given to him or her through their early years of life and in return it might become easier for him/her to build friendships. And as child that has earned trust from an important person in his/her life then he/her will succeed. In stage four, children begin to learn about the ‘real world’ and their society and they begin to learn about goals and perhaps they might set their own goals. But in order for this to even happen children need to have the support from the people they depend on.

In this statement I describe my motivation for seeking graduate training in psychology at Georgia State University. It is my aim to continue my education in psychology, with the goal of pursuing a career that contributes to our understanding of cognitive abilities in both humans and non-human primates. My involvement in the academic community at the University of Georgia has contributed greatly to the refinement of my academic and career goals. Through my involvement in service organizations such as the Undergraduate Neuroscience Organization (UNO), I have gained a greater interest in how studies of the brain contribute to our understanding of the causes and treatment of neurodegenerative diseases. I have theoretical research interests in comparative cognition, human-animal studies, and primate behavior. Specifically, I am interested in how cognitive abilities such as memory and attention function in primates and how this functioning compares to that of humans. These research interests developed throughout my undergraduate coursework, research, and internship experiences. As an undergraduate student at the University of Georgia, I have taken a holistic approach to my education, combining a psychological and anthropological perspective to understand how the brain works both individually and across different species. I am confident that my education thus far has prepared me for the rigor of interdisciplinary doctoral coursework. My undergraduate coursework not only underscored

What is motivation? What influences it? The term motivation can be defined in different ways. Motivation can simply defined as “ a need that, if high, is evident in a strong desire to achieve, to excel, to reach a high level of excellence” (Lefrancois 430). To become motivated, one must have a positive attitude to a variety of learning skills. Some factors that influence motivation include our peers, friends, parents, and environmental settings. Division four being high school division, attention is focused towards learning and what methods can be used. Students at this stage are more eager and develop a sense of what he or she wants to do and accomplish in upcoming adulthood. With a division comes a group of intelligent theorists. All

Baron (1983) says that “motivation is a set of process concerned with a kind of force that energizes behavior and directs it towards achieving some specific goals” (Baron, 1983, p. xxx). According to Kreitner and Kinicki (2001, p.162) motivation represents “those psychological processes that cause the stimulation, persistence of voluntary actions that are goal directed”. Consequently, these definitions lead to the assumption that motivation is something evolving from within an individual as well as the individual being influenced by external factors.