Report-motivation & Personal Devt, Ppt (2)

7/28/2019 Report-motivation & Personal Devt, Ppt (2)

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the process that initiates, guides and

maintains goal-oriented behaviors.

it is what causes us to act, whether it is

getting a glass of water to reduce thirst or

reading a book to gain knowledge.


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It involves the biological, emotional, social

and cognitive forces that activate behavior.

In everyday usage, the term motivation is

frequently used to describe why a person

does something.


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There are three major components tomotivation:

1. activation- involves the decision to initiatea behavior

2. persistence- continued effort toward a goaleven though obstacles may exist

3. intensity-can be seen in the concentrationand vigor that goes into pursuing a goal.


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Extrinsic motivations are those that arisefrom outside of the individual and ofteninvolve rewards such as trophies, money,

social recognition or praise.

Intrinsic motivations are those that arisefrom within the individual, such as doing acomplicated cross-word puzzle purely forthe personal gratification of solving aproblem


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Instinct Theory of Motivation. According to

instinct theories, people are motivated to

behave in certain ways because they are

evolutionarily programmed to do so. An

example of this in the animal world is

seasonal migration. These animals do not

learn to do this, it is instead an inbornpattern of behavior.


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Incentive Theory of Motivation. The

incentive theory suggests that people are

motivated to do things because of external

rewards. Behavioral learning concepts

such as association and reinforcement

play an important role in this theory of

motivation.


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Drive Theory of Motivation. According to the drivetheory of motivation, people are motivated to takecertain actions in order to reduce the internal tensionthat is caused by unmet needs. For example, youmight be motivated to drink a glass of water in order toreduce the internal state of thirst. This theory is usefulin explaining behaviors that have a strong biologicalcomponent, such as hunger or thirst. The problem withthe drive theory of motivation is that these behaviorsare not always motivated purely by physiological

needs. For example, people often eat even when theyare not really hungry.


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Arousal Theory of Motivation. The arousal theoryof motivation suggests that people take certainactions to either decrease or increase levels ofarousal. When arousal levels get too low, for

example, a person might watch and exciting movieor go for a jog. When arousal levels get too high,on the other hand, a person would probably lookfor ways to relax such as meditating or reading abook. According to this theory, we are motivated to

maintain an optimal level of arousal, although thislevel can vary based on the individual or thesituation.


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Humanistic Theory of Motivation. Humanistictheories of motivation are based on the idea thatpeople also have strong cognitive reasons toperform various actions. This is famously

illustrated in Abraham Maslow's hierarchy ofneeds, which presents different motivations atdifferent levels. First, people are motivated to fulfillbasic biological needs for food and shelter, as wellas those of safety, love and esteem. Once the

lower level needs have been met, the primarymotivator becomes the need for self-actualization,or the desire to fulfill one's individual potential.


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Personality development is the

development of the organized pattern of

behaviors and attitudes that makes a

person distinctive. Personality

development occurs by the ongoing

interaction of temperament , character, and

environment.


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personality is all about the most essential

psychological aspects of a persons life ourthoughts, feelings, motives, skills, and behaviors.

The term is coined from the Latin word personameaning mask. This means that people put on amask that distinguishes them from the rest. Wecan choose to portray different personas which

constitute to our personality but our inner selveshave a greater representation of our truecharacters.


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Personality is what makes a person a

unique person, and it is recognizable soon

after birth. A child's personality has several

components: temperament, environment,

and character.


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Temperament is the set of genetically

determined traits that determine the child's

approach to the world and how the child

learns about the world. There are no genes

that specify personality traits, but some

genes do control the development of the

nervous system, which in turn controlsbehavior.


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A second component of personality comesfrom adaptive patterns related to a child'sspecific environment. Most psychologists

agree that these two factorstemperamentand environmentinfluence the developmentof a person's personality the most.Temperament, with its dependence on

genetic factors, is sometimes referred to as"nature," while the environmental factors arecalled "nurture."


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Finally, the third component of personality ischaracterthe set of emotional, cognitive,and behavioral patterns learned from

experience that determines how a personthinks, feels, and behaves. A person'scharacter continues to evolve throughout life,although much depends on inborn traits and

early experiences. Character is alsodependent on a person's moral development .


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In 1956, psychiatrist Erik Erikson provided

an insightful description as to how

personality develops based on his

extensive experience in psychotherapy

with children and adolescents from low,

upper, and middle-class backgrounds.


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According to Erikson, the socializationprocess of an individual consists of eightphases, each one accompanied by a

"psychosocial crisis" that must be solved ifthe person is to manage the next andsubsequent phases satisfactorily. Thestages significantly influence personalitydevelopment, with five of them occurringduring infancy, childhood, and adolescence.


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Infancy. During the first two years of life, an

infant goes through the first stage:

Learning Basic Trust or Mistrust (Hope) .

Well-nurtured and loved, the infant

develops trust and security and a basic

optimism. Badly handled, the infant

becomes insecure and learns "basicmistrust."


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Toddlerhood . The second stage occursduring early childhood, between about 18months to two years and three to four yearsof age. It deals with Learning Autonomy or

Shame (Will) . Well-parented, the childemerges from this stage with self-confidence,elated with his or her newly found control.The early part of this stage can also include

stormy tantrums , stubbornness, andnegativism, depending on the child'stemperament.


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Preschool . The third stage occurs during the "playage," or the later preschool years from about threeto entry into formal school. The developing childgoes through Learning Initiative or Guilt (Purpose)

. The child learns to use imagination; to broadenskills through active play and fantasy; to cooperatewith others; and to lead as well as to follow. Ifunsuccessful, the child becomes fearful, is unableto join groups, and harbors guilty feelings. The

child depends excessively on adults and isrestricted both in the development of play skillsand in imagination.


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School age . The fourth stage, Learning Industry orInferiority (Competence) , occurs during schoolage, up to and possibly including junior highschool. The child learns to master more formal

skills:

relating with peers according to rules

progressing from free play to play that is

structured by rules and requires teamwork (teamsports)


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learning basic intellectual skills (reading,arithmetic)

At this stage, the need for self-discipline

increases every year. The child who, becauseof his or her successful passage throughearlier stages, is trusting, autonomous, andfull of initiative, will quickly learn to be

industrious. However, the mistrusting child willdoubt the future and will feel inferior.


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Adolescence. The fifth stage, Learning Identity orIdentity Diffusion (Fidelity) , occurs duringadolescence from age 13 or 14. Maturity startsdeveloping during this time; the young person

acquires self-certainty as opposed to self-doubtand experiments with different constructive rolesrather than adopting a negative identity, such asdelinquency. The well-adjusted adolescent actuallylooks forward to achievement, and, in later

adolescence, clear sexual identity is established.The adolescent seeks leadership (someone toinspire him or her), and gradually develops a set ofideals to live by.


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Piagets Stages of Cognitive Development

-Jean Piagets theory of cognitive

development remains one of the mostfrequently cited in psychology, despite beingsubject to considerable criticism. While manyaspects of his theory have not stood the test

of time, the central idea remains importanttoday: children think differently than adults.


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Freuds Stages of PsychosexualDevelopment. In addition to being one of thebest-known thinkers in the area of personalitydevelopment, Sigmund Freud remains one of

the most controversial. In his well-knownstage theory of psychosexual development,Freud suggested that personality develops instages that are related to specific erogenous

zones. Failure to successfully complete thesestages, he suggested, would lead topersonality problems in adulthood.


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Freuds Structural Model of Personality.Freud's concept of the id, ego andsuperego has gained prominence in

popular culture, despite a lack of supportand considerable skepticism from manyresearchers. According to Freud, threeelements of personalityknown as the id,

the ego, and the superegowork togetherto create complex human behaviors.


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Eriksons Stages of PsychosocialDevelopment. Erik Eriksons eight-stagetheory of human development is one of the

best known theories in psychology. While thetheory builds on Freuds stages ofpsychosexual development, Erikson chose tofocus on how social relationships impact

personality development. The theory alsoextends beyond childhood to look atdevelopment across the entire lifespan.


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Kohlbergs Stages of Moral Development.Lawrence Kohlberg developed a theory ofpersonality development that focused on thegrowth of moral thought. Building on a two-stage

process proposed by Piaget, Kohlberg expandedthe theory to include six different stages. While thetheory has been criticized for a number of differentreasons, including the possibility that it does notaccommodate different genders and cultures

equally, Kohlbergs theory remains important in ourunderstanding of how personality develops.


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Personality disorders create a maladaptive

pattern of thoughts, feelings, and

behaviors that can cause serious

detriments to relationships and other lifeareas. Learn more about the symptoms

and treatment of personality disorders.


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Our personalities may be collectivelycharacterized into four fundamentalcharacteristics. First is that every individuals

personality manifests consistency. Thismeans that we demonstrate a pattern ofregularity or uniformity to our behaviors asrecognized and identified by other people. In

essence, we tend to act in similar ways andrespond similarly to various situations.


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Another characteristic of our personality is

that it is psychological and physiological. A

persons character and identity is built up

by the patterns of thoughts, feelings, andbehavior. However, some researches

would mention that biological aspect also

affects or influences personality.


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Our personalities are also said to be

characterized by impact behaviors and

actions. It causes us to take action or

respond to various situations andexperiences in certain ways aside from

affecting how we act and react in certain

situations.


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The fourth characteristic of our personality

is that it is demonstrated through multiple

or various expressions. It is more than justa persons attitude or behavior but also

identified through patterns of thoughts,

emotions, relationships, and interactionwith other people.


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The second layer or component of personalityis the self or ego. It is also otherwise knownas the personal identity. This level is whatwe pertain to as our true personality. It is this

level that controls our consciousness. We areaware of the experiences we encounter andthe things we do and think of as our self orego is tied to our memory. With this layer of

our personality, we are able to take control ofother mental processes and manifest orexecute them.


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The third component of our personality is

what experts call the realm of

unconsciousness which is different from

our persona and the personal identity orour consciousness. Any activity that is not

normally governed by the conscious mind

belongs to our unconscious self.


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Antisocial Personality Disorder-

Characterized by a lack of empathy,

impulsive behavior, and problems with

authority.

Avoidant personality disorder-

characterized by shyness, sensitivity torejection, and avoidance of social

situations


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Borderline personality disorder- creates amaladaptive pattern of thoughts, feelings,and behaviors that can cause serious

detriments to relationships and other lifeareas.

Dependent personality disorder is

characterized by a pervasive pattern ofdependent, submissive, and needybehavior


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Histrionic personality disorders create amaladaptive pattern of thoughts, feelings,and behaviors that can cause serious

detriments to relationships and other lifeareas.

Narcissistic personality disorder is a

pervasive pattern of behaviorcharacterized by and exaggerated senseof self-importance.


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Obsessive-compulsive personality disorder

is characterized by a preoccupation with

perfection, control, and order.

Paranoid personality disorder is

characterized by a chronic and pervasive

distrust and suspicion of others.


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Schizoid personality disorder is a chronic

and pervasive condition characterized by

detachment and aloofness.

Schizotypal personality disorder is

characterized by eccentric perceptions,

thoughts, and behaviors.


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Hippocrates Theory of the Four Personality

Types -A noted figure in the study of our

personality is Hippocrates who theorized the

four human temperaments to determine thedifferences in our personality. These are: the

Sanguines, the Cholerics, the Melancholic,

and the Phlegmatic. His theory is still very

evident and relevant even after thousands of

years of conducting this study.


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The Sanguines are charming people and

fun to be with because they have a good

sense of humor. They are the life of the

party and they make friends easily. Theylove to socialize and enjoy the company of

people around them.


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Choleric individuals are extroverts who

take control of their lives and are task-

oriented. They are strong-willed who love

to take challenges, and opinionatedpeople. They are born to be leaders and

they have the motivation to reach for their

goals.


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A person with a Melancholy personality isquite a perfectionist and very organized.Melancholies are introverts who tend to be

highly sensitive to others and are faithful tothe point of self-sacrificing. They are verycreative and talented people. However,they have tendencies to generate low self-

esteem because of being judgmental oftheir own abilities.


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Phlegmatic individuals are introverts who

are more concerned with relationships with

people. They are laid back, possessing low

profile personality, but lovers of peace andcalmness. They are easygoing and relaxed

who can readily make friends because

they are warm and friendly.


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Report-motivation & Personal Devt, Ppt (2)