Standard Area: Motivation and Emotion

Standard Area: Motivation and Emotion
CONTENT STANDARDS

After concluding this unit, students understand:
1. Motivational concepts
2. Biological and environmental cues instigating basic drives or motives
3. Major theories of motivation
4. Interaction of biological and cultural factors in the development of motives
5. Role of values and expectancies in determining choice and strength of motivation
6. Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects
7. Effects of motivation and emotion on perception, cognition, and behavior

Content Standards With Performance Standards and Suggested Performance Indicators
CONTENT STANDARD 1: Motivational concepts
Students are able to (performance standards):
1.1 Apply motivational concepts to the behavior of humans and other animals. Students may indicate this by (performance indicators):
• Describing their own motives, goals, and values
• Analyzing the goals and expectancies in a case study or vignette
• Identifying the values or motives appealed to in political campaigns or television advertisements
• Analyzing factors that may increase their intrinsic motivation for studying psychology
• Explaining how the effect of teacher praise or punishment on student motivation depends on the student’s attribution
• Giving historic examples of how motivation has been studied in animals

CONTENT STANDARD 2: Biological and environmental cues instigating basic drives or motives
Students are able to:
2.1 Describe the interaction of internal cues and environmental cues determining motivation derived from basic drives. Students may indicate this by (performance indicators):
• Explaining why one becomes hungry when one smells bread baking or hears an ice cream truck
• Discussing how the concepts of homeostasis and adaptation level can be applied in understanding motivated behavior

2.2 Describe the situational cues giving rise to anger and fear.
Students may indicate this by (performance indicators):
• Analyzing occasions on which they became angry or afraid
• Evaluating personal experiences of discrimination giving rise to fear and/or anger

2.3 Describe the situational cues and individual characteristics giving rise to curiosity and anxiety.
Students may indicate this by (performance indicators):
• Explaining why one person would be curious and another anxious in the same situation
• Discussing why one person responds to stereotyping without anxiety and another person responds with anxiety

CONTENT STANDARD 3: Major theories of motivation
Students are able to (performance standards):
3.1 Describe one or more theories of motivation, such as expectancy value, cognitive dissonance, arousal, Maslow’s hierarchy of needs, and drive reduction.
Students may indicate this by (performance indicators):
• Applying Maslow’s theory to make predictions about meeting needs
• Citing research to support a theory of motivation
• Comparing and contrasting two theories of motivation

CONTENT STANDARD 4: Interaction of biological and cultural factors in the development of motives
Students are able to (performance standards):

4.1 Explain how common motives develop.
Students may indicate this by (performance indicators):
• Describing how the development of their own motives was affected by their parents, peers, as well as genetic and biological factors
• Describing changes in their own motivation from the beginning of the school year to the present
• Identifying how motivation for food develops
• Discussing how motives differ for those who drop out of school compared to those who stay in school

CONTENT STANDARD 5: Role of values and expectancies in determining choice and strength of motivation
Students are able to (performance standards):
5.1 Use expectancy-value theory to explain their own and others’ behavior. Students may indicate this by (performance indicators):
• Analyzing how expectancy-value theory explains how they spent their time the previous evening
• Using strategies for motivating themselves for desired behaviors, such as studying

CONTENT STANDARD 6: Physiological, affective, cognitive, and behavioral aspects of emotions and the interactions among these aspects
Students are able to (performance standards):

6.1 Describe theories of emotion, such as James-Lange, Cannon-Bard, or cognitive theories.
Students may indicate this by (performance indicators):
• Citing research to support a theory of emotion
• Comparing and contrasting two theories of emotion
• Discussing key ideas of emotional intelligence

CONTENT STANDARD 7: Effects of motivation and emotion on perception, cognition, and behavior
Students are able to (performance standards):

7.1 Describe differences in perception between individuals differing in motivation.
Students may indicate this by (performance indicators):
• Explaining how supporters of opposing football or basketball teams differ in their perceptions of possible fouls
• Comparing reactions of individuals to literary and artistic works

7.2 Explain how learning, memory, problem solving, and decision making are influenced by motivation and emotion.
Students may indicate this by (performance indicators):
• Describing the effect of motivation and emotion on their learning from the assignment for today’s class
• Speculating about the effect of mood differences on behavior between Wednesday and Friday
• Gathering examples of advertisements or political appeals designed to motivate choice or behavior
• Explaining the relationship between level of arousal and performance