Is this motive in psychology? Is motivation in psychology?

The concept of motive and motivation in psychology

Definitions differ in their meaning. Often they complement each other or form a complex system of behavioral reactions and choice of activity. In a simplified version, motive means the reason or motivation for a certain action.

Motivation is the driving force that serves as a product of mental activity, generated by a stable psycho-emotional state, views or worldview. It forces you to make decisions for the long term.

In psychology, motive is a narrower concept that stimulates behavioral activity and is aimed at quickly achieving a goal. Both terms were coined by the German philosopher Arthur Schopenhauer. Understanding the conceptual difference between them is important for assessing the factors that control an individual's behavior.

Psychologists have a dual meaning for motivation. On the one hand, it is a set of motives, on the other hand, it is a process of a set of actions aimed at achieving goals in the long term. Motivation is a multifactorial system that determines social or biological behavior.

Motive in psychology

The desire to achieve a specific result of activity serves as a goal and at the same time a motivating circumstance. A motive is often presented as a special emotional experience that is transformed into a directed action. Motivation is used when choosing a path.

The motive operates when making local decisions within the framework of a general direction or vector. It can be presented in the form of a speculative generalized image of material or idealistic values ​​that act as the subject of aspiration, claim, and lust.

Characteristics of motives

• The stability of a motive is the duration of its preservation over time. The stability of the motive depends, on the one hand, on the stability (inertia) of the need, on the other hand, on the stability (rigidity) of the characteristics of a person’s personality, such as attitudes, worldviews, values, inclinations, interests.
• The strength of a motive is the intensity of a person’s motivation to act. The strength of the motive depends, on the one hand, on physiological factors (the strength of the tension of the need on the basis of which this motive is formed), on the other hand, on psychological factors. It is now also known that the strength of a motive is greater when the motivation is internally organized than when the motivation is externally organized.

Types of motives

The psychological category is difficult to classify. There are an innumerable number of circumstances that motivate action. Often they do not fit into the framework of harmonious concepts. Each school of psychology develops its own system for classifying motives.

In the generally accepted view they are:

• hidden;
• obvious;
• social;
• household;
• physiological;
• biological.

Depending on the nature or focus, motives are classified according to content, origin, and duration. There are varieties distributed according to the strength of manifestation, level of awareness, and area of ​​activity.

Based on content, the following types of motives are distinguished:

• Ideological. They affect the ideological part of the personality. People are guided by such motives even at the risk of harming themselves.
• Political. They largely overlap with the previous variety. Such motives reflect the political position of the individual. They are often based on the desire for leadership, recognition, and popularity.
• Moral and ethical. They define social behavior and indicate clear boundaries of what is acceptable. This type of motive is based on generally accepted principles of morality, which are not the same in different social formations.
• Aesthetic. The most harmless, constructive category of motives. They guide the choice of profession as an artist, musician or designer.

Classification by origin (source) divides motivating factors into social, collective, and incentive. This includes work motives that are formed under the influence of professional affiliation or type of activity.

Social behavioral criteria take into account the interests and rules of the social formation to which a person belongs. Many everyday actions are subordinated to this type of motive.

Collective motivating factors involve taking into account the interests of the group to which the individual belongs. Incentive motives force you to leave your own comfort zone for the sake of achievements or striving for new heights in life.

The basis of such behavior is always a thirst for material wealth. This is the most important type of motive that forces us to learn, make discoveries and inventions. Below are 4 main generalized groups of incentives.

Internal and external

Such motivating factors are of enormous importance for choosing a goal and determining the means to achieve it. They are aimed at revealing one’s own potential and demonstrating individuality.

In psychology, a motive is an internal urge or external circumstance that encourages a certain action. The first is associated with the emotional state, ideological position, and range of interests of the individual.

Internal motives are aimed at:

• increased self-esteem;
• realization of natural abilities;
• satisfying the need for positive emotions;
• achieving life comfort;
• acquisition of material goods;
• doing one's own duty;
• showing love and care for loved ones.

Such incentives to action are considered stable, unchangeable over time. For example, a student’s desire to learn a lesson is determined by internal motives - interest in the subject, thirst for new knowledge, and the desire to get a high score.

This brings moral satisfaction from a job well done. External motives are associated with circumstances that indirectly or indirectly depend on the will of a person, the sphere of application of his efforts.

A typical example is choosing wardrobe items according to the season or the desire to take an umbrella with you in anticipation of rain. Public opinion, comfort, and the vagaries of nature do not depend on internal factors of the individual. They create motives called external ones.

Good performance of assigned work, professional duties, and the desire for personal growth pursue the goal of increasing one’s own value in the labor market. Here there is a clear combination of internal motives from those cited earlier in the article with external ones, determined by the current situation.

The latter play a crucial developmental role, forcing them to compete. What matters is social encouragement or condemnation, which is inextricably linked with the choice of external motive. They are more effective than internal ones, therefore they are used to control the behavior of an individual.

Positive and negative motives

Such factors are subject to and subject to emotional influence. They are aimed at satisfying the natural need for positive moral feelings. The desire to avoid negative emotions determines the choice of path or sequence of actions.

Negative feelings include:

• fear;
• anxiety;
• moral torment;
• physical pain;
• the desire to avoid punishment for an offense.

An individual always subconsciously tries to choose the course of action that will provide positive emotions and exclude negative ones. Such motives are called positive or negative.

Psychologists disagree about the effectiveness of such motivating factors. Fear and the instinct of self-preservation are considered incredibly powerful stimuli. Negative motives are aimed at overcoming obstacles standing in the way of a goal.

Stable and unstable

The first are based on natural needs and requirements. Therefore, stable motives do not need additional reinforcement. They remain relevant in the long term.

Unsustainable motives are subordinated to situational goals and the satisfaction of immediate needs. Factors inducing action based on worldview, personal interest, and taste preferences are particularly stable.

Achieving success

Based on promoted life values. Social norms encourage individuals to strive to achieve success in life. A special system of standards has been created with an understanding of prestige and respectability.

They are equivalent to the concept of success and are aimed at creating the required motivating factors. The system of modern value guidelines has elevated a certain scale of achievements with attributes of high social status to the top of the psychological hierarchy.

There are many obstacles on the path to success in life. To overcome them, powerful motivation is required, which consists of material wealth, personal comfort, and public recognition. To get closer to a distant and elusive goal, intermediate milestones are outlined. Achieving each of them is a separate motivating factor.

In psychology, motive is also a progressive, systematic, consistent movement towards a global life goal. This path often requires leaving your own comfort zone. It is the motive that makes a person decide to take such actions.

Under the influence of an incentive, an individual sacrifices little to solve a global problem. In psychology, a comfort zone is understood as a personal mental, physical and spiritual space that a person is willing to sacrifice in order to achieve a goal with expected compensation.

All people verbally declare their desire to achieve success, but not everyone is ready to make sacrifices for it. The corresponding motive is intended to compensate for the costs on the thorny path to high social status. Here a hidden motivating factor of a subconscious nature often comes into play.

Block 4. Motive. What does a person want?

The ultimate target resource that the negotiator wants to access is the motive behind his behavior. A group of foreign authors led by Rita L. Atkinson believe that a person wants to “ eat a fish and not choke on a bone .”

A person wants to get what he wants and at the same time not bear any responsibility for the actions taken, and at the same time does not want to receive non-target results that will cause negative emotional experiences. At the same time, such an idyll would continue indefinitely, throughout his life.

Article “Betrayal, what is it? Game theory strategy."

In fact, the general needs, desires, and also motives are to receive PLEASURE and avoid PAIN.

Ways to get pleasure vary greatly. A person’s desires are just objects with the help of which access to the main resource is achieved, which is a motivating factor - emotion, experience.

1. For one individual, the way to find “paradise” is to use stimulants: nicotine, alcohol, drugs, energy drinks, when dopamine and serotonin are immediately released into the synaptic cleft, and then an immediate reaction of the body follows, accompanied by pleasure.

2. In another case, sex ends with orgasm.

3. In the third, the subject runs a daily marathon or participates in an IRONMAN triathlon and thereby receives his share of the emotional charge.

4. In the fourth case, the “initiate” listens to the sonatas of the great composer on the organ in the cathedral and, along with a trembling in the body, religious bliss rolls over.

5. The fifth puts on a special wing suit and jumps in it from a kilometer-long cliff, flying one meter from the edge of a boulder.

6. The sixth person eats chocolate and cakes every day.

7. The seventh strives to gain the maximum possible POWER in the digital world of hackers in order to become like a creator and experience ecstasy.

8. The eighth cuts “his captive into straps” and finds great joy of liberation from oppressive mental discomfort.

The result in all cases is the same - RECEIVING PLEASURE, after which you really want to get pleasure again, and then again and again.

Arthur Schopenhauer years of life: February 22, 1788 - September 21, 1860 quite accurately noted:

“The same thing, finally, is noticed in human aspirations and desires: they always deceptively convince us that their existence is the final goal of the will; but as soon as we satisfy them, they lose their former appearance and therefore are soon forgotten, become antiquity for us, and we essentially always discard them as disappeared ghosts, although we do not admit it. And our happiness, if we still have something left to desire and what to strive for, in order to support the game of eternal transition from desire to satisfaction and from it to a new desire - a game, the rapid progress of which is called happiness, and the slow progress is called suffering; so that that torpor does not set in, which is expressed by a terrible, life-dead, languid boredom without a specific object, a murderous languor.”

Functions of motives

To explain the background of any behavior, reactions to changes in conditions or actions in psychology, extrinsic (external) or intrinsic (internal) reasons are used. They are closely related to the basic functions of motives. There are 3 of them - motivation, direction, regulation.

Psycho-emotional qualities are considered external factors that determine an individual’s behavior:

• satisfaction of natural needs;
• achieving your goals;
• realizing your own desires;
• following your interests or hobbies.

The incentives that guide behavior are based on the functions of motives. Motivation provokes the commission of certain actions, gives psycho-emotional impulses or emotional impulses relevance.

The guiding function helps to choose the right path to solve a problem. Regulatory forces one to adhere to the mores, norms and rules prevailing in a social environment or social group. It gives legitimacy to internal motives.

Functions are similarly influenced by external stimuli. When guided by extrinsic motives, they activate other characteristics of the individual. Therefore, motivational functions in psychology are considered in a dual context.

Some are classified as biological, considered innate, and provide survival. Such functions of stimulating factors are aimed at satisfying basic physiological needs - satisfying hunger, thirst, sleep.

They are inherent in any biological organism, since they are dictated by nature. Maternal instinct is considered one of the most powerful motivating factors. The biological functions of motives include thermoregulatory, excretory, and the desire to avoid pain or discomfort.

People are characterized by secondary stimulating factors acquired during life, dictated by the prevailing external conditions and social environment. Interpretations of the functions of the motifs are given in the table.

The motif has selective functions and individual properties that change over time. In psychology this is called adaptive ability. Inducing factors and their functions are not the same in terms of their impact on the individual.

How to write a term paper on speech therapy

07.09.2010 246844

These guidelines are compiled to help students gain an understanding of the content and structure of coursework in speech therapy.

Logopedia of pedagogical science that studies anomalies of speech development with normal hearing, explores the manifestations, nature and mechanisms of speech disorders, develops the scientific basis for overcoming and preventing them means of special training and education.

The subject of speech therapy as a science is speech disorders and the process of training and education of persons with speech disorders.

The object of study is a person suffering from a speech disorder.

The main task of speech therapy as a science is the study, prevention and elimination of various types of speech disorders.

Coursework in speech therapy is a student's scientific and experimental research. This type of educational activity, provided for by the educational and professional program and curriculum, contributes to the acquisition of skills in working with literature, analyzing and summarizing literary sources in order to determine the range of insufficiently studied problems, determining the content and methods of experimental research, processing skills and qualitative analysis of the results obtained. The need to complete coursework in speech therapy is due to the updating of knowledge concerning the content, organization, principles, methods and techniques of speech therapy work.

As a rule, during their studies, students must write two term papers - theoretical and practical.

The first course work should be devoted to the analysis and synthesis of general and specialized literature on the chosen topic. Based on this analysis, it is necessary to justify and develop a method of ascertaining (diagnostic) experiment.

In the second course work, it is necessary to provide an analysis of the results obtained during the ascertaining experiment, as well as determine the directions and content of speech therapy work, and select adequate methods and techniques of correction.

So, let’s present the general requirements for the content and design of coursework in speech therapy.

The initial and most important stage of working on a course project is the choice of a topic, which is either proposed by the supervisor or chosen by the student independently from a list of topics that are consistent with the areas of scientific research of the department.

Each topic can be modified, considered in different aspects, but taking into account a theoretical and practical approach. Having chosen a topic, the student needs to think through in detail its specific content, areas of work, practical material, etc., which should be reflected both in the formulation of the topic and in the further construction of the study. It should be recalled that the chosen topic may not only have a purely theoretical orientation, for example: “Dysarthria. Characteristics of the defect”, “Classification of dysgraphia”, but also take into account the practical significance of the problem under consideration, for example: “Speech therapy work on speech correction for dysarthria”. It should also be taken into account that when formulating a topic, excessive detail should be avoided, for example: “Formation of prosodic components of speech in preschoolers of the sixth year of life attending a preschool institution for children with severe speech impairments.”

The course work includes such mandatory parts as: introduction, three chapters, conclusion, bibliography and appendix.

The text of the term paper begins with the title page . An example of its design can be seen here.

Then the content of the work is given, in which the names of chapters, paragraphs, and sections are formulated in strict accordance with the content of the thesis. An example of its design can be seen here.

In the text, each subsequent chapter and paragraph begins on a new page. At the end of each chapter, the materials are summarized and conclusions are formulated.

The introduction reveals the relevance of the problem under consideration in general and the topic being studied in particular; the problem, subject, object, and purpose of the study are defined. In accordance with the goal and hypothesis, objectives and a set of research methods aimed at achieving the objectives must be defined.

The relevance of the topic lies in reflecting the current level of pedagogical science and practice, meeting the requirements of novelty and usefulness.

When defining the research problem, it is important to indicate what practical tasks it will help to implement in training and educating people with speech pathology.

The object of research is understood as certain aspects of pedagogical reality, perceived through a system of theoretical and practical knowledge. The ultimate goal of any research is to improve this object.

The subject of research is some part, property, element of an object, i.e. the subject of research always indicates a specific aspect of the object that is to be studied and about which the researcher wants to gain new knowledge. An object is a part of an object.

You can give an example of the formulation of the object, subject and problem of research:

– The object of the study is the speech activity of preschool children with phonetic-phonemic speech disorders.

– The subject of the study is the features of intonation speech of children with phonetic-phonemic speech disorders.

– The research problem is to determine effective directions for speech therapy work on the formation of intonation expressiveness of speech in the system of correctional intervention.

The purpose of the study contributes to the specification of the object being studied. The goal of any research is to solve a specific problem. The goal is specified in tasks taking into account the subject of research.

The research objectives are formulated in a certain sequence, which determines the logic of the research. The research objectives are set on the basis of a theoretical analysis of the problem and an assessment of the state of its solution in practice.

The first chapter is an analysis of literary sources, which examines the state of this problem in historical and modern aspects, and presents the most important theoretical principles that formed the basis of the study.

When writing the first chapter, you should pay attention to the fact that the text of the course work must be written in a scientific style. When presenting scientific material, it is necessary to comply with the following requirements:

– Specificity – a review of only those sources that are necessary to disclose only a given topic or solve only a given problem;

– Clarity – which is characterized by semantic coherence and integrity of individual parts of the text;

– Logicality – which provides for a certain structure of presentation of the material;

– Reasoning – evidence of thoughts (why this and not otherwise);

– Precision of wording, excluding ambiguous interpretation of the authors’ statements.

A literary review of the state of the problem being studied should not be reduced to a consistent presentation of literary sources. It should present a generalized description of the literature: highlight the main directions (currents, concepts, points of view), analyze in detail and evaluate the most fundamental works of representatives of these directions.

When writing a work, the student must correctly use literary materials, make references to the authors and sources from which the results of scientific research are borrowed. Failure to provide required references will reduce your coursework grade.

As a rule, in coursework on speech therapy, references to literary sources are formatted as follows: the number of the cited source in the general list of references is placed in square brackets. For example: General speech underdevelopment is a speech pathology in which there is a persistent lag in the formation of all components of the language system: phonetics, vocabulary and grammar [17].

When using quotations, in square brackets, in addition to indicating the source number, the page number from which this excerpt is taken is indicated, for example: Speech rhythm is based on a physiological and intellectual basis, since, firstly, it is directly related to the rhythm of breathing. Secondly, being an element that performs a communicative function, “correlates with meaning, i.e. controlled intellectually” [23, P.40].

However, course work should not be of a purely abstract nature, so you should not abuse the unreasonable abundance of citations. Quoting should be logically justified, convincing and used only when really necessary.

In the second chapter , devoted to experimental research, the organization should be described and the program of the ascertaining experiment should be presented. The survey methodology, as a rule, consists of a description of several series of tasks, with detailed instructions, visual and lexical material, the procedure for completing tasks by experiment participants, and scoring criteria. This chapter also provides a qualitative and quantitative analysis of the results obtained.

When analyzing the results of an experiment, it is necessary to use a scoring system. Examples of various criteria for quantitative and qualitative assessment are presented in the following works:

– Glukhov V.P. Formation of coherent speech in preschool children with general speech underdevelopment. - M.: Arkti, 2002. - 144 p.

– Fotekova T.A. Test methodology for diagnosing oral speech of primary schoolchildren. - M.: Arkti, 2000. - 56 p.

– Levchenko I.Yu. Pathopsychology: Theory and practice. - M.: Academy, 2000. - 232 p.

In order to visually present the results obtained during the experimental study, it is recommended to use tables, graphs, diagrams, etc. Histograms can be used in a variety of ways - columnar, cylindrical, planar, volumetric, etc. An example of the design of tables, figures, and histograms can be found here.

The third chapter provides a rationale for the proposed methods and techniques and reveals the content of the main stages of correctional work.

The conclusion contains a summary of the material presented and the main conclusions formulated by the author.

The bibliography must contain at least 25 sources. The list includes bibliographic information about the sources used in preparing the work. An example of its design can be seen here.

In the application you can present bulky tables or illustrations, examination protocols, observation records, products of activity (drawings, written works of children), notes from speech therapy classes, etc.

The volume of one course work must be at least 30 pages of typewritten text.

In general, coursework in speech therapy is the basis for a future thesis, in which the study of the begun problem can be continued, but from the standpoint of a different approach or a comparative analysis of the disorders being studied in different age categories of people with different types of speech disorders.

The content and format of theses in speech therapy can be found here.

Literature:

1. How to write a term paper on speech therapy: Methodological recommendations. Educational and methodological manual / Comp. Artemova E.E., Tishina L.A. / Ed. Orlova O.S. – M.: MGOPU, 2008. – 35 p.

2. Research work of students in the system of higher professional pedagogical education (specialty 031800 - Speech therapy). Methodological recommendations for completing the thesis / Compiled by. L.V. Lopatina, V.I. Lipakova, G.G. Golubeva. - St. Petersburg: Publishing house of the Russian State Pedagogical University named after. A. I. Herzen, 2002. - 140 p.

Levels and types of motivation

Without connection with the stimulus that ensures the development of the individual, the levels of motivation are transformed and the strength of influence changes. There are 2 main types of motivating factors: dictated by internal reasons or external circumstances.

The former do not allow you to give up when you fail, the latter are aimed at achieving public recognition. According to Freud, there are male and female types of motivation.

In a simplified version, the first is focused on saving existing reserves, the second is on finding additional resources and sources. Each psychological school offers its own interpretations of the types of motivation.

The following classification of levels of stimulating factors is popular:

• Perspective visualization. It involves creating a clear guideline, an image of the desired future.
• Stability of perspective. The individual seeks confidence that living conditions will remain unchanged in the foreseeable future. Both internal and external motivation are based on this.
• Activating perspective. When approaching a goal, an individual subconsciously intensifies the desire to reach it, and accordingly the level of motivation increases.
• Stagedness. Complex goals require step-by-step planning. The proximity of each subsequent intermediate point does not allow motivation to weaken.

S. Polukeev, based on an analysis of the works of L. Gumilev, proposed 9 levels of motivation. Each reflects the strength of the individual’s incentives, his psychological state, and the strength of his life’s aspirations.

Depending on the goals being achieved, tasks being solved or actions being performed, the level of motivation decreases or increases. The determining factors are considered to be the significance of the result, confidence in achieving the goal, and personal forecasts regarding the possibility of achieving what was planned.

Motives of individual activity

Depending on what goal a person sees in front of him, he will act accordingly in order to achieve what he wants and get pleasure. If a person is hungry, then he will act in such a way as to find food and have a snack, satisfying this need. Such behavior will be determined by the need for food, and the search for food will be the motive for the individual’s activity. Depending on the needs or goals of a person, the motives for activity can be very diverse. For example, if needs relate to basic phenomena that ensure the life and development of a person, then the motives of activity that force the satisfaction of such needs will be called organic. To be more specific, these needs include the already mentioned feeling of hunger, the need to breathe, the need to hide from the heat on a summer day, or the need to flee from danger for the purpose of self-preservation. All these needs are basic, and a person strives to satisfy them first of all in order to allow his body to naturally exist and develop.

The motives of an individual's activity are also functional. They relate to the needs that ensure human growth in the cultural sphere. This could be an active holiday on the lake, or playing sports, going to church or the theater. All these needs create motives for activity, which in turn drive a person to satisfy these needs, which ensures the functional growth of the individual.

The motives for an individual’s activity are material. The materialism of these motives implies the creation of material things to satisfy human needs that relate to comfort or everyday necessities.

It's no secret that the need to be respected in society is very important for a person. To have one’s place among other people, to occupy an appropriate status, as well as the opportunity to express one’s social interests - all these are needs that give rise to social motives for human activity. In this case, the individual will act in such a way as to establish himself among the people who make up his society. For example, activities of this kind can be expressed in participation in various social groups, belonging to volunteers, encouragement to take part in various events, organizations, etc.

The motives for an individual’s activity may include spiritual motives. They appear where a person has a need for self-development, as well as self-improvement. To satisfy such needs, a person can read books, pray to God, do yoga or act in some other way to gain spiritual saturation.

Basic human motives, examples

The main factors stimulating and determining the behavior of an individual include those aimed at biological survival. They are laid down by nature and cannot be changed by willpower.

Some of these motives are cyclical in nature - food intake, sleep and wakefulness phases. Obvious examples are obtaining food and extracting additional resources. The main motives stimulate the work activity of an individual and economic processes in social formations.

The accumulation of material assets, the production of basic household items and food products are aimed at satisfying natural human needs. This includes the production of heating products. The motivation for such activity is to increase life expectancy.

In psychology, a motive is an individual’s desire to satisfy his own basic needs. Such considerations force states to develop science, technology, and medicine. At the heart of complex economic and social processes lies a simple desire to satisfy the basic needs of all members of the social formation.

Many basic motives are not given importance in everyday life, but they act as the driving force of any activity. Such stimulating factors include the subconscious desire to avoid danger, dictated by the instinct of self-preservation.

The search for shelter, the desire to protect oneself, to create the most favorable conditions for life are considered the main and fundamental motives. The main behavioral stimuli are individual psychological characteristics that have a strong influence on a person’s actions in different situations.

They are socially conditioned or have a personal innate nature. Motivation can be functional and serve the purposes of cultural development of the individual. Such incentives force people to buy expensive tickets to a concert, theater, or contemporary art exhibition.

Motives of personality behavior

The topic of human behavior has been of interest to psychology since ancient times. Answers to the question “why?” people do this and then behave differently, the greatest minds of our world were looking for. Today, human behavior can be considered to be influenced by many different phenomena. This may be a certain situation, a person’s personal qualities, external pressure on the individual, or the motives of the individual himself.

What do the motives of a person’s behavior influence? Considering the concept of personal motives, we can say that different motives not only influence a person’s behavior in every possible way, but also in certain situations, motives can determine a person’s behavior. The fact is that a motive is a fusion of an individual’s internal experiences, which often becomes an attribute of the individual and is formulated into a personal quality. For example, motives to become better, to help people and to change this world for the benefit of humanity can become characteristic of the person who experiences them and form into a separate trait - altruism.

What is the subordination of motives?

This is a key concept in the formation and development of personality. The first signs of subordination of motives appear at an early age. Various stimulating factors lose equal importance and form a system of personal values ​​and life guidelines.

This structure is called an individual motivational scheme. Dominant and secondary motivations constitute a hierarchy in which there is a difference in levels and strength of influence.

Subordinate motives of adolescence include:

• self-affirmation;
• desire to achieve sports success;
• the emergence of moral qualities;
• behavioral assessment.

To prevent ethical deformation of the individual, subordinate motives are built into a hierarchical system by educational means. The most difficult moment during the period of an individual’s psychological formation is the choice between personal and social values.

The subordination of motives is formed in the struggle of these factors to create a reasonable compromise. It starts in preschool age. The result of this step-by-step process is considered to be motivational readiness, which is closely related to the concepts of cognitive interest and initiative.

Social motives of the individual

As already mentioned, the social motives of an individual are generated from the needs of socialization in society. Abraham Maslow classifies attachment as a social motive. These motives represent the desire to be needed, useful, and to have approval from other people. In addition, social motives are determined by the need for respect, as well as self-esteem, which is no less important.

Every person exists in society and is connected with people. Relationships between people are never simple, so various conflicts, hostility and other unpleasant phenomena arise. But, one way or another, a person is born into society, but sometimes society itself gives birth to a person. For this reason, it is very natural that a person tries to find his place in society and establish his identity among the people he knows.

In this area, a person can act in various ways, guided by social motives. For example, in order to please other people, so as not to violate the ideas of society, a person can show conformity, that is, act like the majority.

Human nature is very complex and mysterious. Relationships between two people can also be very unpredictable. People are driven by social motives in order not to be lonely. Every person is looking for another person who is able to understand, support, and most importantly love him for who he really is. This desire forces people to seek compromises in disagreements, change their behavior, and change for the better. These are the most important social motives of a person.

It is also worth noting submission to authority. Even if people complain about the government in the country and do not consider it constructive, they recognize its legitimacy and are convinced that power is necessary for society. This leads to submission to authority, which is also a social motive for the individual.

The problem of the struggle of motives

At the same time and in parallel, the individual is under the influence of numerous multidirectional stimulating factors. This is the most important concept of volitional activity. The struggle of motives is aimed at determining the dominant and dominant stimulus.

Its logical outcome is the formation of a mature personality, understanding of life priorities, and the ability to make decisions independently. Some motives have ambivalent meaning. Example: is it worth accepting the help of an unpleasant or a priori unfriendly person?

Such dilemmas that haunt an individual throughout his life constitute the essence of the struggle of motives. A typical example is a choice between positive but incompatible goals. Making a decision often requires willpower. It is not recommended to make difficult life choices under the influence of emotions.

Motive in psychology is also a constant struggle of multidirectional stimuli and motivations. A clear definition of value guidelines helps you make error-free choices. Psychologists recommend drawing up a personal motivational scheme to ease internal struggles.

Block 6. Motive. Pleasure and Pain.

In the case of a person, access to a “good pedal” is the realization of a desire, which is a dream, “heaven” on earth, while access to a “bad pedal” causes horror and pain, becoming “hell” on earth. And only regular feedback from conditionally objective reality reminds that the subject has a responsibility to other people for gaining access to pleasures and not gaining access to displeasures. This to some extent interrupts the rigid focus on obtaining “heaven” and avoiding “hell.”

The article “Is it social addiction? Stanley Milgram experiments."

In negotiations, the participant strives to obtain the target result, and as a reward - a positive emotional experience.

Article “Emotions, what are they? Classification of emotions in psychology."

At the same time, the subject wants to look good, like a moral, ethically correct person who does not violate the boundaries of what is permitted, as he subjectively understands this. Also, the individual does not at all want to receive a non-target result, when someone is angry with him, he experiences anger. This is fraught with the possibility that they may take revenge and offend you next time. And this is already displeasure.

Article “Game theory for dummies. Is this a human behavior strategy?

The combination of two oppositely directed vectors, movement towards pleasure and movement from pain, are the final target resources - human motives.

Intermediate desires are only determined by the quantity and quality of the objects “butter and toadstool in the basket of life.” It’s good that there are more “toadstools” than “toadstools,” but one “toadstool” can actually interrupt life itself, so an even more important factor is the quality of intermediate desires - results. At the same time, we should not forget that one “oil can” before death can look like the final happy result of a whole life, while in the basket there were only “toadstools”. And one “toadstool” can ruin the entire “oil” harvest, since “a fly in the ointment will spoil a barrel of honey.”

Personal stability to “hell” and “heaven”, i.e. the ability to consciously control your key motives allows you to balance between “Scylla” and “Charybdis”.

However, neither of the two vectors is a truly free choice, but only determines behavior, actually providing a false choice as a manifestation of the illusion of freedom.

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How to correctly determine motive and motivation?

Personal psychophysiological stimuli regulate the behavior of an individual and serve as the basis of a person’s mental sphere. Motivation is the driving force that organizes motivating factors and combines them into a coherent system.

A well-built hierarchy makes it easier to achieve goals and increases efficiency. To correctly determine your own motives, dividing them into dominant and secondary ones, deep introspection is required. In psychology, this is considered a fundamental factor in the formation of a harmonious personality.

Needs and motives of the individual

In psychology, there are various views on determining the needs of the individual, in fact, as well as on the definition of motives. But all views are united by the idea that need is a human condition that is caused by one or another need. These can be material or spiritual objects. This condition causes internal tension in the individual. To relieve tension, or in other words, to satisfy a specific need, a person begins to act accordingly, guided by the motives that this need generates.

A person's needs can be very different. As already mentioned, needs may concern the organic, functional, material, social or spiritual environment of a person. In addition, scientists distinguish individual and group needs, as well as daily and annual, intellectual and psychological needs.

In the same situation, a person may have several needs of different kinds at the same time. Accordingly, internal tension will be very high in this case, and a person must choose which needs to satisfy first. In this context, it is important to note that there is a hierarchy of needs. The most important are physiological or organic needs. If a person is hungry, it will be difficult for him to concentrate on work, or when it comes to self-preservation, for example, if a person is in pain, he will only think about how to get rid of this pain, and until it disappears, the person will not be able to satisfy your other social needs.

Abraham Maslow developed a hierarchy of needs, which in turn determines the hierarchy of individual motives. In his opinion, motives can be placed on five conventional shelves that form Maslow’s pyramid. At the lowest level are the physiological needs of a person. Moving up to higher levels, the needs for affection, esteem, aesthetic and needs for self-realization are considered. It is important to note that in this hierarchy of motives, A. Maslow believes that it is impossible to rise to a higher level if the needs of the lower level are not satisfied.

Process theories of motivation

Process theories of motivation analyze how a person distributes efforts to achieve new goals, and what type of behavior he will choose to achieve this. In process theories, a person's behavior is determined not only by needs, but is a function of his perceptions and expectations associated with a particular situation, and the possible consequences of the type of behavior that the person chooses. Today there are more than 50 procedural theories of motivation, but the main ones in this direction are considered to be: Vroom’s theory, Adams’ theory, Porter-Lawler’s theory, Locke’s theory and the concept of participative management. Let's talk about them in more detail.

Types (forms) of activity

Within the framework of a social studies course, there are usually four main forms of activity - play, learning, work and communication.

1. A game is a free developmental activity that a subject performs at will and for the pleasure of the process. The game usually has a clear set of rules. During play, children often prepare for adult activities - study, work, family relationships.
2. Learning (cognition) is a conscious and purposeful process of acquiring new knowledge and skills.

Types of motivation

Extrinsic motivation

(extreme) - motivation that is not related to the content of a certain activity, but is conditioned by circumstances external to the subject.

Intrinsic motivation

(intrinsic) - motivation associated not with external circumstances, but with the very content of the activity.

Positive and negative motivation

. Motivation based on positive incentives is called positive. Motivation based on negative incentives is called negative.

Sustainable and unstable motivation

. Motivation that is based on human needs is considered sustainable, because... it does not require additional reinforcement.

There are two main types of motivation: “from” and “to”, or the “carrot and stick method”. Also distinguished:

• didual motivations aimed at maintaining homeostasisOther books on request “Motive (psychology)” >>

Each person comes into this world with his own purpose. This is what he should strive for. Only in this case does a person’s life gain meaning.

All dreams are meaningless, all plans will be covered with cobwebs, goals will not be achieved if they are not secured with actions. Is it possible to get to the right place with just a map, but without moving? Can the strictest and fairest law stop a criminal who has only heard of it? Is knowledge alone enough to become successful? Only action can lead to a person’s goal, only action will prevent crime, and it also affects our whole life. And what motivates a person to act is called “motivation”.

Motive

Motive

(Latin
moveo
- I move) is a material or ideal object, the achievement of which is the meaning of activity. The motive is presented to the subject in the form of specific experiences, characterized either by positive emotions from the expectation of achieving a given object, or negative ones associated with the incompleteness of the present situation. Understanding the motive requires inner work.

Motive is one of the key concepts of the psychological theory of activity, developed by leading Soviet psychologists A.N. Leontyev and S.L. Rubinstein. The simplest definition of motive within the framework of this theory is: “Motive is a materialized need.” Motive is often confused with need and goal, but need is essentially an unconscious desire to eliminate discomfort, and goal is the result of conscious goal setting. For example: thirst is a need, water is a motive, and a bottle of water that a person reaches for is a goal.

Creative activity

A special type of activity is creativity - the process of creating something qualitatively new, never existing before. Artists, writers, and scientists are engaged in creative activities.

Creativity can also be considered as a component of other activities. So, our applicant from the example above can be creative in the process of preparing a resume and come up with a completely new approach that will captivate the employer.

The key abilities for creative activity are:

• combine existing knowledge;
• create new images in the mind (imagination);
• create vivid, strong ideas (fantasy);
• gain knowledge unconsciously (intuition).

Student motivation

Unfortunately, manifestations of independent motivation for learning among schoolchildren and students are rare. Therefore, it is necessary to help students form it in such a way as to ensure and support productive learning activities for the entire period of study. There are a sufficient number of effective methods today. Let's look at some of them.

• an entertaining situation implies the introduction into the learning process of interesting examples or experiences, unusual facts, paradoxical analogies to revive the attention of students;
• cognitive debate is based on involving students in a discussion, which arouses their interest and helps increase their level of attention;
• the use of emotional experiences in the learning process. Presentation of material with facts of a large-scale nature;
• the process of comparing science and life situations involves giving examples of the influence of scientific facts on the way of life of mankind;
• creating successful situations can be used for students with learning difficulties. Learning difficulties are more easily accepted with joyful experiences.