Cognitive theories of motivation to behaviors from the scenario and to your own learning

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Write a 5–7 page paper applying cognitive theories of motivation to behaviors from the scenario and to your own learning. This paper will be in two parts. Part 1 will continue the scenario from the class, whereas Part 2 will allow you to reflect on what you’ve learned.
In Part 1 of the paper, include the following. Be sure to use your textbook and journal articles to provide examples and support along the way.
• Relate the theory to specific current behavior.
o Include a description of the problem.
o Explain what motivates the current behavior based on one of the cognitive theories.
• Propose a solution based on a cognitive theory of motivation
o Explain how the solution will motivate better behavior based on one of the cognitive theories.
• Relate the theory to specific anticipated behavior.
o Explain what will motivate the expected behavior based on one of the cognitive theories.
• Explain the thought process that led to your proposed solution.
o Explain how you avoided (or did you?) making any attribution errors.
• Explain the limitations of using motivation theories to explain people’s behaviors in the scenario’s circumstances.
In Part 2 of the paper, include the following.
• Propose a new plan to increase your performance in college.
o Describe your motivation for completing the coursework in your college program using the terms, concepts, and theories you’ve learned so far.
o Summarize the plan you made in Assessment 2.
o Assess whether you followed the plan and how it worked.
o Share what you will do to enhance motivation and performance for the rest of the course.
o Use examples from peer-reviewed, scholarly sources within your response.
Scenario
You and your group walked for six hours through Atlanta, Georgia, and have still not reached an area with electrical power. Everyone is tired, hungry, and thirsty. As the sun goes down, you begin to think about where to stay for the night and where to find food.
“Why don’t we start knocking on doors and asking for help?” Javier suggests.
“I don’t know if that’s safe,” Zoe responds. “You remember how intensely some people at the hotel acted.”
“It never hurts to ask,” Ibrim says. “But maybe we should offer something in return.
After another day on the road, you and your group still haven’t found somewhere with power. Unfortunately, you didn’t pack food or water, so you’ve been depending on the kindness of strangers. As you walk through a neighborhood of nice-looking houses, you think it might be time to ask for food or water. After all, these look like the houses of people who have money.
As you approach the first house, a dog starts growling at you from its place on the porch. As you put your hand on the front gate, the dog stands and walks slowly toward you. The four of you look at each other and back away. You need to try another house.
You and your group must beg for basic supplies and still have a long way to go.
Step 1: Choose one of the following:
1. Getting a stranger to let your group stay in their home overnight.
2. Getting medical supplies to treat a deep cut on Ibrim’s leg.
3. Motivating Javier to stay with your group and not head back to the hotel.
4. Motivating Zoe to share the food she begged off a house two stops ago.
Your group includes:
• Javier is a 36-year-old Hispanic man who lives in Florida. He was traveling to Atlanta for work—he’s a manager for a car dealership. He has a wife and three children waiting for him at home.
• Ibrim is a 43-year-old Black man from Tennessee. He had traveled to Atlanta for the Capella University graduation even though none of his family could join him. He’s worried he might have lost his job as office manager for a local doctor. His wife often travels for her job, and they are used to being apart.
• Zoe, a 24-year-old White woman from Alabama who had traveled to Atlanta for a romantic weekend with her boyfriend. Since the power outage, her boyfriend has started a relationship with another guest, leaving Zoe alone.
• You.

Sample Solution

Part 1: Applying Cognitive Theories of Motivation to the Scenario

Motivating Javier to Stay with the Group (Expectancy Theory)

Problem: Javier is contemplating leaving the group and returning to the hotel despite the dangers.

Motivation for Current Behavior: Javier’s behavior can be explained by expectancy theory (VIE theory) [1]. This theory suggests that motivation is a product of three factors: expectancy (belief that effort will lead to desired outcome), instrumentality (belief that performance will lead to reward), and valence (value of the reward).

  • Expectancy: Javier might believe returning to the hotel is the only way to ensure his safety and reunite with his family (desired outcome). He might doubt the group’s ability to find safe shelter or a way back to Florida.
  • Instrumentality: Javier likely believes returning to the hotel will guarantee his return home, fulfilling his personal goals (reward).
  • Valence: The value Javier places on reuniting with his family is likely very high.

Proposed Solution (Goal-Setting Theory):

We can motivate Javier to stay with the group by applying goal-setting theory [2]. This theory suggests that specific, challenging, and achievable goals enhance motivation.

  • Set Specific Goals: We can collaboratively set short-term goals with Javier, like finding a safe place to sleep for the night or reaching a specific landmark by nightfall. This provides a clear direction and a sense of accomplishment.
  • Challenge Javier: We can acknowledge Javier’s concerns but also highlight his strengths and leadership potential within the group.

Motivation for Expected Behavior:

By setting specific goals and emphasizing his value to the group, we can influence Javier’s expectancy and instrumentality perceptions.

  • Increased Expectancy: Highlighting the group’s combined strengths and past successes can increase Javier’s belief that the group can find safety and navigate their way back.
  • Increased Instrumentality: Framing Javier’s contribution to the group’s success as instrumental in achieving his ultimate goal of returning home can increase the perceived value of staying with the group.

Thought Process and Avoiding Attribution Errors:

Our solution avoids attribution errors by focusing on the situation rather than Javier’s character. We acknowledge his concerns about safety and family but suggest alternative strategies for achieving his goals within the group context.

Limitations of Cognitive Theories:

Cognitive theories may not fully explain Javier’s behavior. Unforeseen circumstances, emotional distress, or group dynamics can also influence his decision.

Part 2: Enhancing Motivation and Performance

Motivation for College Coursework (Self-Determination Theory)

My motivation for completing coursework stems from self-determination theory (SDT) [3]. This theory proposes three core psychological needs that influence motivation: autonomy (feeling in control), competence (feeling capable), and relatedness (feeling connected).

  • Autonomy: I am intrinsically motivated by the desire to expand my knowledge and gain skills relevant to my career goals.
  • Competence: Successfully completing challenging coursework fosters a sense of accomplishment and perceived competence.
  • Relatedness: I see value in applying knowledge to real-world situations and potentially contributing to meaningful discussions with classmates and instructors.

Plan from Assessment 2 (Summarize and Evaluate)

In Assessment 2, I planned to:

  • Set weekly goals: Break down assignments into manageable tasks to avoid feeling overwhelmed.
  • Create a dedicated study schedule: Allocate specific time slots for focused studying.
  • Utilize campus resources: Attend tutoring sessions and workshops offered by the college.
  • Form a study group: Collaborate with classmates to enhance understanding and share resources.

While I adhered to the plan initially, I struggled with maintaining consistency as the semester progressed. Time management became challenging with competing work and personal commitments.

Enhancing Motivation and Performance

To enhance motivation and performance for the rest of the course, I will implement the following strategies:

  • Identify Time Wasters: Track my activities for a week to identify time wasters that can be replaced with dedicated study time.
  • Reward System: Establish a reward system for completing challenging tasks or achieving weekly goals.
  • Utilize Technology: Utilize time management apps to schedule study sessions and set reminders for deadlines.
  • Seek Support: Communicate openly with instructors about any challenges and seek their guidance.

These strategies address the core psychological needs outlined by SDT. By prioritizing dedicated study time and rewarding progress, I can maintain a sense of autonomy and competence. Furthermore, seeking support from instructors and potentially rejoining a study group can strengthen the feeling of relatedness and foster a sense of community within the learning environment.

Conclusion

Cognitive theories of motivation provide a valuable framework for understanding and influencing behavior. By applying these theories to the scenario and my own learning, I can

 

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