Overview:

PLEASE REFER TO SCORING GUIDE AT BOTTOM OF DOCUMENT TO ENSURE ALL CRITERIA ARE MET.

Write a 5-page assessment in which you compare and contrast the research methodologies and results of at least two different studies on motivation and performance associated with a specific emotion.

Positive emotions (happiness, optimism, hope) can improve goal-directed motivation while negative emotions (fear, anxiety, pessimism, depression, learned helplessness, guilt, shame) can interfere with goal-directed motivation.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Employ critical and creative thinking to evaluate problems, conflicts, and unresolved issues in the study of human motivation and performance.

Describe, based upon current research, the effect of a negative or positive emotion on goal-directed motivation.

Competency 2: Apply knowledge of theory and research in the study of human motivation and performance to inform personal behavior, professional goals, and values, and understand social policy.

Describe how the results of two selected studies may inform or describe personal or professional behavior in similar circumstances.

Competency 3: Communicate effectively in a variety of formats.

Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Apply proper APA formatting and style.

Competency 5: Explain the important theories, paradigms, research findings and conclusions in human motivation and performance.

Describe how a negative or positive emotion addressed by current research affects the biological, learned, and cognitive components of goal-directed motivation.

Competency 6: Analyze the research methodology and tools typically associated with the study of human motivation and performance.

Differentiate the purposes of two selected studies and the research questions each addresses.

Evaluate how well the research results of two selected studies address the research questions they were designed to answer.

Describe the tools and technologies used in two selected studies.

Context:

Motivation and emotion are inextricably intertwined such that it is difficult to discuss one independently from the other. There is a distinction between emotions that can facilitate the attainment of personal goals (goal-congruent emotions) and emotions that can thwart the attainment of personal goals (goal-incongruent emotions). Goal-incongruent emotions—negative emotions such as fear, anxiety, depression, guilt, and shame—often work against the attainment of personal goals. These goal-incongruent emotions evolved to serve an adaptive purpose, and each of them possesses distinctive features. What they have in common, however, is negative affect, and negative affect is thought to have emerged to provide organisms with feedback that something in the environment is a potential threat to their survival. Negative affect causes people to stop what they are currently doing and focus their attention on the environment in search of potential threats. If for some reason these negative emotions are unjustifiably chronic and intense, they can produce a state of hyper vigilance for threats and pervasive negative expectations and thoughts that interfere with the attainment of other personal goals.

Reference

Franken, R. E. (2007). Human motivation (6th ed.). Belmont, CA: Thomson Wadsworth.

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

How would you compare and contrast Western and non-Western cultures with regard to how they perceive emotional control? How might this impact motivation?

In what ways do positive emotions (happiness, optimism, hope) improve goal-directed motivation while negative emotions (fear, anxiety, pessimism, depression, learned helplessness, guilt, shame) interfere with goal-directed motivation?

Resources:

APA Resources

Because this is a psychology course, you need to format this assessment according to APA guidelines. Additional resources about APA can be found in the Research Resources in the left navigation menu of your courseroom. Use the resources to guide your work as needed.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Available from the bookstore.

APA Paper Template [DOCX].

Suggested Resources

The resources provided here are optional and support the assessment. They provide helpful information about the topics. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The Psychology of Human Motivation and Performance Library Guide can help direct your research. The Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Emotions

For this assessment you will choose a positive or negative emotion and research its effects on goal-directed motivation. The following textbook sections provide information to support your choice of topic and your understanding of the biological, learned, and cognitive components of goal-directed motivation.

Deckers, L. (2018). Motivation: Biological, psychological, and environmental (5th ed.). New York, NY: Routledge. Available from the bookstore.

Chapter 14, “Emotions as motives,” pages 443–475.

Chapter 13, “Emotions and moods,” pages 407–441.

Chapter 1, “Introduction to motivation and emotions,” pages 1–27.

The following articles present examples of current research on positive and negative emotions and their impacts on motivation. Search the Library for additional peer-reviewed articles to support your paper.

Briñol, P., Petty, R. E., Stavraki, M., Lamprinakos, G., Wagner, B., & Díaz, D. (2018). Affective and cognitive validation of thoughts: An appraisal perspective on anger, disgust, surprise, and awe. Journal of Personality and Social Psychology, 114(5), 693–718.

Nikitin, J., & Freund, A. M. (2018). Feeling loved and integrated or lonely and rejected in everyday life: The role of age and social motivation. Developmental Psychology, 54(6), 1186–1198.

Sukenik, S., Reizer, A., & Koslovsky, M. (2018). Direct and indirect effects of agreeableness on overconfidence. Journal of Individual Differences.

Research Methods

Research Methodologies Comparison Table | Transcript

For this assessment, you must review the tools and methods used in the peer-reviewed research articles you choose to evaluate. This media interactive summarizes various research methods.  

Guthrie, G. (2010). Basic research methods: An entry to social science research. Thousand Oaks, CA: Sage.

This resource provides information to assist you with analyzing studies, their research questions, and the tools and technologies used to complete them. 

Assessment Instructions:

Write a paper comparing and contrasting the research methodologies and results of at least two different studies on motivation and performance associated with a specific emotion.

Preparation

This assessment requires you to identify a topic to research and then to examine the results and methods of two studies on the selected topic. The topic must be an emotion and its effect on goal-directed motivation.

An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a topic:

Select a positive or negative emotion that has an effect on goal-directed motivation, and then begin to narrow the focus of the topic.

Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can be sharply defined, and for which research is available.

Do some preliminary research to ensure that you have sufficient sources for your topic. You must locate at least two peer-reviewed research journal articles on your chosen topic from the library. To find sources, select key words and enter them into the Summon search engine in the University Library. If you do not find sufficient resources, revise the focus of your topic and try again.

Finally, develop a working title for your paper (for example, “The Benefits of Hope in Peak Work Performance” or “Effects of Depression on Adolescent Academic Performance”) that addresses the narrowed and manageable research topic.

After you identify a topic, select two studies to use as the focus for your paper.

Instructions

For this assessment, write a paper in which you complete the following:

Describe, based upon current research, the effect of a selected negative or positive emotion on goal-directed motivation.

Describe how the negative or positive emotion addressed by current research affects the biological, learned, and cognitive components of goal-directed motivation.

Compare and contrast the research methods used in the two selected studies. What is the purpose of these studies? What are the research questions to be answered by these studies? Do the research results address the research questions?

Identify the tools (interviews, surveys, questionnaires) and technologies (telephone, audio/videotapes, Internet) that were used in the selected studies.

Conclude with what you learned from this research and how it may inform or describe your personal or professional behavior in similar circumstances.

Additional Requirements

Your paper should meet the following requirements:

Written communication: Written communication is free of errors that detract from the overall message.

APA formatting: Resources and citations are formatted according to current APA guidelines for style and formatting.

Number of resources: At least 3 scholarly academic resources are included.

Length of paper: The length is a minimum of 5 typed, double-spaced pages, not including the title page and reference list.

Font and font size: Times New Roman, 12-point font is used.