Motivational Final
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Grand Canyon University *
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PSY650-050
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Apr 3, 2024
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Motivation Theory and Procrastination: Practical Application of a Theoretical Construct
Jessica M. Leonard College of Humanities and Social Sciences, Grand Canyon University
PSY 560: Learning, Cognition, and Motivation
Dr. Houser
January 24
th
, 2024
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Motivation Theory and Procrastination: Practical Application of a Theoretical Construct
Motivation is an essential force in all organisms. All essential needs require some degree of applied effort and energy to obtain. Food, shelter, procreation, and defense are universally understood as the instinctual and natural accompaniment to living in the world. Motivation, for all organisms, is inextricably tied to the primal drive toward self-preservation and the fundamental will to survive. Human beings, in addition to possessing these evolutionary drives, are also endowed with the capacity for metacognition. The ability to reflect on oneself results inevitably in the desire for increased felt sense of subjective well-being (SWB). Motivation is then required to move toward the increase of SWB through intention and action. Procrastination, or the delay of intentional action required for the achievement of a particular goal, is a hinderance to achievement of a desired outcome; namely the increase of SWB. Occurring for various reasons, procrastination stalls progress by inhibiting motivational energy and replacing it
with stagnation and avoidance to create distance between the self and the feeling of pressure, inadequacy, and failure. The following is an interview I conducted of myself to discover the root cause of my perpetual inability to submit academic projects and assignments in the time required. Maslow’s needs theory, Adler’s psychoanalytic understanding of motivational and behavioral processes, and cognitive approaches to motivation, namely, Festinger’s cognitive dissonance theory will inform the analysis of the interview responses. Finally, an intervention protocol will be explored aimed at preventing poor performance in future classes and development of strategies to assist me in maintaining adequate GPA necessary to continue receiving funding from the Dept of Education to afford my graduate degree. 2
The Humanist Approach to Motivation
Perhaps one of the most well-known theories in psychology is Maslow’s hierarchy of needs theory. subheadings in them. Developed in the 1940’, and expanded twice in the two decades that followed, the theory attempted to capture the full scope of the process of motivation
and its relationship to personal fulfillment. Unlike Adler’s Freudian view of childhood helplessness producing a repressed sense of inadequacy in individuals which manifests in later adult years, Maslow’s markedly humanistic approach to motivation and attainment is the posterchild for drive inductionist ideals the innate drive for competency and sense of purpose (Aanstoos, 2023). When asked about my reasons for constant late submission of assignments, I thought about the multiple challenges in my life that seemed to be a barrier to focused attention and volitional commitment. Focused attention, and the desire to reach a flow state in my research
and composition of academic written assignments, was a true desire of mine throughout the current course. I desired very much to open my computer and research a carefully plan out my papers by creating an outline. I visualized the fulfillment of incorporating carefully gathered references and citations into my papers that would support my analysis and lend validity to my literary position. Yet, despite a genuine desire to dedicate the time and focused attention to the work, I was unable, time and time again to execute my vision. How could this be? What could have been the underlying cause of my inability to take the actions necessary to achieve my heartfelt desire to produce high quality, well researched, and academically appropriate papers. The hierarchy of needs theory seemed a good place to begin inquiring about the validity of the theory in terms of its application and ability to explain my repetitive lack of engagement.
The hierarchy of needs theory is often visualized as a pyrimyd with the bottomst row containing the basic physiological needs of all human beings (ie. food, shelter, water) (Anastoos, 3
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2023). Had all these needs been met in my case? For the most part, I was not immediately concerned with these basic needs. However, I also did not know how I would afford the following month’s rental payment, or the payment needed to maintain internet access which is critical to accomplishing academic assignments. The financial burden of graduate school is overwhelming to say the least. Graduate students are often encouraged by their professors to not seek employment while pursuing a graduate degree (Perez et al., 2020). To be unemployed while
in graduate school would certainly result in more time to dedicate to completing my studies in the organized and systematic way I desired. However, not working would also result in eventual homelessness and the inability to feed my children and myself. Simply put, not working is not an
option for me. The looming fear of potentially not paying the next month’s rent could be considered a hinderance to engagement with my classmates and instructors. Therefore I would suggest that focused attention was decreased as a result of a physiological need according to Maslow’s theory, remained unmet. Cognitive Dissonance Another motivation theory I felt spoke to the cause of my poor performance throughout this class was preposed by Leon Festinger IN 1957 during a period when the field of psychology was primarily interested in observable, empirical evidence of human psychological phenomena (DeBono, 2023). Festinger’s theory proposed that when cognitions are inharmonious, humans experience a psychological and physiological state of tension. This tension remains until it is relieved by restoring consonance (removal of conflict) to the cognitions. According to the theory,
this restoration can be achieved in three ways; 1) decrease in the degree of importance ascribed to the cognitions because the tension felt by the discrepancy is directly correlated to the value of 4
importance ascribed to the cognition. Therefore, a decrease in the degree of importance of the discrepant beliefs results in a decrease of tension experienced in mind and body 2) add multiple consonant cognitions to seemingly reduce the saliency of the conflict 3) change the belief that is in conflict. I have always considered myself to be a curious and inquisitive person (Kriegbaum &
Spinath, 2016). Learning and academic pursuits are sources of joy for me, and I take pride in the fact that I know what it takes to perform well in academic settings. This is a core cognition for me and indeed it is an important aspect of my self-concept or identity. The fact that I know I can perform well on academic projects and know how to study, organize and plan papers, research and read the topic reading material each week, and engage in discussions with my classmates, is in conflict with the poor performance, late submissions, lack of engagement, and point deductions that I consistently demonstrated. These two cognitions were/are in direct conflict with
each other. In a sense, I feel that my very identity as a smart and capable student and future professional is called into question by my poor performance. Identity and the evaluation of one’s innate ability to accomplish an objective directly influences the availability of motivational drive
available at a given time (O’Reilly, 2020); I wondered if I belonged in graduate school or if I could manage the workload in addition to my responsibilities as a mother and an employee. I have dreamt of earning a master’s degree for as long as I remember. Perhaps, I simply lacked the
competence to meet the requirements of graduate school. Intervention
To increase motivation to complete academic endeavors on-time and to the best of my ability moving forward, I believe resolving the conflict between my discordant cognitions as suggested by Festinger’s cognitive dissonance theory is useful. First, I will attempt to reframe the
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conceptual meaning I ascribed to my own poor performance in relation to my self-concept. Self concept is of critical importance to motivation (Marsh & Craven, 2005). To do so, I reminded myself of the Dean’s List award nominations I earned for two consecutive academic years during
my undergrad program at Grand Canyon University. I reminded myself of the absolute joy and fulfillment I felt while engaged in the class discussions and when I was submitting my assignments on time or early. I reminded myself of the informative and enjoyable discussions with countless classmates throughout my time at GCU. I remind myself of the joy and feeling of accomplishment I experienced when submitting assignments. These reminders serve as a source of inspiration to continue striving for that flow state because being in that state of mind while working, studying, researching and writing is such a fulfilling and motivating experience for me,.
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References
Aanstoos, C. M. (2023). Maslow’s hierarchy of needs. Salem Press Encyclopedia of Health.
DeBono, K. G. (2023). Cognitive dissonance. Salem Press Encyclopedia of Health
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Kriegbaum, K., & Spinath, B. (2016). Explaining social disparities in mathematical achievement:
The role of motivation. European Journal of Personality, 30
(1), 45-63. https://doi-
org.lopes.idm.oclc.org/10.1002/per.2042 Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1
(2), 133-163. https://doi-
org.lopes.idm.oclc.org/10.1111/j.1745-6916.2006.00010.x O’Reilly, R. C. (2020). Unraveling the mysteries of motivation.
Trends in Cognitive Sciences, 24
(6), 425-434.
https://doi.org/10.1016/j.tics.2020.03.001
Perez-Felkner, L., Ford, J. R., Zhao, T., Anthony, M., Jr., Harrison, J. A., & Rahming, S. G. (2020). Basic needs insecurity among doctoral students: What it looks like and how to address it.
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(6), 18–24. https://doi-org.lopes.idm.oclc.org/10.1177/1086482219899649
Shuman, R. B. (2023). Motivation (psychology). Salem Press Encyclopedia of Health.
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