PSY 355 Module 1 Journal

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1 PSY 355 Module 1 Journal SNHU PSY 355 David Simms October 29, 2023

2 PSY 355 Module 1 Journal PSY 355 Module One Milestone Template Complete this template by replacing the bracketed text with the relevant information. Part One In 3 to 5 sentences for each rubric criterion, apply the conceptual foundations of motivation orientation to your lived experience by responding to the following: 1. Describe which motivation orientation , autonomous or controlled , is most relevant to you and why. The motivation orientation that is currently most relevant to me is that of Controlled Motivation Orientation. Currently, this fits me best due to the work I currently do and the fact that I am a student. As defined, controlled motivation orientation applies to individuals who engage in behaviors for externally referenced reasons such as to gain rewards or perceived approval from others (Hagger et al., 2014). With my schooling, I am constantly pushing for the highest grades possible so that I can prove to others that a 50+ student can keep up with younger students. With my work, I am also trying to prove that age isn’t a restriction in what I can do, as I am the oldest on the team that I work with. I don’t want anyone to think that I get special treatment just due to my age or my gender, I want them to see that the privileges that I do get are because I have proved myself capable on past projects and daily work requirements. (Paine, 2017, Figure 1) 2. Describe how motivation orientation influences level of engagement . Motivation Orientation is the source of motivation for an individual to perform a particular action and can either originate from internal desires or external compensation (Linke et al., 2010). A person who is autonomously motivated is going to have a higher

3 level of engagement as they see the benefit of the task they are completing while a person who is based around controlled motivation wants the task done just so that people know they accomplished the task, not that they completed it to the best of their ability or above and beyond what was expected. Being motivated from a person's core being leads them to try harder, work smarter, and outproduce others who aren’t. 3. Describe an authentic example of how conformity has been both detrimental and essential to your well-being. An authentic example of how conformity was detrimental was when I was in my teens, and I was highly closeted. In a highly religious family, being gay wasn’t acceptable, so it was hidden for many years. I conformed to familial expectations and lived my life like the person I was brought up to be. I hid my sexuality from all my family and most of my friends to protect myself from being put out on the street. As I got older and moved out on my own, conformity was essential to my well-being. I identified as gay. Most of my friends were all gay or gay accepting. Being out was prideful to me. It let me be me. I was allowed to live my life in freedom within our group and the only thing expected of me was to remain safe. I conformed to the stereotypical labels of butch. People on the streets could tell that I was gay just by looking at me (have I mentioned a rainbow tattoo on my leg?). I made a home within a group of lesbian and gay individuals who accepted me as I was, faults and all. These people became my family. 4. Describe the strengths and limitations of an autonomously motivated mindset as it applies to emotional intelligence. The strengths and limitations of an autonomously motivated mindset, as it applies to Emotional Intelligence, can boil down to recognizing emotions. When an individual is emotionally intelligent and autonomous, they are more likely to be effective in self- regulation of behaviors. This self-regulation of behaviors positively relates to effort, engagement, academic performance, and vitality of an individual (Johansen et al., 2023). On the flip side of this, a person with autonomous motivation might not see the struggles that others are having and might not be as compassionate and helpful to those who need help. ( Autonomy in the Workplace: 5 Tips to Strike the Balance as a Manager - Risely , 2023, Figure 2)

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4 Part Two Next, in 3 to 5 sentences for each criterion, describe the practical applications of motivation orientation within the leadership context by responding to the following: 1. Describe the types of values that you believe would help to promote an autonomously motivated mindset in those you serve. The values that I believe would help promote an autonomously motivated mindset in those that I serve would be integrity and respect. Clients need a supportive team that shows that they believe in the individual and that they don’t hold back when discussing changes that need to be made. This might not always be a positive topic to cover, but it needs to be truthful. Respect for the person, no matter what actions they have taken, is always needed when working with clients. 2. Describe how you could support others in their own motivation . Ask them, involve them, trust them, inspire them, appreciate them, reward them, challenge them, celebrate them, and inform them (ACS Careers, 2018). Doing these things will help motivate others. I hope that by performing these actions I will be able to support both autonomously motivated and control motivated individuals. Since autonomously controlled individuals are already motivated to do what they are doing, being a cheerleader and someone in their corner to bounce ideas off of might be all that they need. Those who are motivated by control mechanisms are going to need more support to engage their motivation. Setting up a game plan with an individual who needs direction and motivation can lead to their developing their motivation to accomplish a task not for the reward at the end but for the pride of doing something to the end and to the best of their ability. 3. Describe an example of how your understanding of motivation orientation can help you engage in more compassionate, empathetic leadership. Understanding motivation orientation could help me engage in more compassionate and empathetic leadership when leading foster care teens to their independence. Teens who are autonomously motivated will have goals and dreams for their future, they would only need me for guidance and figuring out legal paperwork. Teens who function via controlled motivation will need steps laid out in a flow chart manner with many sessions set aside to do research and counseling on what that specific teen wants to do upon gaining their independence. Having compassion for teens who need a bit more support than others can make gaining their independence a little less scary for them.

5 References ACS Careers. (2018, November 3). 9 ways to motivate others . Chemical & Engineering News. Retrieved October 27, 2023, from https://cen.acs.org/careers/career-tips/9-ways-motivate- others/96/i44 Autonomy in the workplace: 5 tips to strike the balance as a manager - risely . (2023, August 3). Risely. Retrieved October 27, 2023, from https://www.risely.me/the-pros-and-cons-of- giving-autonomy-to-employees/#:~:text=Breeds%20Complacency%20Without %20Adequate%20Supervision,the%20team%20or%20even%20themselves. Hagger, M., Hardcastle, S., Chater, A., Mallett, C., Pal, S., & Chatzisarantis, N. (2014). Autonomous and controlled motivational regulations for multiple health-related behaviors: Between- and within-participants analyses. Health Psychology and Behavioral Medicine , 2 (1), 565–601. Retrieved October 27, 2023, from https://doi.org/10.1080/21642850.2014.912945 Johansen, M. O., Eliassen, S., & Jeno, L. M. (2023). The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning. Frontiers in Education , 8 . Retrieved October 27, 2023, from https://doi.org/10.3389/feduc.2023.1153647 Linke, J., Kirsch, P., King, A. V., Gass, A., Hennerici, M. G., Bongers, A., & Wessa, M. (2010). Motivational orientation modulates the neural response to reward. NeuroImage , 49 (3), 2618–2625. Retrieved October 27, 2023, from https://doi.org/10.1016/j.neuroimage.2009.09.013 Paine, R. (2017, May 31). Unpacking activity theory . Retrieved October 27, 2023, from https://academics.design.ncsu.edu/andso/2017/06/01/unpacking-activity-theory/

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