DOCSLIB.ORG

Motivational Enhancement Therapy: an Effective Approach for Counseling Unmotivated Adolescents

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Motivational Enhancement Therapy: an Effective Approach for Counseling Unmotivated Adolescents Article 8 Motivational Enhancement Therapy: An Effective Approach for Counseling Unmotivated Adolescents Glenn W. Lambie and Shari Sias Many adolescents whom counselors regularly the counselor pushes to resolve the problem, the worse counsel are ambivalent and unmotivated to behavioral the situation becomes (Lambie, 2004). Not surprisingly, change. Adolescents are frequently sent for services not a confrontational style of counseling tends to produce of their own volition, but rather by a concerned parent/ resistance in adolescents (Miller & Rollnick, 2002) who guardian or other adult. Many of the traditional feel their personal freedom is threatened; therefore, they counseling theories and approaches were developed for become defensive and use defense mechanisms such motivated adults. Additionally, research has indicated as anger, confrontation, and denial, which all may be that when most people begin counseling they are not perceived as resistance. The harder a counselor pushes, ready to take action to change (Isenhart, 1994), although the more energy an adolescent is going to exert to push the majority of counseling models are constructed for back, confirming Newton’s third law of motion: for working with clients who are ready to take action to every force there is an equal and opposite counterforce change (Prochaska, DiClemente, & Norcross, 1992). (Cowen & Presbury, 2000). Thus when adolescents feel Stereotypical descriptions of adolescents, such as that they are choosing to do something for their own being moody, narcissistic, resistant, and challenging, self-interest, their motivation can be intense (Lambie, and having social and interpersonal problems, are 2004). Consequently, counselors should avoid using similar to generalizations of another difficult statements that belittle, label, order, prescribe, lecture, population, clients with substance abuse issues (Lambie, give mixed messages, or takeover the problem (McCoy, 2004). For the latter group, Motivational Enhancement 1995). Therapy (MET) has been found to be an effective counseling approach (Miller, Zweben, DiClemente, & Motivational Enhancement Therapy Rychtarik, 1995). MET is brief in duration and designed for counseling counselees at all levels of motivation MET is a development of the Transtheoretical and readiness to change. MET is particularly useful with Model of Change (TMC) (Prochaska et al., 1992), individuals considered “difficult,” “resistant,” and designed to help counselees build commitment and “unmotivated” (Aubrey, 1998). For these reasons, MET reach behavioral change. Drawing on strategies from appears to be a well-suited counseling approach for client-centered counseling, cognitive therapy, systems adolescents. theory, and the social psychology of persuasion (Miller & Rollnick, 2002), some features of MET are that (a) Counseling Adolescents motivation to change is elicited from the counselee; (b) it is brief in duration; (c) direct persuasion is Adolescents need to be differentiated from adults avoided; (d) the style is generally quiet and eliciting; and young children due to the unique developmental (e) readiness to change is seen as fluctuating in relation transformations they are going through. Additionally, to interpersonal interaction; and (f) the counseling it can be difficult to establish a therapeutic relationship relationship is more like a partnership or with adolescents who have historically questioned companionship than expert/recipient roles (Miller & society’s beliefs and values (Katz, 1997). Adolescents Rollnick, 1995). tend to mistrust counselors and often manifest this reaction crudely, intensely, provocatively, and for Transtheoretical Model of Change prolonged periods. Many adults address adolescents’ “resistance” TMC is different from most theories of with aggressive confrontation, resulting in a power psychotherapy because its focus is on how people struggle and an emotional shouting match. The harder change rather than on defining the problem. This model 37 allows counselors with different theoretical orientations contemplation stage of change (Isenhart, 1994). In these and styles to share a common focus. Based on their stages, the counselor works to reduce resistance by research and the findings of others, Prochaska et al. using nondirective counseling techniques such as asking (1992) proposed that people who change behaviors, open-ended questions, listening reflectively, affirming, whether on their own or with the help of a counselor, and summarizing. As the adolescent moves to the higher tend to go through five stages of change and frequently stages of change (preparation, action, and maintenance), use different processes or methods at various stages. the counselor becomes more directive and behavioral These five stages (as cited in Ingersoll & Wagner, 1997) by assisting the counselee in developing and are as follows: implementing a plan for behavioral change (Miller & Rollnick, 2002). 1. Precontemplation. The counselee does not consider his or her behavior to be a problem Motivational Enhancement Therapy and/or is not currently considering changing his or her behavior. MET has been thoroughly researched in the field 2. Contemplation. The counselee is considering of substance abuse with some research specific to that his or her behavior may be a problem adolescent substance abuse clients. Clients with and is seriously thinking of, or substance abuse issues and adolescents often share the contemplating, changing his or her behavior. stereotypical characteristics of being resistant, 3. Preparation. The counselee has made a challenging, and narcissistic (Lambie, 2004). Therefore, commitment to change a behavior he or she it is postulated that an effective substance abuse considers problematic, and is intending to counseling approach would also be successful with make the change soon. The individual may adolescents. have a specific plan in mind or may simply MET was designed as a standardized four-session have a target date set for change. counselor approach in Project MATCH (Matching 4. Action. The counselee is currently in the Alcohol Treatments to Client Heterogeneity), a clinical process of modifying his or her behavior or trial of patient-treatment matching sponsored by the environment to reduce or eliminate the National Institute of Alcohol Abuse and Alcoholism problem. The individual is considered to be (NIAAA). MET is designed to help people work in the action stage for up to 6 months through their ambivalence about change, primarily following the initial behavior change through the use of active listening and gentle feedback (assuming that he or she maintains the techniques. The MET approach is founded on the change during the period). assumptions that counselees have the capacity and 5. Maintenance. The counselee works to responsibility for change and that it is the counselor’s prevent a return to the problem behavior and task to create conditions that enhance clients’ motivation to stabilize the new behaviors and/or for and commitment to change (Miller et al., 1995). In environment that supports his or her new brief, the goal is to prepare people for change, not way of living. necessarily to push them into changing right away (Ingersoll & Wagner, 1997). MET seeks to support Change is difficult, and most people do not intrinsic motivation for change, which leads the successfully maintain behavior change on their first counselee to initiate, persist in, and comply with attempt. TMC offers a spiral pattern of the stages of behavior change efforts. change (linear progression toward change is possible, Miller and Rollnick (2002) listed six basic but rare) in which people can progress from motivational principles underlying the MET contemplation to preparation to action, but most people approach: (1) expression of empathy—the counselor will lapse to an earlier stage (Prochaska, 1995). communicates respect for the counselee and listens Furthermore, TMC is based on the belief that people rather than tells; (2) assisting the counselee in perceiving learn from the lapse and can try something different discrepancy—the counselor uses motivational the next time to avoid the same mistakes (Prochaska et psychology principles to help the counselee perceive a al., 1992). discrepancy between where he or she is and where he TMC can guide the counselor to more successful or she wants to be; (3) avoiding argumentation because outcomes by matching counseling processes to the it is seen to evoke resistance, which is a counselee’s counselee’s individual level of readiness to change reaction to a threatening interpersonal interaction and (Ingersoll & Wagner, 1997). Most counselees beginning resistance is a counselor’s issue; (4) rolling with a counseling relationship are in precontemplation or resistance—the counselor does not meet resistance head 38 on, but rather rolls with the momentum, with a goal of 3. Shifting focus. Here the counselor refocuses shifting counselee perceptions in the process; (5) the counselee’s attention away from what ambivalence is viewed as normal and openly seems to be a barrier blocking progress. This discussed—the counselor elicits solutions from the approach moves the adolescent away from counselee; and (6) support of self-efficacy—the a topic where he or she is entrenched to an counselor works to enhance the counselee’s sense of area where he or she may feel more self-efficacy, or ability to achieve goals. People only comfortable and less defensive. move toward change when they perceive that there is
Load more

Recommended publications
  • Intrinsic Motivation to Learn: the Nexus Between Psychological Health and Academic Success
    91 Intrinsic Motivation to Learn: The Nexus between Psychological Health and Academic Success John Mark Froiland, PhD, Emily Oros, PhD, Liana Smith, B.S., & Tyrell Hirchert, B.A., University of Northern Colorado Intrinsic motivation (IM) to learn, if cultivated, can lead to many academic and social/emotional improvements among K-12 students. This article discusses intrinsic motivation to learn as it relates to Self Determination Theory and the trouble with relying solely on extrinsic motivators. The academic benefits of IM in the specific subject areas of reading and mathematics are reviewed, as well as various psychological benefits (e.g., enhanced persistence, prosocial behavior and happiness). Science-based methods of fostering IM in students are considered, especially enhancing children’s environments through elevating teacher and parental autonomy support. Suggestions for integrating intrinsic motivation with behavioral interventions are also provided. KEYWORDS: Academic engagement; intrinsic motivation; elementary school students; high school students; parenting style; behavior change Teachers frequently struggle to motivate their students (Brophy, 2008; Froiland, 2010) and most students lose intrinsic motivation to learn each year as they move from first grade to high school (Lepper, Corpus & Iyengar, 2005). Intrinsic motivation to learn entails engaging in learning opportunities because they are seen as enjoyable, interesting, or relevant to meeting one’s core psychological needs (Ryan & Deci, 2000). According to self-determination theory, all people seek to satisfy three inherent psychological needs: the need for developing competence, the need for relatedness (creating meaningful connections with others), and the need for autonomy (perceiving that one is able to initiate and regulate one’s own actions).
    [Show full text]
  • Motivation, Its Types, and Its Impacts in Language Learning
    International Journal of Business and Social Science Vol. 3 No. 24 [Special Issue – December 2012] Motivation, Its Types, and Its Impacts in Language Learning Dr. Tengku Sepora Tengku Mahadi Associate Professor School of Languages, Literacies and Translation Universiti Sains Malaysia Malaysia Sepideh Moghaddas Jafari, PhD Student School of Languages, Literacies and Translation Universiti Sains Malaysia Malaysia Abstract Given the fact that teachers are now expected to be informed enough to be able to pilot their teaching towards the varying requirements of different classroom learners, this study is proposed to shed light on what it takes to have (establish and manage) an effective and successful language classroom in terms of learners motivation. This study is designed to investigate the impact of motivation in the context of language learning. To reach the aim of this study, some of the main subjects, topics, and points which can be related to the goal of article are introduced and explained. Afterwards, they are followed by a brief discussion and some beneficial implications and suggestions for the teachers and lecturers. Introduction In the recent period of education, concerning language teaching and learning a momentous transfer and change has occurred; in the sense that an enormous focus has gone towards learner and learning rather than teacher and teaching. Nowadays, indeed, it is an important target for the teachers to make their students less dependent on teachers and more autonomous on themselves (O̓ Malley and Chamot , 1995). In fact, learner self-sufficiency is corresponding to contemporary ideas about the active association and interest of learners, importance of learner- centered approaches, as well as sovereignty of learners from teachers (Littlewood, 1996).
    [Show full text]
  • 24.09F11 Handout 6: Behaviorism
    Handout 6: Behaviorism Motivation The Newcomers arrive and live among us. They are humanoid in form, although their skin is tinged with green, and their inner structure is nothing like ours. In fact -- the skin aside -- as far as outward appearances go the Newcomers are astonishingly like us. In short, they behave as we behave. At any rate -- not to beg any questions -- they move their bodies and emit sounds just as we do. There are the usual social tensions, of course. A rabble-rousing human politician raises the question: what if the Newcomers have no minds at all? What if they lack, not just conscious experience, but beliefs, desires, hopes, expectations, intentions, and the rest? If we do think they have minds, aren't we just guessing? The Leader of the Newcomers speaks: I am a Newcomer. Hath not a Newcomer eyes? Hath not a Newcomer hands, limbs, dimensions? Fed with the same food, hit with the same weapons, subject to the same irritation of our sensory surfaces, do we not behave just as humans? If you prick us, do we not cry out? If you tickle us, do we not laugh? If you ask us, do we not answer? And if you have minds, do we not also? If we are like you in the rest, we will resemble you in that. How could the politician's suggestion possibly be correct? Note that the crucial behaviorist thought isn't simply that we have excellent evidence that the Newcomers have minds. Rather, it is anyone who behaves just as the Newcomers behave is absolutely guaranteed to have a mind (cf.
    [Show full text]
  • (010) LEARNING & MOTIVATION Fall 2016 COURSE INSTRUCTOR
    SYLLABUS PSYCHOLOGY 312 (010) LEARNING & MOTIVATION Fall 2016 COURSE INSTRUCTOR: Mark E. Stanton, Ph.D. Office: Wolf Hall, Room 132A Phone: 831-0175 Email: [email protected] Office hours: By appointment TEACHING ASSISTANT Nick Heroux Office: Wolf Hall, Room 132 Phone: 831-0687 Email: [email protected] Office hours: By appointment PREREQUISITES: You must have successfully completed Psyc100 (General Psychology), Psyc207 (Research Methods) and Psyc209 (Measurement and Statistics), or equivalent, in order to enroll in this course. This is a departmental requirement. No exceptions. TEXTBOOK: Michael Domjan, The Principles of Learning and Behavior¸7th Edition, 2015, Wadsworth. COURSE OVERVIEW: This course covers learning and motivation as an empirical, theoretical, and applied science in psychology and neuroscience. To earn credit for the course, you must master the material in the textbook and complete in-class assignments. To excel in the course, you must complete seminars that deal with select topics in greater depth. Lectures and in-class assignments are offered to the entire class. Seminar enrollment is limited to five seminars of 8 students each (see calendar). Enrollment is first-come-first- served based on class rank and a cumulative grade of at least 70% (determined by exam performance and in-class assignments). Students can complete up to two seminars. There are no class lectures on days when seminars are being held. More information about seminar enrollment, course structure and requirements appears below. LEARNING GOALS: The learning goals are to make students knowledgeable of the phenomena and theories in the field, to acquire fluency in the “language” and analytical thinking used by professionals in this field, and to develop skills in written and oral communication.
    [Show full text]
  • Latham (2007, Work Motivation) -- Ch3, the Emergence of Theory.Pdf
    1950-1975 The Emergence of Theory Introduction Research in the early part of the 1950s did not differ appreciably from the research of the four preceding decades. Attitude surveys continued to be the primary method of data collection for 1/0 psychologists in their study of motivation. Behaviorism was at its zenith in experimen­ tal psychology with B. F. Skinner (1953) as its articulate champion. Research with animals continued to show the importance of antecedent stimuli and external consequences on behavior. Ryan and Smith (1954) argued against 1/0 psychology adopting the prevailing motivational paradigms of experimental and clinical psy­ chology. To translate worker goals into Watson's (1925) terms of stim­ uli and responses, they said, was not only useless but misleading since it implies that the laws that govern these stimuli and responses in experi­ mental laboratory paradigms are the same as those that hold for all other stimuli and responses in everyday situations. They took issue with Hull's (1928) and Spence's (1948) research on the primary drives of animals because to postulate some simple mechanism by which new activities come to be attractive to the organism make it difficult, if not impossible, they said, to demonstrate that a particular activity in the work setting arises through biological determinism. 1 As for Freud, Ryan and Smith noted wryly that his evidence that the individual is unaware of his real wish is likely due only to the fact that the individual does not 'Hull and Spence were interested in the biological determinants that activate consummatory and protective behavior.
    [Show full text]
  • Motives and the Unconscious 52
    Albert Ellis 48. Skinner, B. F. "Critique of Psychoanalytic Concepts and Theories," Scienti/fo -----ANTONY FLEW------ Monthly, 79 : 300-5 ( 1954). 49. Skinner, .B. F. Science and Human Behavior. New York: Macmillan, 1953. 50. Spiker, C. C., aud B. R. McCandless. "The Concept of Intelligcnoc and the Philosophy of Science," Psychological Review, 61: 25 5-66 ( 1954). 51. Sullivan, H. S. Conceptions of Modem Psychiatzy. Washington: William Alan­ son White Psyc11iatric Foundation, 1947. Motives and the Unconscious 52. T olman, E. C. Purposive Behavior in Animals and Men. New York: Appleton­ Century, 1932. 53. Tolman, E. C . "Discussion," foumai of Personality, 18:48-50 (1949). There is, for instance, a lack of trained clarifiers, who might properly co-ordinate t11e various propositions with each other or try to eliminate the inequities ot language in psychoanalysis. Ernst Kris (24) I I WANT to do two main things: first, to reformulate, to explain, and, as far as is then necessary, to defend a thesis about the logical status of the discovery of the unconscious mind; and second, to point one or two morals which are implicit in this thesis. It is one salvaged from a controversy which began in the journal, Aualysis, in which it was in­ adequately and inaccurately formulated, and unfortunately entangled with various curiously misguided side issues (33, 7, 12, 28, 29, 34, 18, and 9). But for the present, without any refinements of qualification, it is simply that the kernel of Freud's discovery was this: if you are prepared so to extend such notions as motive, inteution, purpose, wish, and desire that it becomes proper to speak of motives and so forth which are not known to, and the behavior resulting from which is not under the immediate control of, the person who harbors them, then you can interpret (and even guide) far more of human behavior in terms of concepts of this sort than any sophisticated adult had previously real­ ized.
    [Show full text]
  • 1 Utilizing Cognitive Behavioral Interventions to Positively Impact
    1 Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students Brett Zyromski Southern Illinois University Carbondale Arline Edwards Joseph North Carolina State University Utilizing Cognitive Behavioral 2 Abstract Empirical research suggests a correlation between Cognitive Behavioral Therapy (CBT) interventions and increased academic achievement of students in middle schools. An argument was presented for utilizing CBT intervention within the delivery system of comprehensive school counseling programs in middle schools; specifically in individual counseling, small group counseling, and classroom guidance lessons. Practical examples and resources were provided to assist school counselors in implementing CBT interventions to help students control cognitive thought processes and positively impact academic achievement. Utilizing Cognitive Behavioral 3 Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students A professional school counselors’ role is to remove barriers to students’ success; enhancing students’ learning environments and supporting students’ academic achievement (American School Counseling Association, 2005). The American School Counseling Association (ASCA) (2005) recommends school counselors implement a comprehensive school counseling program that “leads to increased student(s) achievement” (p. 11) and “supports the school’s academic mission” (p. 15) by calling attention “to situations within the schools that defeat,
    [Show full text]
  • INTRINSIC MOTIVATION Psychological and Neuroscientific Perspectives
    INTRINSIC MOTIVATION Psychological and Neuroscientific Perspectives Bachelor Degree Project in Cognitive Neuroscience Level C, 15 ECTS Spring term 2012 Pauli Saari Supervisor: Pilleriin Sikka Examiner: Judith Annett Intrinsic Motivation: Psychological and Neuroscientific Perspectives Submitted by Pauli Saari to the University of Skövde as a final year project towards the degree of B.Sc. in the School of Humanities and Informatics. The project has been supervised by Pilleriin Sikka. 120520 I hereby certify that all material in this final year project which is not my own work has been identified and that no work is included for which a degree has already been conferred on me. Signature: ___________________________________________ Intrinsic Motivation 3 Abstract The aim of this essay is to give an overview of the topic of intrinsic motivation based on psychological and neuroimaging research. More specifically, the objective is to give an overview of the various benefits of intrinsic motivation, discuss its relationship to extrinsic rewards, and review the existing neuroimaging research that has explicitly explored intrinsic motivation. A positive relationship between intrinsic motivation and persistence, conceptual learning, creativity and both hedonic as well as eudaimonic well-being has been demonstrated. A wealth of studies has shown that extrinsic rewards undermine intrinsic motivation, while the validity of these findings has been debated. Initial neuroimaging studies concerning the neural basis of intrinsic motivation have been conducted, showing unique activations in the intrinsic motivation conditions in e.g. the anterior precuneus and the right insular cortex. Conceptual and methodological problems have been discussed, and it is suggested that the neuroscientific findings mentioned above can be interpreted in terms of the neural distinction between wanting and liking, rather than in terms of intrinsic and extrinsic motivation, and that psychological research can draw on neuroscientific findings in order to make its research more precise.
    [Show full text]
  • The Historical Context of Motivation and Analysis Theories Individual Motivation
    International Journal of Humanities and Social Science Vol. 3 No. 18; October 2013 The Historical Context of Motivation and Analysis Theories Individual Motivation Behnaz Pakdel PhD Student Baku State University Azerbaijan Abstract The concept of motivation is always considered in human societies especially for researchers and experts of education. Especially, in recent decades, many theorists and researchers in Educational Psychology have been put validity and particular role for motivational and psychological patterns on educational behaviors. So, at this article, we explain historical process of concept of motivation; compare it to goal and then providing the process of social, psychological and educational motivations as a classification of motivations for to analyze the correctness of the theories about individual motivations. Keywords: Motivation, Goal, Cognitive guidelines, Individual motivations. Introduction Motivation is an intrinsic phenomenon that is affected by four factors: Situation (environment and external stimulus), Temperament (state and organism internal state), Goal (purpose of behavior and attitude) and Tool (tools to reach the target). People are motivated for achieving to the goals, necessities and instincts. Academic achievement has a special importance for seekers of science and students. With this motivation, people are motivated enough for successful completion of a task, gaining to a goal or access to a certain degree from competence in their job until they gain enough success in learning and academic achievement (13: p66). Hence, can be said motivation shows reasons for their behaviors and indicate why they act in a certain way. Motivated behavior is an energetic, oriented and continued behavior (15: p45). From educational point of view, motivation is a polyhedral structure which is associated with learning and academic achievement (13: p67).
    [Show full text]
  • Client Motivation and Engagement in Transdiagnostic Group Cognitive Behavioral Therapy for Anxiety Disorders: Predictors and Outcomes
    Cognitive Therapy and Research (2019) 43:819–833 https://doi.org/10.1007/s10608-019-10014-1 ORIGINAL ARTICLE Client Motivation and Engagement in Transdiagnostic Group Cognitive Behavioral Therapy for Anxiety Disorders: Predictors and Outcomes Isabella Marker1 · Chloe A. Salvaris1 · Emma M. Thompson1 · Thomas Tolliday1 · Peter J. Norton1,2 Published online: 22 February 2019 © Springer Science+Business Media, LLC, part of Springer Nature 2019 Abstract Client motivation is regarded as a key factor in cognitive behavioral therapy (CBT) for anxiety disorders. To date, client motivation has only been measured during individual-CBT, with little known about the predictive capacity of motivation in group settings. The current study aimed to explore the role of client motivation in group-CBT. Measuring motivation dur- ing individual-CBT has proven somewhat difficult with many self-report measures providing weak and inconsistent results. For this reason observational measures of motivation, such as rating client change (CT) language during CBT, have been trialled with some success. The current study aimed to measure motivation using an observational coding system of CT and counter change talk (CCT) during two components of group CBT: cognitive restructuring and exposure sessions. The study explored the predictive capacity of CT and CCT in determining treatment outcomes, and baseline characteristics that predicted in session CT and CCT. Results indicated that CT and CCT predicted different treatment outcomes depending on the stage of therapy. CT and CCT predicted symptom severity at post-treatment and slope of improvement in cognitive restructuring sessions. During exposure sessions only CCT was predictive of poorer treatment outcomes but CT determined client attendance and treatment drop out.
    [Show full text]
  • Motivation & Emotion
    General Psychology Notes - Motivation & Emotion These are general notes designed to assist students who are regularly attending class and reading assigned material: they are supplemental rather than exhaustive and reflect general concepts. I. Motivation - the influences that account for the initiation, direction, intensity, and persistence of behavior. A. Sources of Motivation 1. Biological factors - food, water, sex, and temperature regulation 2. Emotional factors - panic, fear, anger, love, and hatred 3. Cognitive factors - perceptions, beliefs, and expectations 4. Social factors - parents, teachers, siblings, friends, and media B. Theories of Motivation 1. Instinct Theory - innate biological instincts guide behavior * instinct - a complete pattern of behavior that occurs without learning in every member of the species (Fixed Action Patterns). 2. Drive Reduction Theory - behavior is guided by biological needs and learned ways of reducing drives arising from those needs. * homeostasis - physiological systems kept in balance (equilibrium) by making adjustments in response to change. * 2 drives - primary (biological needs) secondary (learned) 3. Arousal - people seek to maintain an optimal level of physiological arousal, which differs from person to person. Maximum performance occurs at optimal arousal levels. * increase arousal when it is too low ( seek excitement when bored) General Psychology Note – Motivation & Emotion Page 1 * decrease when it is too high (relaxation when over-stimulated) 4. Incentive - behavior guided by the lure of rewards and the threat of punishment. Cognitive factors influence expectations of the value of various rewards and the likelihood of attaining them. 5. Maslow's Hierarchy of Needs - human behavior influenced by needs or motives that can be ranked. Needs at a lower level must be partially satisfied before people can be motivated by higher-level goals * deficiency needs * meta-needs (growth) II.
    [Show full text]
  • Optimal Academic Experience: Exploring the Relationship Between Motivation and Flow
    Optimal academic experience: Exploring the relationship between motivation and flow. Zara Vorwerk Department of Psychology University of Cape Town Supervisor: Johann Louw Word Count: Main Body: [7 600] 1 ABSTRACT This study explores the factors that elicit and sustain the optimal academic experience. Flow operationalizes this experience and is studied in relation to motivation. More self-determined types of motivation are expected to have higher correlations with the flow experience, with autonomy acting as a moderator. Results are theoretically underpinned by self-determination theory and cognitive evaluation theory. Congruent with engagement research this study has implications for successful educational outcomes such as learning, achievement, continued motivation, commitment, performance, increased skills and maximal chances for school completion. Flow has often been studied in special populations such as dancers, athletes and scientists. This study investigates how flow is experienced and supported in the higher education environment. “How optimism and hope affect life, what constitutes wisdom, and how talent and creativity come to fruition (Seligman & Csikszentmihalyi, 2000, p. 5),” are just a few of the questions that Positive Psychology tries to answer. Studying these positive individual traits goes toward building a strength-based model of flourishing. Human strengths are important for an individual to thrive, but so are the ways in which they are supported. Positive Psychology also extends to studying the optimal working environment, communities and education. Besides individual traits, valued subjective experiences are also of interest (Seligman & Csikszentmihalyi, 2000). Engagement and flow are subjective experiences which outline academic strengths in the educational domain. Engagement has been defined as a behavior in which a person brings in their personal self during the performance of a task (Kahn, 1990).
    [Show full text]