DOCSLIB.ORG

Psychology of Human Behaviour

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Psychology of Human Behaviour PSYCHOLOGY OF HUMAN BEHAVIOUR ARVIND KUMAR DEPARTMENT OF AGRICULTURAL ECONOMICS, EXTENSION EDUCATION & RURAL SOCIOLOGY COLLEGE OF AGRICULTURE CSK HP KRISHI VISHVAVIDYALAYA, PALAMPUR TABLE OF CONTENTS S No Topic(Topic(sss)) Lecture Page 1. Psychology: meaning and definitions 1 1 2. Scope and importance of psychology in extension 2 3 3. Behaviour and its modification 3 4 4. Methods of influencing human behaviour 4 7 4.1 Compulsion or coercion 7 4.2 Exchange 7 4.3 Advice 8 4.4 Openly influencing a farmer’s knowledge level and attitude 8 4.5 Manipulation of influencing the farmer’s knowledge level and 9 attitudes without farmer being aware 4.6 Providing means 10 4.7 Providing service 11 11 4.8 Changing the farmer’s social and/ or economic structure 55.... Perception: concept and laws 5-6 13 5.1 Nature of perception 13 5.2 Definitions of perception 14 5.3 Laws of perception 14 6. Selectivity in perception 7 20 7 Sensory factors in perception 8 22 8. Importance of perception in extension work 9 24 9. Attitude: concept and functions 10 25 9.1 Meaning and definitions of attitude 25 9.2 Components of attitudes 26 9.3 The A-B Relationship 26 9.4 Functions of attitudes 28 10. Attitude change 11 30 11. Formation of stereotypes and prejudices 12 35 11.1 Stereotypes 35 11.2 Definition 35 11.3 Formation of stereotypes 35 11.4 Prejudice 36 11.5 Definition 36 11.6 Formation of prejudice 36 12 Motivation: concept and types 13 38 12.1 Meaning and definitions 38 12.2 Types of motivation 39 13. Theories of motivation 14-16 40 13.1 Maslow’s hierarchy of needs theory 41 13.2 ERG theory 43 13.3 McClelland’s theory of need 44 13.4 Two-factor theory 45 13.5 The equity theory 46 13.6 The expectancy theory 46 13.7 The reinforcement theory 47 13.8 The goal setting theory 48 14 Techniques of motivating farm people 17 50 15. Learning: concept and principles 18-19 52 15.1 Definitions of learning 52 15.2 Principles of learning 54 16. Theories of learning 20-22 56 16.1 Pavlov’s classical conditioning 56 16.2 Skinner’s operant conditioning 58 17. Experiential learning 23 63 17.1 Experiential learning 63 17.2 Experiential learning cycles 63 17.3 Learning styles 66 17.4 Kolb’s learning style: matrix view 67 17.5 Kolb’s learning style: description 68 18. Personality and individual differences 24-25 70 18.1 Definitions 70 18.2 Determinants of personality 71 18.3 Individual differences 72 19 Personality as a set of traits 26 75 19.1 Primary traits: sixteen 75 19.2 The Big Five 76 20. Personality as the self 27 78 21. Roger's self-theory of personality 28 79 22. Maslow's self-actualisation theory of personality 29 81 23. Emotion: concept and types of emotional response 30 84 23.1 Concept 84 23.2 Types 85 23.3 Effect of emotion on rural people 86 24. Theories and role of emotion in regulating human behaviour 31 87 24.1 Evolutionary theories 87 24.2 The James-Lange theory 87 24.3 The Cannon-Bard theory 88 24.4 Schachter and Singer’s Two-Factor Theory 88 24.5 Cognitive appraisal 89 25. Problem-solving 32 90 PSYCHOLOGY: Psycholog MEANINGy: Meaning AND DEFINITIONS and Definitions 1 Psychology has emerged out as a separate subject of study. Prior to this it was considered as a part of philosophy. Psychology is, in effect, child of two parents: philosophy (the pursuit of wisdom through logical reasoning) and physiology (the study of vital life processes of an organism such as respiration, digestion, and reproduction). Wilhelm Wundt, M. D. (1832- 1920), usually called as father of psychology. He founded psychology laboratory in Germany and called himself a psychologist. Meaning and definitions The term psychology is derived from two Greek words – psyche (soul, or mind) and logos (science or study). Thus literally it means study or science of soul or mind. • Till the 16th century, psychology was considered as the science of soul. This definition was rejected as soul was soul considered as a very ambiguous word. There was controversy regarding the nature of soul, its location in the body, etc. • In the 18th century, psychology was conceived as the science of mind. But difficulty regarding the meaning of mind still persisted. It was considered very doubtful if mind as such can be studied and which mind? Is it the study of right mind or wrong mind? There was no answer to these questions. • Later, psychologists considered psychology as the science of consciousness. This definition was rejected because there are three levels of consciousness – focus of consciousness, fringe of consciousness and unconsciousness. Only one level was taken into consideration. • Most contemporary psychologists considered psychology as the science of behaviour of organism. This includes human behaviour as well as animal behaviour, normal behaviour and adult behaviour, child behaviour and adult behaviour. Some of the definitions of psychology are presented below: • Psychology is the science of the activities of individual in relation to the environment (Woodworth). • Psychology is the positive science of behaviour (Watson). • Psychology is the science of human behaviour and experience (Cruze). • Psychology is the science of mental activity of an organism (Guilford). Course No. Ext 502: Psychology of Human Behaviour 1 Psychology: Meaning and Definitions 2 These definitions contain some truth but are not totally correct. A compressive definition of psychology is given by Charles E. Skinner. According to him, Psychology deals with the responses to any and every kind of situation that life presents. By responses or behaviour is meant all forms of processes, adjustments, activities, and experiences of the organism. Finally, psychology can be defined as the scientific study of behaviour and mental processes. Key attributes of this definition • Scientific study implies carefully controlled observation, description, and experimental investigation to collect information and organising this information. • Behaviour broadly refers to all action that can be observed such as physical activity and speaking as well as mental processes meant to private, cognitive processes that can not be observed directly such as perceiving, thinking, feeling, motives, remembering, etc. Course No. Ext 502: Psychology of Human Behaviour 2 SCOPE AND IMPORTANCE OF PSYCHOLOGY IN EXTENSION 1 Go 2 Content Scope Psychology discovers the general laws that explain the behaviour of living organisms and the most important living organism is human being itself. The individual responds to stimulation and by such responses adjusts to the environment. This continual adjustment constitutes the activity of the individual during his life time. Psychology is seeking to discover what particular conditions produce a given type of activity, so that eventually the psychologists will be able to control and direct human activity by controlling these conditions. Psychology studies the abnormal as well as the normal person. It also attempts to discover the source of knowledge, beliefs, and customs and to trace the development of thinking and reasoning, so as to find the kinds of environmental stimulation that produce certain types of activity. This knowledge of psychology is useful to extension personnel because it will help them to find causes of prejudice, the habit of sticking to old practices and ways of doing things, the doubts, and lack of confidence and factors affecting motivation. Importance The study of psychology helps in identifying: 1. The abilities of individual. 2. The needs of individual techniques to be employed to motivate them. 3. The hereditary and environmental factors that affect behaviour. 4. The levels of achievement motivation of the individuals. 5. The factors that lead to differential perceptions. 6. The causes of emotions and frustrations in human beings. 7. The causes of retarded learning. 8. The levels of knowledge and attitudes possessed by individuals 9. The different psychological traits possessed by individuals. Course No. Ext 502: Psychology of Human Behaviour 3 BEHAVIOURBehaviour AND ITS andMODIFICATION Its Modification 1 There is no single cause of human behaviour. It results from the interplay of diverse factors which create a set of circumstances through the dynamic interaction of man and his environment. According to field theory in psychology, the interaction of situational factors with the perceived environment can be described as a field of forces, a system in tension, or in short, a psychological field. This can be expressed in a formula as follows: b = f (P, E sub) Behaviour is a function of the interaction of the individual and his perceived environment. It is not the totality of factors in his environment that influences his behaviour but only those which are perceived by the individual. Present information, past experience (past knowledge), and expectations (the anticipation of future events) contribute to the subjective perception of circumstances. Behaviour can be described as follows. A person (P) in his environment (subjectively perceived environment) feels something is worth striving for (a target, a desirable state of affaires, an object that is positively desired), and he mobilises his personal powers to reach the goal in question. When something negative or undesirable occurs, he activates his personal powers in the same way to avoid the negative situation. Ways of reaching targets and avoiding negative situations can be blocked or impeded by barriers or inhibiting factors (lack of knowledge, uncertainty about consequences, insufficient means, social sanctions, etc). Route X Target Individual Subjectively perceived Barrier environment Fig. 1: Model of the Psychological Field 1 Course No. Ext 502: Psychology of Human Behaviour 4 PSYCHOLOGY: Psycholog MEANINGy: Meaning AND DEFINITIONS and Definitions 1 Psychology has emerged out as a separate subject of study.
Load more

Recommended publications
  • Bsc Chemistry
    ____________________________________________________________________________________________________ Subject COMMERCE Paper No and 1: Management concept and organisational behaviour Title Module No and 19: Content Theories of Motivation Title Module Tag COM_P1_M19 COMMERCE PAPER 1: Management concept and organisational behaviour MODULE No. : 19: Content Theories of Motivation ____________________________________________________________________________________________________ TABLE OF CONTENTS 1. Learning Outcomes 2. Introduction 3. Concept of Motivation 4. Theories of Motivation 4.1 Content theory of motivation 4.2 Process theory of motivation 4.3 Basic Difference between Content theories and Process Theories 5. Content theories 5.1Abraham Maslow’s Need Hierarchy theory: based on needs 5.2Clayton Alderfer’s ERG theory: based on needs 5.3 McClellands learned need theory: based on needs 5.4 Fredrick Herzberg’s two factor theory: based on factors 5.5 Douglas McGregor’s Theory X and theory Y: based on personality 5.6 Comparison between different content theories 6. Summary COMMERCE PAPER 1: Management concept and organisational behaviour MODULE No. : 19: Content Theories of Motivation ____________________________________________________________________________________________________ 1. Learning Outcomes After studying this module, we shall be able to Define the content theories of motivation Learn about different content theories of motivation. Apply the understanding of different motivation theories to enhance the contribution of the
    [Show full text]
  • Motivation Is the Driving Force by Which Humans Achieve Their Goals
    Definition: Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. It involves the biological, emotional, social and cognitive forces that activate behavior. In everyday usage, the term motivation is frequently used to describe why a person does something. For example, you might say that a student is so motivated to get into a clinical psychology program that she spends every night studying. Components of Motivation There are three major components to motivation: activation, persistence and intensity. Activation involves the decision to initiate a behavior, such as enrolling in a psychology class. Persistence is the continued effort toward a goal even though obstacles may exist, such as taking more psychology courses in order to earn a degree although it requires a significant investment of time, energy and resources. Finally, intensity can be seen in the concentration and vigor that goes into pursuing a goal. For example, one student might coast by without much effort, while another student will study regularly, participate in discussions and take advantage of research opportunities outside of class. Extrinsic Vs. Intrinsic Motivation Different types of motivation are frequently described as being either extrinsic or intrinsic. Extrinsic motivations are those that arise from outside of the individual and often involve rewards such as trophies, money, social recognition or praise. Intrinsic motivations are those that arise from within the individual, such as doing a complicated cross-word puzzle purely for the personal gratification of solving a problem.
    [Show full text]
  • Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory)
    Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) What is the Theory? Maslow’s hierarchy of needs is a theory in psychology proposed by the American psychologist Abraham Maslow in his 1943 paper “A Theory of Human Motivation”. Maslow developed a theory that suggests we are motivated to satisfy five basic needs. These needs are arranged in a hierarchy. Maslow suggests that we seek first to satisfy the lowest level of needs. Once this is done, we seek to satisfy each higher level of need until we have satisfied all five needs. While modern research shows some shortcomings with this theory, Maslow’s Hierarchy of Needs Theory remains an important and simple motivation tool for managers to understand and apply. The Hierarchy of Needs is as follows: 1. Physiological Needs (basic issues of survival such as salary, stable employment, able to eat/drink/sleep well) 2. Security Needs (stable physical and emotional environment issues such as benefits, pension, safe work environment, and fair work practices; job security) 3. “Belongingness” Needs (social acceptance issues such as friendship or cooperation on the job; feeling part of a group/team) 4. Esteem Needs (positive self-image and respect and recognition issues such as job titles, nice work spaces, and prestigious job assignments; being recognised for achievements/improvements) 5. Self-Actualization Needs (achievement issues such as workplace autonomy, challenging work, and subject matter expert status on the job, the need for personal growth and development) Extracts taken from https://managementisajourney.com/motivation-applying-maslows-hierarchy-of-needs-theory/ 1 Hierarchy of Needs – Abraham Maslow; 1943 (Content Theory) How to Apply this Theory to the Workplace 1.
    [Show full text]
  • Boswell Et Al., 2010
    Running head: SCHOOLS OF PSYCHOTHERAPY 1 Schools of Psychotherapy and the Beginnings of a Scientific Approach James F. Boswell, Brian A. Sharpless, Leslie S. Greenberg, Laurie Heatherington, Jonathan D. Huppert, Jacques P. Barber, Marvin R. Goldfried, and Louis G. Castonguay Running head: SCHOOLS OF PSYCHOTHERAPY 2 Abstract The theoretical, clinical, and empirical foundations of psychotherapy come from five primary movements that still exist today, continue to evolve, and remain scientifically productive: psychodynamic, cognitive-behavioral, humanistic, systemic, and integrative. The goal of this chapter is to examine the philosophical, clinical, and scientific underpinnings of each of these major traditions in detail. Experts in these five approaches will describe: (a) the model of psychopathology (especially focusing upon etiological and maintenance factors emphasized in assessment and case formulation); (b) the focus and specific techniques used in treatment planning and implementation; (c) the hypothesized therapeutic mechanisms of change; and (d) the outcome literature/empirical support for each modality. We conclude with a look toward the future of the science of psychotherapy and the scientist-practitioner model of psychotherapy. Keywords : psychotherapy, psychodynamic therapy, cognitive-behavior therapy, humanistic therapy, systemic therapy, integrative therapy Running head: SCHOOLS OF PSYCHOTHERAPY 3 Schools of Psychotherapy and the Beginnings of a Scientific Approach If defined as a “talking cure,” psychotherapy has a very long
    [Show full text]
  • Teachers Job Satisfaction and Motivation for School Effectiveness: an Assessment
    Teachers Job Satisfaction and Motivation for School Effectiveness: An Assessment Nwachukwu Prince Ololube University of Helsinki Finland. Abstract Significantly, job satisfaction and motivation are very essential to the continuing growth of educational systems around the world and they rank alongside professional knowledge and skills, center competencies, educational resources as well as strategies, in genuinely determining educational success and performance. This study assessed the differences and relationship between the level of teachers’ job satisfaction, motivation and their teaching performance in Rivers State of Nigeria. A questionnaire titled ‘TEJOSAMOQ’ was used to collect data for the study. While the data for the study was analyzed using multiple statistical procedures: mean point value, standard deviation, and variance, t-test of significance and One-way-analysis of variance (ANOVA). The survey results revealed that teacher related sources of job satisfaction seem to have a greater impact on teaching performance, as teachers are also dissatisfied with the educational policies and administration, pay and fringe benefits, material rewards and advancement. Background to the Study The relevance of job satisfaction and motivation are very crucial to the long-term growth of any educational system around the world. They probably rank alongside professional knowledge and skills, center competencies, educational resources and strategies as the veritable determinants of educational success and performance. Professional knowledge, skills and center competencies occur when one feels effective in one’s behavior. In other words, professional knowledge, skills and competencies can be seen when one is taking on and mastering challenging tasks directed at educational success and performance (Filak & Sheldon, 2003). The above factors are closely similar to efficacy, and, of course, it is well known that many teachers lose or fail to develop self-efficacy within educational settings (Dweck, 1999).
    [Show full text]
  • Group Motivation”, Chapter 9 from the Book an Introduction to Group Communication (Index.Html) (V
    This is “Group Motivation”, chapter 9 from the book An Introduction to Group Communication (index.html) (v. 0.0). This book is licensed under a Creative Commons by-nc-sa 3.0 (http://creativecommons.org/licenses/by-nc-sa/ 3.0/) license. See the license for more details, but that basically means you can share this book as long as you credit the author (but see below), don't make money from it, and do make it available to everyone else under the same terms. This content was accessible as of December 29, 2012, and it was downloaded then by Andy Schmitz (http://lardbucket.org) in an effort to preserve the availability of this book. Normally, the author and publisher would be credited here. However, the publisher has asked for the customary Creative Commons attribution to the original publisher, authors, title, and book URI to be removed. Additionally, per the publisher's request, their name has been removed in some passages. More information is available on this project's attribution page (http://2012books.lardbucket.org/attribution.html?utm_source=header). For more information on the source of this book, or why it is available for free, please see the project's home page (http://2012books.lardbucket.org/). You can browse or download additional books there. i Chapter 9 Group Motivation PLEASE NOTE: This book is currently in draft form; material is not final. INTRODUCTORY EXERCISES 1. Identify three things that you feel motivate you more than any others to work together with other people. Tell a classmate about a situation in which you benefited from those three things.
    [Show full text]
  • Types of Theories of Motivation
    INDUSTRIAL PSYCHOLGY UNIT - I MOTIVATION, JOB SATISFACTION AND JOB INVOLVEMENT What is the difference between content and process theories? The main difference between content and process theories is that content theory focuses on individual needs, while process theory focuses on behavior. These theories provide insight into what motivates people to act a certain way in a particular setting and are popular in business management. What is content theory and process theory of motivation? There are two main types of motivation theory: content and process. Content models of motivation focus on what people need in their lives (i.e. what motivates them). Process theories look aWhat are the process motivation theories? Process theories of motivation try to explain why behaviors are initiated. These theories focus on the mechanism by which we choose a target, and the effort that we exert to “hit” the target. There are four major process theories: (1) operant conditioning, (2) equity, (3) goal, and (4) expectancy. t the psychological and behavioral processes that affect and individual's motivation. What are the types in process theories? Process theories attempt to explain the thought processes of individuals who demonstrate motivated behavior. Under this category, we will review equity theory, expectancy theory, and reinforcement theory. Types of Theories of Motivation There are two different categories of motivational theories: 1. Content theories: The content theory of motivation, also known as need theory mainly focuses on the internal factors that energise and direct human behavior. In general, such theories regard motivation as the product of internal drives that compel an individual to act or move (hence, “motivate”) toward the satisfaction of individual needs.
    [Show full text]
  • Running Head: SCHOOLS of PSYCHOTHERAPY 1
    Running head: SCHOOLS OF PSYCHOTHERAPY 1 Schools of Psychotherapy and the Beginnings of a Scientific Approach James F. Boswell, Brian A. Sharpless, Leslie S. Greenberg, Laurie Heatherington, Jonathan D. Huppert, Jacques P. Barber, Marvin R. Goldfried, and Louis G. Castonguay Running head: SCHOOLS OF PSYCHOTHERAPY 2 Abstract The theoretical, clinical, and empirical foundations of psychotherapy come from five primary movements that still exist today, continue to evolve, and remain scientifically productive: psychodynamic, cognitive-behavioral, humanistic, systemic, and integrative. The goal of this chapter is to examine the philosophical, clinical, and scientific underpinnings of each of these major traditions in detail. Experts in these five approaches will describe: (a) the model of psychopathology (especially focusing upon etiological and maintenance factors emphasized in assessment and case formulation); (b) the focus and specific techniques used in treatment planning and implementation; (c) the hypothesized therapeutic mechanisms of change; and (d) the outcome literature/empirical support for each modality. We conclude with a look toward the future of the science of psychotherapy and the scientist-practitioner model of psychotherapy. Keywords : psychotherapy, psychodynamic therapy, cognitive-behavior therapy, humanistic therapy, systemic therapy, integrative therapy Running head: SCHOOLS OF PSYCHOTHERAPY 3 Schools of Psychotherapy and the Beginnings of a Scientific Approach If defined as a “talking cure,” psychotherapy has a very long
    [Show full text]
  • Unit 1 Theories of Motivation
    UNIT 1 THEORIES OF MOTIVATION (Need theories, goal setting theory, attribution theory, drive theory and socio- cultural perspective on motivation) Structure 1.0 Introduction 1.1 Objectives 1.2 Definition and Introduction to Theories of Motivation 1.3 Theories of Motivation 1.3.1 Need Theories 1.3.2 Goal Setting Theories 1.3.3 Attribution Theory 1.3.4 Drive Theory 1.4 Let Us Sum Up 1.5 Unit End Questions 1.6 Suggested Readings 1.0 INTRODUCTION This unit deals with theories of motivation. It discusses the need theories under which theories of Maslow, Alderfer’s ERG theory, Herzberg’s Motivation theory and McClelland ‘s Need for achievement, power and affiliation theories are discussed. This is followed by Goal setting theories in which the characteristics of goal setting are discussed, and the goals should be so that the individuals are motivated to reach the goal etc. Following this is the attribution theory and Hull’s Drive theory. 1.1 OBJECTIVES After going through this unit, you will be able to: Define motivation; Describe need theories; Explain the goal setting theories and the related factors; Elucidate attribution theory and indicate the importance of it; and Describe drive theory of Hull and the characteristic features of the same. 1.2 DEFINITION AND INTRODUCTION TO THEORIES OF MOTIVATION The word motivation is coined from the Latin word “movere” which means to move. Motivation is defined as an internal drive that activates behaviour and gives it direction. Motivation can be broadly defined as the forces acting on or within a person that cause the arousal, direction and persistence of goal-directed, voluntary effort.
    [Show full text]
  • Job Satisfaction and Motivation: Understanding Its Impact on Employee Commitment and Organisational Performance Kwasi Dartey-Baah
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Fort Hays State University Academic Leadership: The Online Journal Volume 8 Article 39 Issue 4 Fall 2010 1-1-2010 Job Satisfaction and Motivation: Understanding its impact on employee commitment and organisational performance Kwasi Dartey-Baah Agatha Harlley Follow this and additional works at: https://scholars.fhsu.edu/alj Part of the Educational Leadership Commons, Higher Education Commons, and the Teacher Education and Professional Development Commons Recommended Citation Dartey-Baah, Kwasi and Harlley, Agatha (2010) "Job Satisfaction and Motivation: Understanding its impact on employee commitment and organisational performance," Academic Leadership: The Online Journal: Vol. 8 : Iss. 4 , Article 39. Available at: https://scholars.fhsu.edu/alj/vol8/iss4/39 This Article is brought to you for free and open access by FHSU Scholars Repository. It has been accepted for inclusion in Academic Leadership: The Online Journal by an authorized editor of FHSU Scholars Repository. academicleadership.org http://www.academicleadership.org/850/job-satisfaction-and-motivation- understanding-its-impact-on-employee-commitment-and-organisational- performance/ Academic Leadership Journal Job Satisfaction and Motivation: Understanding its impact on employee commitment and organisational performance Introduction Organisations have been described as a social arrangement for the controlled performance of collective goals (Stewart, 1973). They exist basically for two reasons: to maximise profit or share holder value, (Huczynski and Buchanan, 1991). Latest trends in management encourage the integration of the needs of employees with that of organisations. Maximising profit through growth/expansion and increased share value should not be the only motivation for organisations.
    [Show full text]
  • Employee Motivation and Work Performance: a Comparative Study of Mining Companies in Ghana
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Kuranchie-Mensah, Elizabeth Boye; Amponsah-Tawiah, Kwesi Article Employee motivation and work performance: A comparative study of mining companies in Ghana Journal of Industrial Engineering and Management (JIEM) Provided in Cooperation with: The School of Industrial, Aerospace and Audiovisual Engineering of Terrassa (ESEIAAT), Universitat Politècnica de Catalunya (UPC) Suggested Citation: Kuranchie-Mensah, Elizabeth Boye; Amponsah-Tawiah, Kwesi (2016) : Employee motivation and work performance: A comparative study of mining companies in Ghana, Journal of Industrial Engineering and Management (JIEM), ISSN 2013-0953, OmniaScience, Barcelona, Vol. 9, Iss. 2, pp. 255-309, http://dx.doi.org/10.3926/jiem.1530 This Version is available at: http://hdl.handle.net/10419/188771 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte.
    [Show full text]
  • Determination Theory and Motivational Interviewing As
    Vansteenkiste et al. International Journal of Behavioral Nutrition and Physical Activity 2012, 9:23 http://www.ijbnpa.org/content/9/1/23 METHODOLOGY Open Access Toward systematic integration between Self- Determination Theory and Motivational Interviewing as examples of top-down and bottom-up intervention development: Autonomy or volition as a fundamental theoretical principle Maarten Vansteenkiste1*, Geoffrey C Williams2 and Ken Resnicow3 Abstract Clinical interventions can be developed through two distinct pathways. In the first, which we call top-down, a well- articulated theory drives the development of the intervention, whereas in the case of a bottom-up approach, clinical experience, more so than a dedicated theoretical perspective, drives the intervention. Using this dialectic, this paper discusses Self-Determination Theory (SDT) [1,2] and Motivational Interviewing (MI) [3] as prototypical examples of a top-down and bottom-up approaches, respectively. We sketch the different starting points, foci and developmental processes of SDT and MI, but equally note the complementary character and the potential for systematic integration between both approaches. Nevertheless, for a deeper integration to take place, we contend that MI researchers might want to embrace autonomy as a fundamental basic process underlying therapeutic change and we discuss the advantages of doing so. An important goal for public health and behavioral understand how and why their intuitive interventions medicine researchers and practitioners is to develop work. effective behavior change interventions [4]. A key com- Self-Determination Theory (SDT) [1,2] and the inter- ponent of inducing long term behavior change is build- ventions it has spawned, might be considered as a pro- ing sustained motivation, such that people not only totypical example of the top-down approach, as it engage in the health behaviors during the initial inter- represents a broad-band theory on personality and vention period but afterwards as well.
    [Show full text]