KEPERLUAN

PSIKOLOGI
TAJUK 5
Keperluan Psikologi
KEPERLUANPSIKOLOGI
Teori Teori Penentuan Penentuan Diri Diri/ /
Self-Determination Theory
Manusia semulajadinya aktif
Person-environment dialectic.
Motivasi :Pendekatan Organismik
Dua(2) andaian
Person-Environment Dialectic
In dialectic, the relationship between person and environment is reciprocal (two-way); the environment acts on
the person and the person acts on the environment. Both the person and the environment constantly change.
Teori-Determinasi Diri
Autonomi
(autonomy)
Kecekapan
(competence)
Perhubungan
(relatedness)
Tiga faktor
Autonomi ialah keperluan psikologikal
untuk mengalami arah-diri (self-
direction) dan pengesahan peribadi
dalammenyelenggarakan setiap
tingkahlakunya
Tingkah laku adalah autonomi apabila
1. Ind ada keupayaan utk menentukan t/lakunya
sendiri(autonomi) tanpa paksaan drp org lain
2. Minat, kesukaan, kepercayaan menjadi panduan kpd apa jua
aktiviti yg dilakukan dan keputusan ygdiambil)
3 Faktor Ke arah Pembentukan
Autonomi/Determinasi Diri
PLOC
Perceived locus of
causality
Pembuatan
Pilihan yang
Fleksibal
Kerelaan
Bukan
Paksaan
Tiga faktor
Persoalannya Tidak semua pilihan menggalakkan
autonomi
Mengapa persekitaran vs, pengalaman personel
Persekitaran
menawarkan pilihan
Namun begitu s/manakah
pengalaman personel yang ada
pada seseorang itu dapat membuat
pilihan yang tepat
GAYAAUTONOMI
AUTONOMI-MENYOKONG VS. AUTONOMI MENGAWAL
Tingkahlaku dan Sentimen interpersonel yang bersifat
memupuk, dan membangunkan sumber-sumber motivasi
dalaman yang lain
Autonomi-menyokong
Autonomi -mengawal
Tingkahlaku dan sentimen interpersonel yang bersifat
menekan orang lain (pematuhan dengan menetapkan cara
berfikir, berperasaan dan bertingkahlaku )
KECEKAPAN
Adalah keperluan psikologi
organismik yg menyediakan
sumber kepada motivasi utk
mendapatkan cabaran yg optimal
Komponennya(perkembangan diri
di dalam setiap bidang yg diceburi)
Ia juga merupakan keperluan utk
berinteraksi dgn persekitaran
FAEDAH KECEKAPAN
1. Kecekapan sebagai kesan
motivasi
(semakin tinggi kecekapan yg
dimiliki oleh ind semakin
bermotivasi ind itu b/t/laku dgn
persekitaran)
2. Kecekapan sbg keperluan
(jika dianggap sbg keperluan
maka bermotivasilah ind itu)
PERHUBUNGAN
Adl keperluan utk jalin hubungan
perasaan rapat dan akrab dengan
org lain
Apb ada hubungan manusia akan
berfungsi dgn lebih baik dan tabah
menghadapi tekanan drp
persekitaran
Tanpa hubungan (kesedihan,
tertekan, cemburu, dan kesunyian)
KEPERLUAN PSIKOLOGI
ORGANISMIK
Determinasi diri
Kecekapan
Perhubungan
Kecenderungan
menuju
kesempurnaan
ACQUIRED
Pencapaian
Afiliasi
Intimasi
Kuasa
QUASI
ACQUIRED
Memperoleh, mencapai,
mendapat
Diperolihi drp pengalaman
kehidupan dan sejarah sosial
masayarakat
Keperluan sosial
Keperluan quasi
KEPERLUAN SOSIAL
Pencapaian affiliasi
Kemesraan
Kuasa
Keperluan Quasi
Keperluan terhadap wang
Jaminan kerja
Perancangan kerjaya
PENCAPAIAN
Satu bentuk dorongan yg wujud
di dalam diri untuk melakukan
sesuatu yang baik (piawai)
Ach Motivation> orientasi emosi
yg mendekati(+ve)
AFILIASI
Keperluan untuk membina,
mengekalkan, dan menyimpan
perasaan positif terhadap
seseorang ataupun org lain
(emotional attac)
Karektor nya berbeza dgn type
B personaliti atau pun
ektraversi
KEMESRAAN
Motif sosial yg bertujuan utk
mengekalkan kemesraan,
keakraban, hubungan
interpersonel yg positif > hasil
emosi +ve
Karektor libatkan diri dlm hub
sosial, masa yg byk interaksi, hub
long lasting dan stabil
KEPERLUAN KUASA
Dorongan untuk mengawal
dan mempengaruhi t/laku
org lain
Berhubungn dengan agresif
dan asertif
KEPUASAN MELALUI
Kepimpinan
Keagresifan
Pekerjaan yg berpengaruh
Kedudukan yg berprestij
(maruah,
martabat,pengaruh)
Psychological Need
An inherent source of motivation that
generates the desire to interact with the
environment so as to advance personal
growth, social development, and
psychological well-being.
Self-Determination Theory
People are inherently active.
Person-environment dialectic.
Organismic Approach to Motivation
Two Assumptions
Person-Environment Dialectic
In dialectic, the relationship between person and environment is reciprocal (two-way); the environment acts on
the person and the person acts on the environment. Both the person and the environment constantly change.
Self-Determination Theory
Autonomy Competence Relatedness
Three
Psychological Needs
Autonomy is the psychological need to
experience self-direction and personal
endorsement in the initiation and regulation of
ones behavior.
Behavior is autonomous (or self-determined) when our interests,
preferences, and wants guide our decision-making process to
engage or not to engage in a particular activity.
Volition
(Feeling Free)
Internal
Perceived Locus of
Causality
Perceived Choice
over Ones Actions
Three Subjective Qualities Within
The Experience Of Autonomy
Perceived Autonomy
an individuals
understanding of
the causal source
of his or her
motivated actions
an unpressured
willingness to
engage in an
activity
sense of choice we
experience when we
are in environments
that provide us with
decision-making
flexibility that
affords us with
either-or choice offerings
Choice among options offered by others
True choice over peoples actions
Meaningful choice that reflects peoples values & interests
Not all choices promote autonomy.
Enhance a sense of need-
satisfying autonomy
Enhance intrinsic motivation,
effort, creativity, preference for
challenge, and performance
SUPPORTING AUTONOMY
AUTONOMY-SUPPORTIVE VS. CONTROLLING
MOTIVATING STYLE
Interpersonal sentiment and behavior to identify, nurture,
and develop anothers inner motivational resources
Autonomy Support
Control
Interpersonal sentiment and behavior to pressure another
toward compliance with a prescribed way of thinking, feeling,
or behaving
SUPPORTING AUTONOMY
AUTONOMY-SUPPORTIVE VS. CONTROLLING MOTIVATING STYLE
y Takes the other persons perspective
y Values personal growth opportunities
ENABLEING CONDITION
Autonomy Support
Control
y Pressures the other person toward a prescribed outcome
y Targets a prescribed outcome
SUPPORTING AUTONOMY
AUTONOMY-SUPPORTIVE VS. CONTROLLING MOTIVATING STYLE
INSTRUCTIONAL BEHAVIORS
Autonomy Support
Control
Nurtures Inner Motivational Resources
Relies on Informational Language
Promoting Valuing
Acknowledges and Accepts Negative Affect
Relies on outer sources of motivation
Relies on pressuring language
Neglects explanatory rationales
Asserts power to silence negative affect and to resolve conflict
Four Essential Ways of Supporting Autonomy
Autonomy-Supportive Motivators
Encourage initiative on others by identifying their interests,
preferences, and competences.
Find ways to allow others to behave in ways that express those
interests, preferences, and competences.

Controlling Motivators
Forgo inner motivational resources.
Rely on extrinsic motivators (e.g., incentives, directives,
consequences, and deadlines).
1. Nurtures Inner Motivational Resources
2. RELIES ON INFORMATIONAL
LANGUAGE
Autonomy-Supportive Motivators
Treat listlessness, poor performance, and inappropriate behavior
as motivational problems to be solved
Address the motivational problem with flexible and informational
language
- Diagnose the cause of the motivational problems
- Communicate feedback to identify points of improvement and progress
Controlling Motivators
Use a pressuring, rigid, and no nonsense communication style
Four Essential Ways of Supporting Autonomy
3. PROMOTES VALUING
Autonomy-Supportive Motivators
Communicate the value, worth, meaning, utility, or importance of
engaging in uninteresting tasks
- Using a because phrase to explain why the uninteresting activity is worth
the others time and effort
Controlling Motivators
Do not take the time to explain the use of importance in engaging in
these sorts of activities
-Saying Just get it done or Do it because I told you to do it
Four Essential Ways of Supporting Autonomy
4. ACKNOWLEDGES AND ACCEPTS
NEGATIVE AFFECT
Autonomy-Supportive Motivators
Listen carefully to the expressions of negative affect and resistance
and accept them as valid reactions
Work collaboratively with the other person to solve the underlying
a cause of the negative affect and resistance
Controlling Motivators
Ignore the others expressions of negative affect and
resistance
Try to change the negative affect into something more
acceptable
Four Essential Ways of Supporting Autonomy
MOMENT- TO MOMENT AUTONOMY SUPPORT
What Autonomy-Supportive
People Say and Do
Hold/Hog learning
materials
Show correct answers
Tell correct answers
Speak directives,
commands
Should, must, have to
statements
Ask controlling questions
Seem demanding
Listen carefully
Allow others time to talk
Provide rationale
Encourage effort
Praise progress, mastery
Ask others what they want
to do
Respond to questions
Acknowledge the others
perspective
What Controlling People
Say and Do
What Autonomy-Supportive and Controlling People Say and Do to Motivate Others
Table 6.2
BENEFITS FROM AUTONOMY
SUPPORT
y Autonomy, Competence, Relatedness
y Intrinsic Motivation
y Mastery Motivation & Perceived Control
y Curiosity
y Internalized Values
Motivation
Engagement
y Engagement
y Positive Emotion
y Less Negative Emotion
y Class Attendance
y Persistence
y School Retention vs. Dropping Out
y Self-Worth
y Creativity
y Preference for Optimal Challenge
Development
BENEFITS FROM AUTONOMY SUPPORT
(CONT.)
y Conceptual Understanding
y Deep Processing
y Active Information Processing
y Self-Regulation Strategies
Learning
Performance
y Grades
y Task Performance
y Standardized Test Scores
y Psychological Well-Being
y Vitality
y School/ Life Satisfaction
Psychological
Well-Being
TWO ILLUSTRATIONS
Figure 6.4 Motivational Model of High-School Dropouts, p. 154
Study 1
Teachers
Autonomy-
Support
Parental
Autonomy-
Support
Administrators
Autonomy-
Support
Students
Perceived
Autonomy
Students
Perceived
Competence
Students
Self-
Determined
Academic
Motivation
Students
Dropout
Behavior
TWO ILLUSTRATIONS
Table 6.3 Childrens Motivational Benefits from
Autonomy-Supportive (Rather Than Controlling) Rules
Study 2
Dependent
Measure
Rules Communicated
in a Controlling Way
Rules Communicated in a
Autonomy-Supportive Way
Enjoyment Enjoyment M
(SD)
4.87
(0.99)
5.57
(0.65)
Free Choice Free Choice
Behavior Behavior
M
(SD)
107.7
(166.0)
257.1
(212.6)
Creativity Creativity M
(SD)
4.80
(1.16)
5.34
(1.17)
Technical Technical
Goodness Goodness
M
(SD)
4.88
(0.87)
5.90
(1.28)
Quality Quality M
(SD)
4.84
(0.68)
5.62
(1.06)
COMPETENCE
A psyclological neeu to be effective in
inteiactions witl tle enviionment
INVOLVING COMPETENCE
Flow: a state of concentration that involves a
holistic absorption in an activity
1. Optimal
Challenge and Flow
Setting the stage for challenge
Performance feedback
2. Interdependency
between Challenge
and Feedback
Information about the pathways to desired
outcomes
Support and guidance for pursing these pathways
3. Structure
Consi er le error ing is essenti l for
opti izing le rning.
Fail re produces opportunities for learning.
4. Failure Tolerance
Key Environmental Conditions
INVOLVING COMPETENCE
Figure 6.5 Flow Model
Flow
SUPPORTING COMPETENCE
y Task itself
y Comparisons of ones current performance with ones own past performance
y Comparisons of ones current performance with the performance of others
y Evaluations of others
Positive Feedback
Pleasure of Optimal Challenge and Positive Feedback
y Harters anagram study (1974, 1978b)
Children experience the greatest pleasure following success
in the context of moderate challenge
Four Sources
A psychological need to establish close
emotional bonds and attachments with
other people.
The desire to be emotionally connected to and
interpersonally involved in warm relationships.
RELATEDNESS
Emotionally positive interactions and
interaction partners
Involving
Relatedness:
Interaction with
Others
Intimate and High-Quality Relationships that
involve caring, liking, accepting, and valuing
Supporting
Relatedness:
Perception of
a Social Bond
In communal relations ips, people care for t e
needs of t e ot er, and ot feel an obligation
to support t e ot ers elfare
Communal &
Exchange
Relationships
Relationships that provide a rich supply of
relatedness need satisfaction and clear and
convincing rationale for the others
prescriptions and proscriptions
Internalization
PUTTING IT ALL TOGEHER:
SOCIAL CONTEXTS THAT SUPPORT
PSYCHOLOGICAL NEEDS
Table 6.4 Environmental Factors that Involve and Satisfy the
Psychological Needs
Psychological
Need
Environmental Condition
that Involves the Need
Environmental Condition
that Satisfies the Need
Autonomy
Competence
Relatedness
Opportunities for
self-direction
Optimal challenge
Social interaction
Autonomy support
Positive feedback
Communal relationships
ENGAGEMEN
T
The Engagement Model Based on Psychological Need Satisfaction
WHAT MAKES FOR A GOOD DAY?
Psychological
Nutriments
for Good
Days
Daily
Autonomy
Daily
Relatedness
Daily
Competence
Psychological Nutriments necessary for
Good Days, Positive Well-Being, and Vitality