Universitat Internacional de Catalunya
Motivation and Emotion
Other languages of instruction: Catalan, English
Teaching staff
Dra. Anna Carballo Márquez (acarballo@uic.es)
Student care is done by email or after classes.
Introduction
The aim of this subject is to intend that the students deepen and reflect on two of the basic psychological processes, such as Motivation and Emotion, which try to explain and understand the complexity of the human being.
Learning about motivation and emotion is interesting since all human behavior is intentional and therefore motivated. Few topics arouse as much interest within the field of Psychology as trying to understand who we are, why we want what we want and how we can improve our lives (personal perspective) and that of others (professional perspective).
What drives us to act? How to explain the variety of personal goals? Why do we feel joy, anger, anxiety or fear? What is the function of emotional responses? How can we regulate them?
These and other questions will try to be explained and debated in light of different theoretical perspectives that are framed in different orientations: biological, behavioral, and cognitive.
Pre-course requirements
Own Degree studies
Objectives
1. Understand, differentiate and relate the theoretical concepts of motivation and emotion.
2. Describe the motivational process and all the components that intervene in it.
3. Identify the sources of motivation and how they interact.
4. Differentiate and describe the main theories of the psychobiological perspective: activation theories, instinct theories, ethological theories and neural bases of motivation and addiction.
5. Differentiate and describe the main theories of the behavioral perspective: classical conditioning, instrumental conditioning, observational learning and theories of extrinsic motivation.
6. Differentiate and describe the main theories of the cognitive perspective: expectations, attributions, goals, flow theory, achievement motivation, cognitive dissonances, etc.
7. Analyze the concept of emotion, classification and types.
8. Evaluate the emotional process from different theoretical perspectives of emotion.
Competences/Learning outcomes of the degree programme
- CB03 - Students must have the ability to bring together and interpret relevant data (normally within their area of study) in order to issue judgements that include a reflection on relevant issues of a social, scientific and ethical nature.
- CB04 - Students must be able to convey information, ideas, problems and solutions to both specialised and non-specialised audiences.
- CE07 - Carry out a project by using data sources, and applying methodologies, research techniques and tools of Psychology, and make an exhibition and public defense of the project before a specialized public so that the acquisition of the skills and knowledge of the Degree is demonstrated.
- CE09 - The ability to identify the biological basis of the functions of Psychology and human behaviour, with an understanding of how they work and their influence on other aspects of a person.
- CE13 - The ability to recognise the functions, characteristics, benefits and limitations of the various theoretical models and/or schools of psychological thought.
- CE14 - The ability to recognise the basis of normal and altered human behaviour.
- CE16 - The ability to communicate evaluations in a critical, well-founded manner, respecting the ethical commitment involved in disseminating psychological knowledge.
- CE18 - The ability to identify the structures and processes involved in basic psychological functions and recognise the nature of individual differences.
- CG01 - Capacity for critical and creative thinking, and capacity to investigate and adopt a scientific and ethical approach in distinct professional settings.
- CT03 - The capacity for analysis and synthesis.
- CT04 - The capacity to work in a team
Learning outcomes of the subject
At the end of the course students must be able to:
a) To develop a critical vision on the current state of the study of motivation and emotion: main concepts and theories, as well as some methods and instruments used in this field.
b) Use this knowledge to interpret various everyday problems and propose possible interventions.
c) To analyze in a reflective way the opinions and the own system of beliefs.
d) To design and present in written and oral form empirical studies within this field of study.
Syllabus
BLOCK I: MOTIVATION
Unit 1. Introduction
1.1 Motivation and Emotion
1.2 Historical background
Unit 2. The motivational process
2.1 Concept of motivation
2.2 Sources of motivation
2.3 Type of reasons
2.4 Components of motivation
2.5 Measure of motivation
Unit 3. Psychobiological theories of motivation
3.1 Instinctive theories
3.2 Ethological theories
3.3 Theories of activation
3.4 Neural basis of motivation
Unit 4. Behavioral theories of motivation
4.1 Behaviorism
4.2 Classic conditioning
4.3 Operating conditioning
4.4 Observational learning
4.5 Extrinsic motivation
Unit 5. Cognitive-social theories of motivation
5.1 Expectations
5.2 Causal attributions
5.3 Goals and objectives
5.4 Flow Theory
5.5 Reason for achievement
5.6 Cognitive dissonance
5.7 Social motivation
5.8 Motivation for growth
BLOCK II: EMOTION
Unit 6. Emotion and the emotional process
6.1 Emotions
6.2 Functions of emotions
6.3 Dimensions of emotions
6.4 Classification of emotions
Unit 7. Theories of emotion
7.1 Biological theories
7.2 Cognitive theories
7.3 Sociocultural theories
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY | EVALUATION SYSTEM |
|---|---|---|
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. This is where the students consolidate what they have learned through study, the looking up of information, the processing of data and the process of integration. | The students’ active attendance in class reflects their degree of involvement in the form of interest and their interaction with the lecturer and the rest of their classmates. An individual written test that includes the most general and relevant aspects of the subject matter under evaluation. These exams will assess the students’ capacity to listen and understand the main ideas of the course content, as well as their capacity to understand the literature specific to their area of study and use the relevant terminology. On the other hand, the written exams will also assess concepts specific to the degree programme’s various subjects. They will be structured into partial and/or final exams, final exercises, online questionnaires and the analysis of scientific articles. The resolution of cases will be used to assess the students’ capacity to apply the theoretical content learned in class in a real or simulated situation. |
Evaluation systems and criteria
In person
1st Call:
- 50% Written content test (average of 2 partial tests)
- 20% Team work
- 10% Individual work
- 20% Participation in class
A minimum of 5 will be required in the average of the written tests in order to calculate the average of the subject and pass. In case of suspending that part, it must be recovered in 2nd call.
2nd Call:
- 50% Written content test (of all content, partial notes are not saved)
- 30% Team and individual works (same note as in 1st call)
- 20% Participation in class (same grade as in 1st call)
A minimum of 5 will be required in the written test to do average. The subject will be approved with a minimum average of 5 taking into account all the parts evaluated (approved and suspended).
The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.
Students who repeat the subject:
Repeat students can waive the continuous assessment and go directly to the subject's final exam (whose mark will represent 100% of the subject's mark), as long as they have all the activities and works approved, a high level of attendance and the approval of the responsible teaching staff.
Bibliography and resources
Basic:
Reeve, J. (2010). Motivación y emoción. 5ª ed.México: McGraw Hill.
Complementary:
Aguado, L. (2005). Emoción, Afecto y Motivación. Madrid: Alianza.
Evans, D. (2002). Emoción. Madrid: Taurus.
García, E. (2010). Psicología de la Emoción. Madrid: CE Ramón Areces.
García, E. & Chóliz, M. (2004). Expresión facial de la emoción. Madrid: UNED
García & Martínez, F. (2006). Prácticas de cognición y emoción. Madrid. CEMAV.
Garrido, I. (Ed.) (2008). Psicología de la Motivación. Madrid: Síntesis.
Palmero, F. (2011). Manual de teorías emocionales y motivacionales. https://core.ac.uk/download/pdf/61393455.pdf
Sanz, M.T et alt. (2009). Psicología de la Motivación. Madrid: Sanz y Torres.
Web pages:
Asociación de Motivación y Emoción http: www.//ame.com.es
Sociedad española para el estudio de la ansiedad y el estrés http: www.ucm.es/info/seas/
Evaluation period
- E1 22/05/2023 A12 10:00h
- E2 28/06/2023 I3 10:00h