Motivation - Goa-WPS Office

Motivation: Goal Setting Behavior
I. Objective
To illustrate the cognitive type of motivation and to determine the effects of success and
failure in the performance of a given task.
II. Introduction
Motivation determines the direction and intensity of goal directed behavior. It is not
seen as mechanical or innate processes, but as purposive and persistent set of behavior
based on the information available. There are various theories of motivation, but
motivationis generally categorised into tw - primary motives and secondary motives.
The primary or basic biological motives are the needs for food, water, sex, and
temperature. The secondary factors are psychological or emotional, like, fear, anger,
love, joy, and sociocultural factors.
Cognitive theories of motivation assume that behavior is directed as the result of active
processing and interpretation of information. In learning, that behavior can lead to
particular goals. A person's goas can be primed in a variety of ways, leading to perform
actions. Goals with positive and end states are called approach goals, while goals with
megative ends are called avoidance goals.
Research studies show the important implications of goal orientation on learning and
performance across age groups. Performance goal orientation addresses the extent to
which individuals focus on proving their competence relative to others. Learning
orientation depends on the person's belief in improving the level of one's ability through
practice.
III. Apparatus
Pencil, legal size bond paper, ruler
IV. Procedure
Use 2 naive subjects. Blindfold Ss throughout the experiment. Perform 2 sets - 5 practice
and 5 actual trials.
For S1, E gives the following instructions: I will give you each a pencil. Please draw 5
lines, start with one then draw the next ones below this. Make the lines as close to six
inches as you cca.
Clarify thw instructions again and if there are no questions, give S the pencil and ask to
draw the 5 lines.
After the first trial, E measures the 5 lines and informs S of the results of each line
drawn.
The recorder measures the lines and computes the average length. Subtract each length
from the average to get the average deviation. Do not announce the result of this
measurement. While the recorder is measuring the first set of lines, the subject can
continue the other four sets. Follow the same procedure for the succeeding trials.
Remember to announce only the result of the measurement of lines but not the average
deviation of each set.
After five sets have been drawn and the last one measured, E informs S that those were
practice sets, amd will now proceed to the actual sets.
For the actual set, the objective now is to draw 5 lines and make the lengths of each as
close as possible with each other, without paying attention as to whether the length is 6
inches.
In actual trial 1, measure all 5 lines but do not announce the average deviation. Report
on actual trial 2 that the subject's performance is below par. Continue theough the 4
trials reporting that performance was poorer than the previous. After 5 trials, request
the subject to comment about the nature and purposeof the experiment.
For S2, follow the same procedure as with S1 on practice sets. In actual trial sets 2 to 5,
inform the subject after each trial that performance is better than the previous.
V. Results
Trial 1
Length Average Deviation
1st line 5 0.4
2nd line 6 0.6
3rd line 5 0..4
4th line 5 0.4
5th line 6 0.6
27/5 =5.4 2.4/5= 0.48
Trial 2
1st line 6 0
2nd line 6 0
3rd line 6 0
Trial 2
4th line 6 0
5th line 6 0
30/5=6
The data in the second column includes the length of each line drawn and the third column includes the
average deviation per lines drawn.
Trial 3
1st line 6 0
2nd line 6 0
3rd line 6 0
4th line 6 0
5th line 6 0
Trial 4
1st line 6 1.17
2nd line 6 1.17
3rd line 6 1.17
4th line 5 0.17
5th line 6 1.17

Trial 4
4.83 0.97
Trial 5
1st line 7 1.5
2nd line 7 1.5
3rd line 6 0.5
4th line 6 0.5
5th line 6 0.5
5.5 0.9
Trial 1
1st line 5 0.8
2nd line 4 0.2
3rd line 4 0.2

Trial 1
4th line 4 0.2
5th line 4 0.2
4.2 0.32
Trial 2
1st line 3 0.2
2nd line 3 0.2
3rd line 3 0.2
4th line 2 0.8
5th line 3 0.2
2.8 0.32
Trial 3
1st line 4 0
2nd line 4 0
3rd line 4 0
Trial 3
4th line 4 0
5th line 4 0
4 0
Trial 4
1st line 6 0
2nd line 6 0
3rd line 6 0
4th line 6 0
5th line 6 0
6 0
Trial 5
1st line 4 0.2
2nd line 4 0.2
3rd line 4 0.2

Trial 5
4th line 4 0.2
5th line 5 0.8
4.2 0.32
Trial 1
1st line 4 0.6
2nd line 5 0.4
3rd line 4 0.6
4th line 5 0.4
5th line 5 0.4
4.6 0.48
Subject 2 - Practiced Set

Trial 2
1st line 6 0.2
2nd line 6 0.2
3rd line 7 1.2
4th line 5 0.8
5th line 5 0.8
5.8 0.64
Trial 3
1st line 4 1
2nd line 4 1
3rd line 5 0
4th line 6 1
5th line 6 1
5 0.8
Trial 4
1st line 6 0.6
2nd line 7 0.4
3rd line 6 0.6
4th line 7 0.4
5th line 7 0.4
6.6 0.52
Trial 5
1st line 7 0.6
2nd line 7 0.6
3rd line 6 0.4
4th line 6 0.4
5th line 6 0.4
6.4 0.48
Trial 1
1st line 5 0
2nd line 5 0
3rd line 5 0
4th line 5 0
5th line 5 0
5 0
Trial 2
1st line 5 0.6
2nd line 5 0.6
3rd line 4 0.4
4th line 4 0.4
5th line 4 0.4
4.4 0.52
Trial 3
1st line 5 0
2nd line 5 0
3rd line 5 0
4th line 5 0
5th line 5 0
5 0
Trial 4
1st line 5 0
2nd line 5 0
3rd line 5 0
4th line 5 0
5th line 5 0
5 0
Trial 5
1st line 5 0.2
2nd line 5 0.2
3rd line 5 0.2
4th line 5 0.2
5th line 6 0.8
5.2 0.32
VI. Discussion.
In this experiment, 2 naive students were selected by the experimenters as subjects.
Both of them were blindfolded and were instructed to draw 5 lines with a length as close
as possible to 6 inches. Five trials for the practice set and another for the actual set.
After the subjects were done with the 2 sets, the experimenters will then inform Sub 1
that performance is better in the practice set than in the actual set while Sub 2 will be
informed that performance is better in the actual than in the practice set.
After informing subject 1 that her performance was better in the practice set than in the
actual set, her facial expression suddenly changed. It was noticeable on her reaction
when her pleasant smile turned into a neutral face after hearing the result. This may
indicate that subject 1 felt a little of disappointment with her performance because
throughout the duration of the experiment she seems confident in her work. On the
other hand, Subject 2's reaction when the experimenter informed her that she did
better in the actual set than in the practice set, her reaction was happy. According to
subject 2, she feels happy with her result because it means that practice set improved
her performance and it made her feel motivated. Motivation is important in one's life. It
influences the behavior of a person. It drives a person to strive harder in working
towards a goal and it makes a person work positively.

Motivation - Goa-WPS Office

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Motivation: Goal Setting Behavior

Length Average Deviation

1st line 5 0.4

2nd line 6 0.6

3rd line 5 0..4

4th line 5 0.4

5th line 6 0.6

27/5 =5.4 2.4/5= 0.48

Length Average Deviation

Length Average Deviation

Length Average Deviation

1st line 6 1.17

2nd line 6 1.17

3rd line 6 1.17

4th line 5 0.17

5th line 6 1.17

Length Average Deviation

1st line 7 1.5

2nd line 7 1.5

3rd line 6 0.5

4th line 6 0.5

5th line 6 0.5

Length Average Deviation

1st line 5 0.8

2nd line 4 0.2

3rd line 4 0.2

4th line 4 0.2

5th line 4 0.2

Length Average Deviation

1st line 3 0.2

2nd line 3 0.2

3rd line 3 0.2

4th line 2 0.8

5th line 3 0.2

Length Average Deviation

Length Average Deviation

Length Average Deviation

1st line 4 0.2

2nd line 4 0.2

3rd line 4 0.2

4th line 4 0.2

5th line 5 0.8

Length Average Deviation

1st line 4 0.6

2nd line 5 0.4

3rd line 4 0.6

4th line 5 0.4

5th line 5 0.4

Subject 2 - Practiced Set

Length Average Deviation

1st line 6 0.2

2nd line 6 0.2

3rd line 7 1.2

4th line 5 0.8

5th line 5 0.8

Length Average Deviation

Length Average Deviation

1st line 6 0.6

2nd line 7 0.4

3rd line 6 0.6

4th line 7 0.4

5th line 7 0.4

Length Average Deviation