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Instructor:
Trent email:
Office Location
Telephone:
Office Hours
Department of Psychology
PSYC 3420H-A: Motivation and Emotion
Fall 2014 PTBO
Elizabeth (Lisa) K. Nisbet, Ph.D
Teaching
Assistant:
[email protected]
Trent email:
LHS C128
Office
Location:
705-748-1011 ext. 7855
Wednesdays 12 to 2pm (check Blackboard for updates), Office Hours:
and any time my office door is open
Psychology Dept. LHS C104, 705-748-1011 ext. 7535
Course
Description:
Course
Prerequisites:
Course Format:
Jessica Pasinetti
[email protected]
OC 135
Thursdays 12-2,
beginning Sept. 25
and by appointment
This course is a survey of theory and research on motivation and emotion. Topics covered include the definition,
measurement, evolution, development, control, physiology and neurology of motivation and emotions, as well as the
connections between emotions, cognitions, and consciousness.
What we will learn together: What made you look at this course description? What feelings do you have while
reading this syllabus? What do you need to feel happy? What motivates you to study? Why do some students work
hard and others struggle? Why do some people climb mountains and others avoid public speaking? How can we tell
if someone is lying? What's love got to do with it? How does our mood or personality influence our goals and
whether we succeed? How can we get past our motivational challenges? In this course we attempt answer these
and other questions, examining the psychology of emotion and motivation with an overview of research and theory
from diverse perspectives (e.g., humanistic, behavioural, cognitive, biological, environmental, etc.). In other words,
we will discuss what psychologists have learned in trying to answer questions such as 'What causes emotion'? and
‘What causes behaviour”?.
Listed on pp. 204-210 of the 2014-15 Academic Calendar http://www.trentu.ca/calendar/
Lecture: Wednesdays 6:00 pm to 7:50 pm, OCA 208
Seminars (fortnightly): Blocks 01 and 02: Wednesdays 8:00-8:50 pm, OCA 207
Blocks 03 and 04: Wednesdays 9:00-9:50 pm, OCA 207
see Blackboard for more details about our seminar schedule and topics
For classroom locations please see: https://scheduler.trentu.ca/AcademicTimetable/Peterborough/FallWinter/
Web link to course material on LearningSystem/Blackboard : http://www.trentu.ca/mytrent/
Our course web site on Blackboard provides lecture notes (PDF format), access to the course outline, seminar
topics, discussion boards, study resources, assignment information (assignments will be submitted electronically, on
Blackboard), exam information, additional required readings and activities, video clips, weblinks, and an anonymous
tool for your feedback on the course. Blackboard is an important learning resource, so be sure to explore this
early in the term as you will need it. I will use Blackboard to post important announcements and information
throughout the course, along with lots of interesting and fun links and extra info, so please check it regularly.
Required
Readings:
Reeve, J. (2009). Understanding motivation and emotion (5th Ed.). Wiley.
(Note: Our textbook is an important learning resource. The text, class lectures and discussions, required readings, interactive
activities, videos, films, and demonstrations are all important content for the examinations.)
American Psychological Association (2010). Publication manual of the American Psychological Association (6th ed.).
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 2
Washington, DC: Author.
http://www.trentu.ca/academicintegrity
Learning
Outcomes
Withdrawal
Deadline
Evaluation
As a students who successfully completes this course, you will be able to:
1. analyze the basic principles and methods used to study emotion and motivation;
2. critically evaluate theories of emotion and motivation;
3. predict the barriers as well as the resources necessary for goal-setting and self-motivation;
4. predict when and why we experience emotions;
5. propose practical applications of psychology research;
6. enhance your social-scientific reasoning ability; and
7. refine these skills by communicating effectively in class, seminars, and written assignments.
Students will have 30% of their grades by the final date for withdrawal without penalty - Nov. 4 2014.
1. Midterm Test (held in class, 90 minutes)
2. Seminar attendance/participation,
presentation of Personal Motivation Plan
3. Writing Assignment - Personal Motivation Plan
4. Final Exam (2 hours)
30%
18%
7%
15%
30%
October 15, 2014
6% x 3 seminars
final seminar
Tuesday, Dec. 2nd, at 4pm.
During final exam period, TBA
It is the responsibility of each student to read and accept the due dates outlined on the syllabus.
Explanation of
Assignments
Midterm Test (30%) and Final Exam (30%):
The midterm test and final exam will consist of multiple-choice and short answer questions based on the assigned
readings in the text, class discussions and activities, lectures, videos, and any extra content we cover. The midterm
test will be held in-class (90 minutes). The final exam will be 2 hours in length and scheduled during the official exam
period. The final exam is non-cumulative, but please note that some of the material in the last section of our course
is comprehensive in nature, thus exam questions may ask you to draw on and apply what you have learned
throughout our course.
Seminar Attendance/Participation (18%):
One of the goals of this course is to help prepare you for future academic work, professional and social situations.
To help you do this, we will be practicing critical thinking and communication skills. As a 3rd year course, the
expectation for scholarly, collaborative discussion during appropriate times means that you need to prepare and
participate fully in seminars. The success of the course depends on the contributions of every student. Your
preparation and participation is crucial for your own learning. To foster discussion and debate of course material, it
is important to come to seminars prepared to engage in discussion about the weekly readings, actively
participate in small group work, and thoughtfully contribute your ideas and insights. To facilitate this, some out-ofclass "homework" (e.g., test a happiness intervention, research a motivation strategy) will be assigned throughout
the course.
Seminars will consist of discussions, group exercises, and may include additional details, examples, and applications
that are not presented in the textbook or other course materials. Students are responsible for obtaining any
information missed through absenteeism from other students in the class.
Seminar groups will meet 4 times during the term (see our schedule on p. 6 and on Blackboard). It is important to
remain within the timeslot for which you are formally enrolled. In order to obtain seminar-related marks you must
attend the seminar for which you signed up.
Seminar participation will be assessed through: 1) attendance and active, thoughtful participation during seminars (3
marks), and 2) a one-page summary of your researched "Seminar Notes" on each seminar topic (3 marks per
seminar). You will find that preparing notes and discussion points in advance will help you to make insightful
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 3
substantive contributions during seminar discussions. I expect that you will rely heavily on our textbook, but will also
need to reference additional empirical research articles, reports, or other 'reliable'/appropriate information, depending
on the topic. Your Seminar Notes should include your discussion points or questions, as well as support for your
arguments/points and relevant references you are relying on. Bring your one page (single-spaced, one side) of notes
to seminar, use it to make your points, then submit it at the end of each seminar. Seminar notes may be in point
form, but must be typed. One-page summaries will not be accepted from those who do not attend seminar.
Seminar Presentations (7%):
In addition to active and engaged participation during seminars, near the end of our course you will deliver a 3minute verbal presentation or “elevator talk” that is a summary of your personal motivation plan (a mini presentation
highlighting the motivation plan you are formulating in your paper). No powerpoint slides please. This is semi-formal
in that you can sit to deliver your presentation. You will need to be highly prepared, however. (HINT: rehearse so you
use your 3 minutes wisely, and so you can make eye contact and not just read) Learning how to articulate your ideas
will help to prepare you for future academic work, job interviews, and various social situations. Consider this an
opportunity to get supportive feedback and to practice your presentation skills in a friendly environment . 2 of the
7 marks will be comprised of aggregated peer reviews from your seminar audience.
Behaviors that enhance group learning:
Initiate ideas or questions
Ask for or give information, reactions, opinions
Clarify the reasoning of another member
Ask for clarification
Comment on the group’s movement
Demonstrate respect for others
Be tough on ideas; soft on people
Build on what other class members said
Provide counterarguments to strengthen ideas
Express uncertainty about weak propositions
Support, encourage, or help someone else
Suggest a standard for evaluating an argument
Relieve group tension with humour
Make constructive suggestions about procedure, use of time
Behaviors that detract from group learning:
Show up late or not at all
Wait for others to jump in
Speak too often, or respond too quickly, so you keep others out
Zone out, doodle, appear inattentive
Distract others with private chatter, texting, or internet surfing
Express hostility
Use humour too often as a distraction
Offer irrelevant points or repeat points that do not move the
discussion along
Interrupt rudely (occasionally polite interruptions can be effective)
Insist on your point of view
Talk just for the sake of saying something
Ignore others who do not speak (instead of help find ways to include
them)
Writing Assignment - Personal Motivation Plan (15%):
We will be learning about theories of motivation throughout our course and how emotional self-regulation plays a part in achieving
our goals. There are many potential applications of psychological theories to real world situations. Reducing procrastination,
learning a new activity, changing our diet, avoiding substance use/abuse, sustaining romantic relationships, and managing stress
are just a few examples of personal motivational challenges.
Your job for this assignment is to:
create a personal motivational plan (for yourself) to reach a desired goal in the future
by drawing on theory and research to describe your motivational challenge. (NOTE: this must be something you have not
accomplished, but are hoping to achieve). Your paper must draw on one theory from our textbook, EITHER self-determination
theory (Chapter 6) OR goal-setting theory (Chapter 8) as the basis for your paper. Either of the two theories mentioned above
are acceptable, IF you can formulate a convincing argument for how it applies. One theory may ‘fit’ or make sense better than the
other, depending on your topic. That is, you must explain the theory clearly, summarize the relevant research using that theory and
how it predicts behaviour (drawing on empirical journal articles), describe your motivational challenge (past or future), then convince
your reader of how the theory applies to and will be useful for your motivational struggles, based on evidence for the theory (past
literature). Because this is a very practical and applied use of theory, your plan will include very detailed and specific examples of
how the theory is applied to your motivational situation. Because this is a paper about you and your life, some (limited) use of
first person is appropriate and acceptable in your writing (i.e., where you talk about your own challenge). You are encouraged
to discuss your chosen theory and topic with me, in advance, for feedback. . We will also be providing you with an opportunity for
feedback on a draft of your paper. For any drafts submitted (electronically) by Tuesday, November 11th, at 4pm., we will
provide comments and feedback electronically on your draft paper and return it to you with constructive feedback. You will
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 4
then be able to incorporate suggestions for improvement into your paper – due Tuesday, Dec. 2nd at 4pm. on Blackboard.
In writing this assignment you should not assume specialized knowledge on the part of your reader. That is, write for someone who
is not particularly familiar with motivational theories or academic psychology. Use this paper as an opportunity to demonstrate your
knowledge of both.
Your grade for this assignment will be based on how well you have followed these instructions (i.e., be sure to include everything),
how well you summarize the theory, the relevance and quality of your literature review and sources, how well you apply theory to
your personal motivational challenge, how well you support your arguments for why the theory fits your situation, and the general
quality of your writing (i.e., grammar, spelling, and paper structure count towards your grade). Please note that each paper should
be an individual effort, i.e., no group work is permitted, and the idea must be original/your own (see also the note on plagiarism
below and the academic integrity information at the end of this syllabus). Please note that your assignment must be 'new' work (i.e.,
our academic integrity rules state that you "have not and will not submit this work, either as a whole or in part, to satisfy another
course requirement.
You can also discuss any questions or assignment details with me or our TA during office hours.
Consider this assignment a learning opportunity, with team ‘motivation and emotion’ here to support you and help you do
well.
SPECIAL NOTE: This assignment often inspires self-reflection about personal struggles as well as change. In choosing your topic,
it is best to select something that you would feel comfortable disclosing to a colleague or peer in day-to-day life (e.g., your TA and
Instructor will be reading your papers, and you will also be giving a summary of your paper for your elevator talk in the last seminar).
If you have any doubts about this, please speak with your T.A. or your instructor. We will also discuss the assignment more in class
and seminars.
Format
The assignment must be between 6 to 7 double-spaced pages of writing. Text beyond 7 pages will not be read or graded. In
addition to the writing/text part of your paper, you will have a title page (include the title of your paper, your name, student number
and the date) and a references page. For this assignment you will be using a minimum of 5 recent empirical journal articles
(published after 2000) as well as our textbook. At least 5 of your sources should be basic empirical studies; do not rely solely on
review articles. You will provide complete citations in APA format for your sources (there will be detailed examples on Blackboard
for how to properly cite information you paraphrase from the textbook and articles). Also, be sure your paper includes a brief
introduction and conclusion. The entire paper will be double spaced, in 12-point “Times New Roman” font, and have one-inch
margins (2.5 cm) on all 4 sides. The key to getting a good mark is not quantity, but rather quality. The assignment will be
submitted electronically through Blackboard (to save trees and save you from printing costs). Ensure you keep an electronic
copy of your assignment. The on-line submission tool will be discussed in class.
Due dates:
The assignment is due by 4 pm. on Tuesday, December 2nd (submitted electronically through Blackboard). Please plan for
unexpected events and submit before the deadline to avoid the stress of last-minute computer glitches, etc. You may submit earlier
if you wish (papers will be graded and returned electronically in the order in which they are submitted).
Grading
As there is no "right or wrong" response in this assignment, it will be graded for originality, insight, and clarity of expression;
particularly how well the theory is summarized, how succinctly you summarize relevant research, how well your specific examples
and details for your personal motivation plan are integrated with the theory, and how well you pull the discussion together in your
conclusion. A grading rubric for this assignment will be on Blackboard later in the term.
The grades will be available on the Course Web site (Blackboard). If you do not receive a grade for your work, contact the
professor immediately. (Note: If your assignment is missing, you must be able to provide a copy immediately. If you are unable to do
this, you will not receive a grade for the assignment.) Graded papers will be “returned” on-line (again, saving trees).
For students seeking assistance with their writing, there are a number of options including office hours with the Instructor, as
well as the Academic Skills Centre (ASC) in Suite 206, Champlain College. The ASC is an excellent resource for your writing, as
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 5
there are workshops and online resources to guide you (e.g., http://www.trentu.ca/academicskills/online_WritingEssays.php). Note
that this is a process and the ASC staff will not simply edit your paper. So, plan to visit the ASC or the Instructor early in the term for
assistance with your assignment, not the week or day before it is due.
A note about plagiarism…
It is an instructional offence to use or pass off as one’s own an idea or product which is the work of another without expressly giving
credit to that other. Do not use someone else’s words, the wording in articles, or the textbook wording; DO put all information into
your own words (i.e., ‘paraphrase’) and properly credit others’ ideas. If identical entries are found in assignments submitted by
two different students, or the entries replicate the textbook/article wording or work submitted by a student in a previous year, a
grade of zero will be entered for the students involved. In addition, the Dean's Office will be notified that an instructional offence has
occurred.
Course Policy
on Late
Submissions
Course Policy
on attendance
in class/labs
Late papers will not be accepted without prior permission and written documentation as set out in section C
“supporting documentation” on the policy page at the end of this syllabus. Late assignments will be penalized
25% per calendar day. It is better to hand in whatever you have finished on the due date than not to hand in
anything at all.
Seminar grades will be calculated based on attendance, thoughtful and respectful participation in and contribution to
the seminars, Seminar Notes, as well as seminar presentations. More information will be posted on Blackboard and
distributed in class. No marks will be allotted for non-attendance unless valid documentation is provided. Seminar
notes may only be submitted by students attending their scheduled seminar.
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 6
The following outline of topics and assigned readings is our plan, but we may vary from this as the term progresses,
as necessary, to ensure we are learning together! The exam dates are fixed, so please note them in your calendars
now and make any necessary arrangements with work, child care, travel, etc. Similarly, your reading dates and
assignment due dates are fixed. What may vary is what we do in class to facilitate your learning of course materials.
Please keep up with readings weekly, preferably prior to class. You will find that the lectures are more
comprehensible and exam preparation is more manageable if you learn the material from the text on a weekly basis.
PSYC 3750H-A, Fall 2014 Schedule
Reading
Date
Topic
September 10
Introduction to the course, What is motivation? What is
emotion?
Chapter 1
September 17
Physiological Needs: C is for cookie
Chapters 3 and 4
September 24
Psychological Needs: Autonomy, Competence,
Relatedness
Chapter 5
October 1
Social Needs: Achievement, Power, Intimacy
Chapter 6
October 8
Goal Motivation: What do we want?
Personal Control Beliefs: Yes we can!
Chapter 8 and 9
Seminar Topic
no seminars
Blocks 01 & 03
Blocks 02 & 04
Blocks 01 & 03
Blocks 02 & 04
Monday October 13 Statutory Holiday: Thanksgiving Day
October 15
Midterm Test: all lecture material and required readings up to Oct. 8th,
inclusive: Chapters 1, 3, 4, 5, 6, 8, 9
no seminars
Reading Week October 20-27 – No lecture or seminars
October 29
Environmental Motivation and Emotion: Get out(side)!
none
Blocks 01 & 03
November 5
Motivation and the Self: Who am I?
Chapter 10
Blocks 02 & 04
November 11,
4pm
Personal Motivation Plan – early submission deadline to guarantee feedback
November 12
Emotions and Mood (Biology, Cognitions, and Social
Interaction): I feel motivated
Chapters 11, 12
November 19
Personality and Emotions: What’s happiness got to do
with it?
Chapter 13
Unconscious Processes: Implicit vs. Explicit Motives
Chapter 14
November 26
December 2
December 3
December 5-20
Blocks 01 & 03
Presentations
Blocks 02 & 04
Presentations
no seminars
Personal Motivation Plan – Assignment due at 4pm. on Blackboard
Positive Psychology: Be all that you can be!
Chapters 15 and 16
no seminars
Final Exam (during official exam period): all lecture material and required readings since Midterm test:
Ch. 10, 11, 12, 13, 14, 15, 16
University Policies
PSYC 3420H-A FA 2014, Professor Lisa Nisbet, p. 7
ACADEMIC INTEGRITY:
Academic dishonesty, which includes plagiarism and cheating, is an extremely serious academic offence and carries penalties varying from a 0 grade
on an assignment to expulsion from the University. Definitions, penalties, and procedures for dealing with plagiarism and cheating are set out in Trent
University’s Academic Integrity Policy. You have a responsibility to educate yourself – unfamiliarity with the policy is not an excuse. You are strongly
encouraged to visit Trent’s Academic Integrity website to learn more – www.trentu.ca/academicintegrity.
ACCESS TO INSTRUCTION:
It is Trent University’s intent to create an inclusive learning environment. If a student has a disability and/or health consideration and feels that he/she
may need accommodations to succeed in this course, the student should contact the Accessibility Services Office as soon as possible – in
Peterborough ([email protected], BH Suite 132, 748-1281) or in Oshawa (Student Accessibility Services Office Room 111,
[email protected], (905) 435-5102, ext. 5024).
A.
Departmental Policy on Tests, Exams, and Assignments
MIDTERMS & FINAL EXAMINATIONS
Midterm examinations for half courses within the Psychology Department are scheduled by the instructor of the course. Midterm examinations
for full courses and final examination for all courses are scheduled by the Registrar’s Office. Students are strongly urged NOT to make any
commitments (i.e., vacation, job related, or other travel plans) during either the term as a whole or the final examination period. Students are
required to be available for all examinations during the periods for which they are scheduled (as published in course syllabi).
B.
DEFERRAL OF MIDTERM / FINAL EXAMINATIONS and/or TERM WORK
Extensions of deadlines for completion of assignments or writing of midterms/final examinations may be granted to students on the basis of
illness, accident, or other extreme and legitimate circumstances beyond their control. Consideration for deferrals will not normally be granted
on the basis of vacation/travel plans or job-related obligations.
C.
SUPPORTING DOCUMENTATION
Students should expect that supporting documentation will be required and must be submitted before a deferral is approved. For illness or
accident, supporting documentation will take the form of: (1) the Trent University Medical Certificate from Health Services:
(http://www.trentu.ca/healthservices/medical.html), or (2) a certificate or letter from the attending physician clearly indicating the start and end
dates of the illness and the student’s inability to write an examination, complete assignments, and/or attend classes, as relevant to the
particular request. For other circumstances, students should consult the individual Psychology faculty member about acceptable forms of
documentation.
1.
Notes
Academic Integrity:
For the purpose of interpreting and applying the University policy on academic dishonesty, the Department of Psychology has adopted the
following:
When a student submits a piece of written work in fulfillment of an assignment, he/she implicitly acknowledges the following: a) that
she/he is the sole author of the work; b) that the wording and organization of the work, apart from acknowledged quotations, is her/his
own; and c) that she/he has not and will not submit this work, either as a whole or in part, to satisfy another course requirement.
These basic assumptions will be reasonably interpreted. They do not preclude collaboration between students upon a single project,
by prior arrangement with the instructor, for shared academic credit (either for written or oral presentation).
For an elaboration of the Department’s policy on, and for specific examples of, plagiarism, students should consult p. 178 in the APA (2010)
and the sections on academic honesty (pp. 6-8), and appropriate citing and referencing (pp. 135-137, 169) in Mitchell et at. (2010) on reserve in
the library. Students who have doubts about what might be considered academic dishonesty are urged to consult the instructor of the course.
Ignorance of the University or Department policy does not excuse academic dishonesty. Submissions that fail to meet one or more of these
considerations will be subject to procedures laid down in the policy on academic dishonesty as stated in the University calendar.
2.
It is the policy of the Department NOT to accept faxed assignments.
3.
The same assignment cannot be submitted in more than one course without the prior written permission of all instructors concerned. The
written approval must be attached to the work when it is submitted.
4.
Students are required to use American Psychological Association style (6th edition).
5.
Please see the Trent University academic calendar for University Diary dates, Academic Information and Regulations, and University and
departmental degree requirements.
6.
Last date to withdraw without academic penalty Nov. 4, 2014 for Fall half courses and Feb. 5, 2015 for FA/WI full year courses.