Social Needs

Chapter 7

Acquired Needs:Quasi-needs

ACQUIRED NEEDS: Social Needs

Primary Need-Activating Incentive

Social Need Incentive that Activates Each Need

AchievementDoing something well to show personal competence

AffiliationOpportunity to please others and gain their approval

Intimacy Warm, secure relationship

Power Having impact on others

Table 7.2 Incentive That Activates Each Social Need’s Emotional and Behavior Potential

Achievement

Origins of the Need for Achievement

Atkinson’s Model

Ta = (Ms × Ps × Is) – (Ms × Ps × Is) (Maf × Pf × If )

Tendency to Approach Success (Ts)

Tendency to Avoid Failure (Taf)

Tendency to Achieve (Ta)

• Ms: Motive to Success• Ps : Perceived Probability of Success• Is : Incentive Value of Success

• Maf : Motive to Avoid Failure• Pf : Perceived Probability of Failure (1- Ps)• If : Negative Incentive value for Failure (1- Is)

Dynamics-of-Action Model

Figure 7.1 Streams of Behavior for People High and Low in Ms and Maf 1. Latency to begin an achievement depends on motive strength. (Ms vs. Maf)2. Persistence on an achievement task depends on motive strength. (Ms vs. Maf)3. Switching to a nonachievement task occurs with rising consumption.

Conditions That Involve & Satisfy the Need for Achievement

Achievement Goals

Benefits of Adopting Mastery Goals

Preference for a Challenging Task One can Learn From

Adoption of aMastery Goal

Work Harder

PersistLonger

PerformBetter

Use Conceptually Based Learning StrategiesExperience Greater Intrinsic than Extrinsic MotivationMore Likely to Ask for Information & Help

(rather than a Performance Goal)

Achievement Goals in the Classroom (Ames & Archer, 1988)

Classroom Dimension Mastery Goal Performance GoalSuccess defined as Improvement, progress High grades, high normative performanceValue placed on Effort, learning Normatively high abilityReasons for satisfaction Working hard, challenge Doing better than othersTeacher oriented toward How students are learning How students are performingViews errors or mistake as Part of learning Anxiety elicitingFocus of attention Process of learning Own performance relative to others’ performanceReasons for effort Learning something new High grades, performing better than othersEvaluation criteria Absolute progress Normative

Manifestations of Mastery and Performance Goals in the Classroom Context

Table 7.4

Integrating Classical & Contemporary Approaches to Achievement Motivation

Antecedents & Consequences of the Three Achievement Goals (Elliot & Church, 1997)

Mastery goalAchievementmotivation

Performance-approach goal

Performance-avoidance goal

Competenceexpectancy

Fear of failure

Intrinsic motivation

Graded performance

.22

.26

-.34

.21

-.14

.41

.45

.31

.36

-.26

-.34

Avoidance Motivation & Well-Being

Implicit Theories

vs.

Mastery GoalsPerformance

Goals

Utility of effort:Challenging tasks

require high effort.

High effort signalsLOW ability.

ImplicitTheories

Adoption ofAchievement Goals

Meaning of Effort

AFFILIATION AND INTIMACY

Category Definition

Thoughts Of friends, of relationships

Story Themes Relationships produce positive affect, reciprocal dialogue, expressions of relationship commitment and union, and expressions of interpersonal harmony

Interaction Style Self-disclosure, Intense listening habits, Many conversations

Autobiography Themes of love and dialogue are mentioned as personally significant life experiences

Peer Rating Individual rated as warm, loving, sincere, nondominant.

Memory Enhanced recall with stories involving themes of interpersonal interactions

Table 7.7 Profile of High Intimacy Motivation

Conditions That Involve & Satisfy the Affiliation and Intimacy Needs

Need-Involving Condition

Need-Satisfying Condition

POWER

A special variant of the need for power is the leadership motive pattern.

Leadership Motive Pattern