## Part 1: Applying Cognitive Theories of Motivation to Scenario Behaviors
### Current Behavior and Problem Description
**Scenario Chosen: Motivating Zoe to Share the Food She Begged**
The scenario presents a group of individuals who are navigating a crisis situation due to a prolonged power outage in Atlanta, Georgia. Among them, Zoe, a 24-year-old woman from Alabama, managed to acquire some food two stops ago. The group’s current behavior involves struggling to find basic supplies such as food and water. The problem is motivating Zoe to share the food she obtained, which is critical for the group’s survival.
### Motivation of Current Behavior Based on Cognitive Theories
Zoe’s reluctance to share the food she begged off can be explained through the lens of cognitive theories of motivation, particularly Maslow’s Hierarchy of Needs and Expectancy Theory. According to Maslow’s theory, individuals prioritize their needs in a hierarchical order, starting from basic physiological needs to self-actualization. In this context, Zoe’s behavior can be attributed to her focus on satisfying her basic physiological needs (hunger) and ensuring her own survival.
Expectancy Theory posits that individuals are motivated to act based on the expected outcomes of their actions. Zoe might perceive that sharing her limited resources reduces her chances of survival. Her expectation might be that retaining the food increases her likelihood of surviving the crisis.
### Proposed Solution Based on Cognitive Theory of Motivation
To motivate Zoe to share her food, the group can use principles from the Self-Determination Theory (SDT), which emphasizes autonomy, competence, and relatedness. The group should appeal to Zoe’s sense of relatedness and communal well-being by highlighting the importance of mutual support in times of crisis.
**Solution:**
1. **Communicate the Importance of Group Survival:** The group should stress that their collective survival depends on mutual support and cooperation.
2. **Enhance Relatedness:** Foster a sense of belonging and emotional connection within the group. Sharing personal stories and expressing gratitude can strengthen bonds.
3. **Provide Reassurance:** Assure Zoe that the group will continue to look for more food and that her contribution is crucial but temporary.
### Motivation for Better Behavior Based on Cognitive Theories
By appealing to Zoe’s sense of relatedness, the group can motivate her to share her food, as she will feel more connected to the group and responsible for their collective well-being. SDT suggests that when individuals feel a sense of belonging and purpose, they are more likely to engage in prosocial behaviors.
### Anticipated Behavior and Cognitive Theory Explanation
**Anticipated Behavior:** Zoe is expected to share her food with the group after understanding the importance of cooperation and feeling a stronger connection with her peers.
**Motivation for Expected Behavior:** According to SDT, Zoe’s anticipated behavior will be motivated by her enhanced sense of relatedness and autonomy within the group. By feeling valued and connected, she will be more willing to contribute to the group’s welfare.
### Thought Process Leading to Proposed Solution
The thought process involved understanding Zoe’s current motivations through cognitive theories like Maslow’s Hierarchy of Needs and Expectancy Theory. The next step was to identify a theory that could effectively shift her motivation towards prosocial behavior, leading to the application of Self-Determination Theory.
### Avoidance of Attribution Errors
To avoid attribution errors, the group should refrain from judging Zoe’s reluctance to share as selfishness. Instead, they should recognize her behavior as a natural response to a survival situation, which can be redirected through understanding and empathy.
### Limitations of Using Motivation Theories
While cognitive theories of motivation provide valuable insights, they have limitations. Human behavior is complex and influenced by various factors, including past experiences, personality traits, and situational dynamics. In crisis situations, stress and fear can override rational decision-making, making it challenging to predict and influence behavior accurately.
## Part 2: Personal Application of Cognitive Theories of Motivation
### New Plan to Increase College Performance
**Plan:** Develop a structured study schedule, incorporate regular breaks, and use positive reinforcement to maintain motivation.
### Motivation for Completing Coursework
My motivation for completing my college program can be explained through the lens of Goal-Setting Theory and Self-Determination Theory. According to Goal-Setting Theory, setting specific, challenging, yet achievable goals enhances motivation and performance. My goal is to graduate with high honors, which drives my efforts.
Self-Determination Theory emphasizes the importance of autonomy, competence, and relatedness. My intrinsic motivation to gain knowledge and competence in my field, along with the support from my peers and mentors, fuels my commitment to my coursework.
### Summary of Plan from Assessment 2
In Assessment 2, I developed a plan to enhance my academic performance by setting clear goals, creating a conducive study environment, and seeking feedback regularly. The plan also included balancing academic work with physical and mental well-being through regular exercise and mindfulness practices.
### Assessment of Plan Effectiveness
I followed the plan and found that setting clear goals and creating a structured study environment significantly improved my focus and productivity. Regular feedback from professors helped me identify areas for improvement, while exercise and mindfulness practices reduced stress and enhanced my overall well-being.
### Enhancing Motivation and Performance
To further enhance my motivation and performance, I will:
1. **Set Incremental Goals:** Break down larger academic goals into smaller, manageable tasks to maintain a sense of achievement.
2. **Utilize Positive Reinforcement:** Reward myself for completing tasks on time, which will reinforce positive study habits.
3. **Engage in Peer Study Groups:** Collaborate with peers to gain different perspectives and maintain motivation through social interaction.
### Scholarly Sources
1. Deci, E. L., & Ryan, R. M. (2012). *Self-Determination Theory*. University of Rochester.
2. Locke, E. A., & Latham, G. P. (2019). *Goal Setting Theory*. Journal of Organizational Behavior.
3. Maslow, A. H. (1943). *A Theory of Human Motivation*. Psychological Review.
4. Vroom, V. H. (1964). *Work and Motivation*. Wiley.
By applying cognitive theories of motivation to both the scenario and my personal academic journey, I can better understand and influence behavior in various contexts. These theories provide valuable frameworks for identifying motivational drivers and developing effective strategies for behavior change and performance enhancement.
Write a 5–7 page paper applying cognitive theories of motivation to behaviors from the scenario and to your own learning. This paper will be in two parts. Part 1 will continue the scenario from the class, whereas Part 2 will allow you to reflect on what you’ve learned.
In Part 1 of the paper, include the following. Be sure to use your textbook and journal articles to provide examples and support along the way.
· Relate the theory to specific current behavior.
· Include a description of the problem.
· Explain what motivates the current behavior based on one of the cognitive theories.
· Propose a solution based on a cognitive theory of motivation
· Explain how the solution will motivate better behavior based on one of the cognitive theories.
· Relate the theory to specific anticipated behavior.
· Explain what will motivate the expected behavior based on one of the cognitive theories.
· Explain the thought process that led to your proposed solution.
· Explain how you avoided (or did you?) making any attribution errors.
· Explain the limitations of using motivation theories to explain people’s behaviors in the scenario’s circumstances.
In Part 2 of the paper, include the following.
· Propose a new plan to increase your performance in college.
· Describe your motivation for completing the coursework in your college program using the terms, concepts, and theories you’ve learned so far.
· Summarize the plan you made in Assessment 2.
· Assess whether you followed the plan and how it worked.
· Share what you will do to enhance motivation and performance for the rest of the course.
· Use examples from peer-reviewed, scholarly sources within your response.
Scenario
You and your group walked for six hours through Atlanta, Georgia, and have still not reached an area with electrical power. Everyone is tired, hungry, and thirsty. As the sun goes down, you begin to think about where to stay for the night and where to find food.
“Why don’t we start knocking on doors and asking for help?” Javier suggests.
“I don’t know if that’s safe,” Zoe responds. “You remember how intensely some people at the hotel acted.”
“It never hurts to ask,” Ibrim says. “But maybe we should offer something in return.
After another day on the road, you and your group still haven’t found somewhere with power. Unfortunately, you didn’t pack food or water, so you’ve been depending on the kindness of strangers. As you walk through a neighborhood of nice-looking houses, you think it might be time to ask for food or water. After all, these look like the houses of people who have money.
As you approach the first house, a dog starts growling at you from its place on the porch. As you put your hand on the front gate, the dog stands and walks slowly toward you. The four of you look at each other and back away. You need to try another house.
You and your group must beg for basic supplies and still have a long way to go.
Step 1: Choose one of the following:
1. Getting a stranger to let your group stay in their home overnight.
2. Getting medical supplies to treat a deep cut on Ibrim’s leg.
3. Motivating Javier to stay with your group and not head back to the hotel.
4. Motivating Zoe to share the food she begged off a house two stops ago.
Your group includes:
· Javier is a 36-year-old Hispanic man who lives in Florida. He was traveling to Atlanta for work—he’s a manager for a car dealership. He has a wife and three children waiting for him at home.
· Ibrim is a 43-year-old Black man from Tennessee. He had traveled to Atlanta for the Capella University graduation even though none of his family could join him. He’s worried he might have lost his job as office manager for a local doctor. His wife often travels for her job, and they are used to being apart.
· Zoe, a 24-year-old White woman from Alabama who had traveled to Atlanta for a romantic weekend with her boyfriend. Since the power outage, her boyfriend has started a relationship with another guest, leaving Zoe alone.
· You.
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