Motivation, Emotion, and Personality

Intrinsic motivators are always preferred regardless of culture since they align closely with students’ internal desires and interests.

Extrinsic motivators are universally more effective than intrinsic motivators for improving student academic performance due to tangible rewards.

There is no appreciable difference in academic performance based on motivational types across any cultural context because learning desires are human universals.

Varied educational philosophies emphasizing either mastery (intrinsic) or performance (extrinsic) outcomes could lead to observable differences between cultural groups' academic achievements.

Expectancy-Value Theory

Self-Efficacy Theory

Arousal Theory

Goal Setting Theory

Subjects performed better with moderate sleep deprivation than severe or no deprivation.

All subjects refused to perform tasks after any amount of sleep deprivation.

Subjects' performance improved as sleep deprivation increased.

Subjects had constant performance regardless of sleep deprivation levels.

The person is motivated by the expected reward of hydration.

The person has an innate desire for water.

The person is trying to reduce a physiological need.

The person is seeking to fulfill their self-actualization needs.

Reaction formation defense mechanism

Fear of missing out (FOMO)

Cognitive dissonance resolution

Persistence due to intermittent reinforcement

Cognitive Evaluation Theory

Instinct theory

Arousal Theory

Drive theory

Surveying individuals before and after watching motivational videos about overcoming obstacles but not actively engaging them nor tracking specific orientations regarding approach/avoidance behaviors following failures systematically across varied contexts within a laboratory setting.

Offering generic feedback sessions following failures that are not tailored according to participants’ orientation style, nor repeated across multiple sessions, to probe enduring effects attributed to the retraining process.

Administering personality assessments once after exposure to failure scenarios without prior identification of orientation styles nor subsequent training intended specifically to modify attributions correlated with those styles.

Randomly assigning individuals identified as either approach- or avoidance-oriented to receive attributional retraining then measuring changes in persistence after experiencing controlled failures within lab-created tasks over several sessions.

Negative punishment decreases the likelihood of a behavior through the removal of a desirable stimulus after the behavior

Negative reinforcement increases the likelihood of a behavior by removing an aversive stimulus when the behavior occurs

Positive reinforcement increases the likelihood of a behavior by presenting a rewarding stimulus after the behavior occurs

Positive punishment decreases the likelihood of a behavior by presenting an adverse stimulus following the behavior

set point theory

matchpoint theory

overgeneralization theory

incentive theory

Abraham Maslow

B.F Skinner

Carl Rogers

Sigmund Freud