Running head: OUTLINE – HISTORY AND EVOLUTION OF FREUDIAN THEORY
Outline - History and Evolution of Freudian Theory
Natalia Morel
Grand Canyon University
December 4, 2019
1
OUTLINE
2
History and Evolution of Freudian Theory
I.
Introduction
Self Determination Theory suggests that we behave a specific way based on our intrinsic and extrinsic
motivations (Deci & Ryan, 2008). Because behavior is both motivated by our aspirations and goals, it is
also judged and accepted (or not) by others. This outlook is delicate to the psyche of the individual
because of its influencers. Intrinsic motivations have clearly been defined to promote a person’s
psychological well being (Mischel & Shoda, 1995). Education is first long term social environment
where children first develop their sense of self, discover what motivates their behaviors, and the rewards
or consequences of their actions. Their motivations from both intrinsic and extrinsic loci is foundational
to forming their personality, aspirations and goals set for themselves for a life time (Niemiec, Ryan &
Deci, 2009). It is within the realm of this environment where students are first introduced to challenges
and encouragements, which support their future identity and personal confidences.
II.
Educational understanding and internalization of learned concepts from intrinsic and
extrinsic motivations elicit different results that set the stage for long term behavioral
patterns to emerge (Deci & Ryan, 2008; Graham & Weiner, 2012).
III.
Intrinsic Motivators help to build a stronger self-esteem and self-confidence, which in
turn is then received well by others, and they are encouraged and supported. Whether it
be a task at hand or a relationship, intrinsic motivators (personal aspirations) is one part
of ourselves that determines if we see a failure as a stepping stone to success or a
changing of venues (Deci & Ryan, 2008; Graham & Weiner, 2012).
a.
Extrinsic Motivators have shown to lead students to a less personal
fulfillment and thus should not be the driving force for success in the long term.
However, during times of competition, setting extrinsic goals adds value and
promotes self-acceptance (Niemiec, et. al., 2009).
OUTLINE
IV.
3
Behavioral Analysis of motivations in education
a.
Behavioral analysts, such as B F Skinner focuses on the stimuli and
response relationship, in this viewpoint, reinforcement of behaviors is a
determining factor if it will be repeated (Moore, 2013).
b.
Example: if a student does well on a test, he is praised by his parents and
teachers, which internally motivates him to repeat the actions. Negative
reinforcements from peers may change the behavior of the person based on their
need to be accepted over their goals to be academically successful (Niemiec, et.
al., 2009).
c.
The long-term effects of decision making motivated by social acceptance
or academic success studied via Cognitive Affect Personality System (Mischel &
Shoda, 1995) suggest that aspirations and goals shift based on contemplation of
“if-then” scenarios.
d.
Social issues of acceptance have been resolved (Deci & Ryan, 2008) by
proving that intrinsic motivators in the long run make a person happier and thus
able to have a well-being life. In education, this means that students find a balance
between choosing friends who support their goals and build their character in
doing so which increases self-confidence, self-esteem and motivations (Mischel &
Shoda, 1995).
V.
Behavioral Solutions for Motivations in Education
a.
When students are allowed the freedom of thought to flourish and see
value in differences, their behaviors are motivated positively and they will
continue to challenge themselves in different areas.
OUTLINE
4
b.
Education provides a unique environment where children (of all ages) are
both continually encouraged (or it should be); as it is the only time when learning
and social events are combined together such that behaviors seeking approval,
acceptance and satisfaction are all in one place. Motivations here, both negative
and positive, will have the greatest impact on behaviors whether they are
intrinsically or extrinsically motivated (Niemiec, et. al., 2009).
VI.
Limitations of Motivators in Education
a.
Autonomy, competence and intelligence and self-efficacy are hard to
balance in education. There are limitations of expressing thoughts either
physically/aggressively or verbally in a controlled atmosphere could hinder a
person from their reality. Mentalism thinking and Cognitive Psychology are two
schools of thought where one limits the other. Not recognizing the mentalism and
radical behavior differences puts Cognitive Psychologists at a disadvantage to
studying a key aspect what drives thoughts. These limitations can be resolved,
and are being, with the unifying theory that brings cognitive psychology as a
successor to behaviorism. Mentalism is separate, and is as not necessarily a
behavior (Moore, 2013).
b.
Virtual Reality is rising in the world of Education, not only is there
funding improving but their diverse uses are too. This aspect of education will be
our new reality in a short time and thus having the right motivators, trainers and
educators in place is an event that must take place today (Deci & Ryan, 2008).
VII.
Motivations in Education Conclusion
OUTLINE
5
Based on the findings of behavior motivations and the various places in life where
they are used (Deci & Ryan, 2008), it is not a difficult task to make the connection to
their first educational experience and their self-determining behaviors. All areas of a
person’s life are affected by what motivates behaviors, from reactions to satisfactions
(Graham & Weiner, 2012). Mentalism and hypothetic thinking is extinguished when
behaviors have meaningful results (Moore, 2013). Students of all ages, whether it is
primary or collegiate have behaviors that are formulated by the challenges and
encouragements received by those that are perceived to be evaluators of success
(Niemiec, et. al., 2009). It is here where the differences between intrinsic, extrinsic
motivators, self-confidence and self-esteem traits have the opportunity to be developed to
their highest potential.
OUTLINE
6
References
Deci , E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being
across life's domains. Canadian Psychology, 49(1), 14-23. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docvie
w/220818810?accountid=7374
Graham, S., & Weiner, B. (2012). Motivation: Past, present, and future. In K.R. Harris, S.
Graham, & T. Urdan (Eds.), APA educational psychology handbook: Volume 1.
Theories, constructs, and critical issues (pp. 367-397). Washington, DC: American
Psychological Association. doi: 10.1037/13273-013.
Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality:
Reconceptualizing situations, dispositions, dynamics, and invariance in personality
structure. Psychological Review, 102(2), 246-268. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login
.aspx?direct=true&db=pdh&AN=1995-25136-001&site=ehost-live&scope=site
Moore, J. (2013). Tutorial: Cognitive psychology as a radical behaviorist views it. The
Psychological Record, 63(3), 667-680. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login
.aspx?direct=true&db=bth&AN=89562035&site=ehost-live&scope=site
Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining
intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality,
43(3), 291-306. Retrieved from
OUTLINE
https://lopes.idm.oclc.org/login?url=http://dx.doi.org.lopes.idm.oclc.org/10.1016/j.jrp.20
08.09.001
7