Definition(s) of Topic
How does the topic impact our lives?
Does this topic divide us? How?
Does this topic unite us? How?
Have you gained any new understandings? If so, please explain.
Have your new understandings changed or shaped your personal views? Explain. How could you help others understand or learn about this topic?
Summary Development
Use the questions about to develop your summary/reflection on each topic/unit. You may include any class discussion that you may recall.
Be sure to use correct grammar and do ORIGINAL work.
Use proper citations when necessary.
All summaries must be typed, double spaced, size 12 font, Times New Roman style Summaries are not to exceed two pages
Create an 8- to 10-slide Microsoft® PowerPoint® presentation that will serve as an executive briefing to a school’s board of directors outlining the following:
Pulling it together – quality of the SWOT; Do the organisation’scurrent strategies fit with the external and internal environments? Are there clear conclusions on key issues/problems?
Practicality of the recommended strategies – is there enough justification based on sound evaluation of alternative recommendations? Do the recommended strategies fit in with the earlier analyses?
Overall application of relevant concepts, theories and models;
General layout and presentation of the report (including length, spelling, grammar and referencing).
The report is not to exceed 10 pages (12-pt font, 1.5 spacing, 8 pages is the most perfect number of pages), excluding cover sheet, executive summary, references and appendices. Appendices should contain only supporting diagrams, tables and the like and should not be a proxy for additional text. This page limit will be strictly enforced and tutors can choose not to read any pages beyond the 10-page limit.
Describe two situations in which there was a conflict that was eventually resolved. These situations should be based on your experiences, but feel free to change names, details, and any other identifying information. Your brief descriptions (1-2 paragraphs) should provide enough information so that your classmates can recommend one of the five strategies for managing conflict. Do not include any information on how the conflict was resolved.
The very first psychologists began their foray into the field by wondering how people think. Those pioneers had no idea what a difficult journey they were embarking upon. Human thought processes are incredibly complex and psychologists still argue today about how thinking, or cognition, occurs.
The psychological science and definition of cognition was a huge step forward in the field of psychology, but it still did not explain why thinking impacted behavior. Thus, psychological researchers moved onto the study of motivation to explore how motivation influences cognitive change. Change in thinking may result in behavioral changes. Is cognitive change even possible without being able to identify a problem? Can behavioral change happen without cognitive change?
This week you examine how motivational theories explain cognitive change. You also explore the relationship between motivation and self-regulation, and apply theories of self-regulation to explain behavior.
READINGS
Article: Alloy, L. B., Peterson, C., Abramson, L. Y., & Seligman, M. E. (1984). Attributional style and the generality of learned helplessness. Journal of Personality and Social Psychology, 46(3), 681–687.
Retrieved from the Walden Library using the PsycARTICLES database.
Article: Bjornebekk, G. (2008). Positive affect and negative affect as modulators of cognition and motivation: The rediscovery of affect in achievement goal theory.Scandinavian Journal of Educational Research, 52(2), 153–170.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Egan, L. C., Santos, L. R., & Bloom, P. (2007). The origins of cognitive dissonance: evidence from children and monkeys. Psychological Science (Wiley-Blackwell), 18(11), 978–983.
Retrieved from the Walden Library using the Academic Search Complete database.
Article: Prochaska, J. O., DiClemente, C. C., & Norcross, J. C. (1992). In search of how people change. Applications to addictive behaviors. The American Psychologist, 47(9), 1102–1114.
Retrieved from the Walden Library using the PsycARTICLES database.
Please proceed to the Discussion.
Discussion 1: Cognition and Motivation
Change is not always an easy process, but motivation can assist in completing it. For example, some change is motivated by short-term needs that can be easily met (e.g., hunger motivates you to eat; being tired motivates you to sleep; and being thirsty motivates you to drink). Other change is motivated by long-term needs that cannot be easily met (e.g., good health motivates you to quit smoking; having a low-paying job motivates you to obtain more education; or vanity motivates you to diet and lose weight).
What psychologists wonder is: “Which came first-the chicken or the egg?” In other words, do you change your thinking first, and then a behavioral change follows, or do you change your behavior first, and then a thinking change follows? Perhaps it is a combination of both. Psychologists are still in disagreement about how motivation explains cognitive change, but beginning in the 1970s, they began to develop theories to explain it. To prepare for this Discussion, review these theories in this week’s Learning Resources, and select one to use for this assignment. Begin to consider how this theory explains cognitive change.
Post by Day 3 an explanation of how the theory you selected explains cognitive change. Explain why you think this theory is superior to others in explaining this relationship. Support your response with references to the literature and the Learning Resources.
Be sure to support your postings and responses with specific references to the Learning Resources.
Discussion 2: Self-Regulation and Motivation
What psychologists call self-regulation is what lay people call self-control. It is the ability of a person to control his or her emotions, behaviors, and desires in order to obtain a future reward. As such, a person must have a comprehension of the future to be able to exercise self-regulation. Motivation plays a key role in self-regulation because it encourages working toward that future reward. For example, a student who excels in academics might exercise self-regulation by setting his or her goals effectively, adapting his or her learning style, and self-monitoring his or her progress—all for the future reward of good grades, pleased parents, and admission to a university. Nevertheless, motivation is not always positive (i.e., encouraging) in self-regulation. For example, a drug addict’s motivation to obtain more drugs may make that person unable to exercise self-regulation, comprehend the future, and obtain future rewards.
Post by Day 4 an explanation of how motivation influences self-regulation. Then describe two specific behaviors that could best be explained by theories of self-regulation and explain why.
Be sure to support your postings and responses with specific references to the Learning Resources.
