PSYCH 314: MOTIVATION COURSE SYLLABUS Spring 2006 Instructor: Jennifer Dykstra, M.S. Class location: Lagomarcino W 142 Office: Lagomarcino W 033 Class time: M,W,F 9:00 am 9:50 am Phone: 294-9681 Office hours: M,W 10 11 am and E-mail: jldennis@iastate.edu Tues. 1 pm 2 pm, or by appointment COURSE DESCRIPTION, GOALS, AND OBJECTIVES In this course, I intend to provide a broad overview of theories of motivation using lecture, class discussion, multimedia presentations, quizzes, and exams. We will examine the definition of motivation psychology, as well as some of the history of the field, and the theories and research behind many areas in motivation. The course will focus on theory and research as well as applying these theories and research to real world situations. Part of what makes the study of psychology unique and interesting is being able to apply what you learn in the classroom to your own life experiences. Motivation is a topic that spans many different subfields of psychology, including biological, social, personality, and clinical psychology. Covering so many topics and areas is a tall order for a semester course, so we will not be able to delve as deeply into some of these topics as you or I might like. Specifically, the class is oriented primarily towards the social, personality, and clinical aspects of motivation. However, I would encourage you to research topics that interest you using non-course materials and to speak with me if you would like more information on what we are not covering in depth. The specific objectives of the course are as follows: 1. Examine the definitions of motivational psychology. 2. Explore the biological foundations of motivation (e.g., hunger, thirst, and sex). 3. Examine evolutionary, learning, social, and cognitive theories as they related to motivation. 4. Understand the importance of attribution processes in motivation. 5. Understand the importance of learning and expectation in motivation. 6. Explore the role of motivation research. We will discuss specific research techniques, some major studies in motivation, and their relevant findings and implications about motivation. 7. Apply theories and research to real-world experiences such as helping behavior, aggression, impression management, health behaviors, and behavioral change.
COURSE REQUIREMENTS Required Textbook Franken, R.E. (2002). Human Motivation. (5 th ed.). Belmont, CA: Wadsworth/Thomson Learning. Reading Assignments and Lecture Notes The Franken (2002) text is required reading for this course. The book is available at the university book stores or may be purchased off the internet (you might try amazon.com or half.com). Most of the lecture topics correspond to material in the textbook. To facilitate learning and enhance our class discussions, please read the assigned pages PRIOR to lecture. The reading assignments are outlined in the course calendar at the end of the syllabus. Because of the large enrollment, the format of this class will be primarily lecture-based, supplemented with group discussion and multimedia presentations. To facilitate note taking, I will post my PowerPoint slides on Web CT prior to each lecture. You are encouraged to print the slides in handout format and bring them to class to write additional notes on. Deciding what material to take notes on and writing notes both increase learning, so the posted slides will not contain the full lecture material. You will need to come to class to create a complete set of lecture notes. Attendance Although I have spent a considerable amount of time preparing for this class and would enjoy and appreciate having all of you present (and awake!) each day, attendance is not required for this course. It is your choice whether you attend class or not. However, much of the exam material comes from lecture and from our class discussions. Thus, you will probably not do very well in this class by just reading the textbook. Also, I will announce any changes to the syllabus during class. YOU are responsible for these announcements. I will not accept I wasn t in class to hear the announcement as a valid excuse. I will give unannounced quizzes (described in the Quizzes section of this syllabus) throughout the semester. Anyone who regularly attends class should do quite well on the quizzes. Quizzes cannot be made up unless: (a) I am notified of your absence prior to the class period, and I excuse your absence; or (b) you have an unexpected illness or emergency that prevented you from notifying me earlier (I may ask for proof verifying your absence). If I do excuse you from a quiz, it must be made up within two days.
Class Policies Please sit toward the front of the classroom. Beverages are welcome, as are snacks that can be eaten quietly. Please turn off your cell phones and other electronic devices! I believe class discussion facilitates learning, so please read the assigned reading before each class period. Lecture, class activities, and class discussion will enhance the knowledge you gain from the text. In accordance with Iowa State University s academic misconduct policy, any student caught cheating will receive 0 points on that exam or assignment and may face additional disciplinary action. Quizzes EVALUATION AND GRADING I will give 6 unannounced quizzes throughout the semester. Each quiz will be worth 5 points, for a total of 30 points. If you attend class regularly, you should do well on these quizzes. I give quizzes to serve two purposes: (1) to encourage class attendance; and (2) to give you some experience with the types of questions you will see on the exams. The format of quizzes includes multiple choice, true/false, fill-in-theblank, and matching-type items. Exams There will be three non-cumulative unit exams and one final exam for this course given on the dates specified in the course calendar. Except for the final exam, exams will be given during the regular class period. Unit exams will consist of 35 multiple choice, true/false, and matching-type items. There will also be one 5-point short answer essay question per exam, for a total of 40 points per unit exam. The final exam will consist of 50 multiple choice, true/false, and matching-type items, and will contain some (approximately 20%) cumulative material. Material for the exams comes from both the textbook and lecture. Most of the questions are based on material that is presented in lecture, or both in lecture and in the text. Some questions will come from the text alone. You are responsible for all the information on the exam. If you miss a class, I recommend that you get the notes from another student. I plan to offer a review session during the class period before each exam. You are encouraged to bring any questions you have about the exam or material to the review session, as the whole class may benefit from hearing the answer to your question(s). You may also stop by my office or e-mail me with any specific questions you have.
You are expected to take the exams on the date they are scheduled for. I realize, however, that family crises, serious illnesses or other emergencies do arise. If something should happen as to make it impossible for you to take the exam on the scheduled day, please contact me and we will try to work something out. If at all possible, contact me prior to the exam. Otherwise, it is your responsibility to contact me within 24 hours of a missed exam to schedule a date for the make-up. Also, unless I personally tell you so, do not assume your reason for missing an exam is acceptable. Written documentation of the reason you missed the exam may be required. The makeup exam must be completed within one week of the scheduled exam date. The exams for this course go beyond recalling information. To earn a high grade, you are expected to demonstrate understanding of the concepts being tested, and an ability to apply these concepts to real life situations. Though challenging, the exams are not impossible. To do well on the exams you should: 1. Come to class. Again, much of the exam material will come from lecture. 2. Take notes in class (as opposed to sleeping, reading, or whispering to classmates!). You are encouraged to use printouts of the PowerPoint slides during note taking. However, PowerPoint is meant to facilitate note taking, it is NOT meant to replace it. If you just use the slide printouts for studying, you will be missing a great deal of information. 3. Keep up with the textbook reading. After reading a section or chapter, write an outline or summary of what you just read (preferably from memory). Synthesize your text notes with your lecture notes. 4. You should be studying exam material throughout the semester, not waiting until the night before the test. Try to practice learning and remembering the information. Verbally exchanging questions and answers with a classmate is one good strategy for learning the material. 5. When studying for the exam, just memorizing definitions, words, and names is not enough. I want you to know this information, but I also want you to have a conceptual understanding of the material, and the ability to apply it to real life situations. Thus, be able to explain theories in your own words, be able to understand the research studies we talk about in class and how they relate to theory, and be able to generate your own examples of theories and concepts. If you can do this, you will truly understand the material, and you will be extrinsically rewarded with a high exam score and intrinsically rewarded by accomplishing a job well done! 6. If you have questions, ask them in class or see me during my office hours or schedule an appointment with me. 7. If you are having problems, please talk to me as soon as possible. I want you all to do well, and I am willing to help you succeed you just need to talk to me.
Extra credit You can earn up to 5 points of extra credit by finding examples of motivation concepts in popular culture (e.g., cartoons, books, movies, commercials, etc.). Photocopies of cartoons or news articles are fine. For movie or TV shows, copies are encouraged, but I will accept a detailed description of the scene of interest. For the extra credit example you turn in, you must explain how it relates to motivation (2 paragraph essay). If you provide a good example of motivation and explain it adequately, then you will receive 2.5 extra credit points. You may turn in up to three examples of motivation to reach the 5-point maximum. Please see me for more information. Grading Grades are earned based on scores on the quizzes (6 X 5 points each) unit exams (3 X 40 points each), and the final exam (50 points). Exams contribute a total of 85% toward your final grade and the in-class quizzes will contribute 15% toward your grade. Grading is based on the percentage of points earned out of the total points possible (200). The five extra credit points are not included in the overall point total. Any extra credit you earn will be added to your score over and above the regular course points you have earned so that the extra credit is truly extra. Exam and quiz scores will be posted on Web CT according to the last 6 digits of your ISU ID number. Percentage Grade Percentage Grade 93-100 A 73-76 C 90-92 A- 70-72 C- 87-89 B+ 67-69 D+ 83-86 B 63-66 D 80-82 B- 60-62 D- 77-79 C+ < 60 F My grading scale is a form of mastery grading. That is, earning a given percentage of the total points in the class will give you a specific letter grade (see the scale above). You are not in competition with anyone but yourself. Everyone in the class could earn an A, so aim high! It is also possible that I might make some judgment calls. In rare instances when a student's point total is very close to a cut off point (a few points below), I will use my own subjective appraisal of that student s class participation, effort, and achievement in assigning the final grade. If it is clear to me that you are invested in the course and/or show a marked improvement in the course, you may find yourself with a slightly better grade than your percentage warrants. I like to reward participation and diligence!
Disability Accommodations If you have a disability and require accommodations, please contact the Disability Resources office, located on the first floor of the Student Services building, 294-6624. You will need to provide them with documentation of your disability. Please also meet with me privately as soon as possible so we can determine a way to meet your needs that is mutually agreeable. TENTATIVE COURSE CALENDAR Here is a TENTATIVE schedule of what we ll cover in class. I reserve the right to make changes to the calendar as needed and at my discretion. I will announce in class any changes I make. Date Topics Reading Monday, January 9 Introduction Wednesday, January 11 Conceptualizing Motivation Chapter 1, pp. 1-9 Friday, January 13 Historical Motivation Theories Chapter 1, pp. 9-16 Monday, January 16 UNIVERSITY HOLIDAY NO CLASS Wednesday, January 18 Components of Motivation, Evolutionary Theory & Sociobiology Chapter 2, pp. 26-35 Chapter 4, pp. 92-98 Friday, January 20 Evolutionary Theory & Sociobiology Monday, January 23 Sexual Motivation Chapter 4 Wednesday, January 25 Sexual Motivation Chapter 4 Friday, January 27 Hunger & Eating Chapter 3 Monday, January 30 Hunger & Eating Chapter 3 Wednesday, February 1 Catch up & Review Friday, February 3 EXAM 1 Monday, February 6 Go over Exam 1 Wednesday, February 8 General Arousal Chapter 5 Friday, February 10 General Arousal Chapter 5 Monday, February 13 Sleep Chapter 6 Wednesday, February 15 Dreams & Sleep Disorders Chapter 6 Friday, February 17 Drugs & Alcohol Chapter 7 Monday, February 20 Drugs & Alcohol Chapter 7 Wednesday, February 22 Learning Theories Chapter 1, pp. 16-24 Chapter 2, pp. 35-43 Friday, February 24 Learning Theories Chapter 1, pp. 16-24 Chapter 2, pp. 35-43 Monday, February 27 Attribution Chapter 2, pp. 50-52 Wednesday, March 1 Aggression Chapter 8 Friday, March 3 Aggression Chapter 8 Monday, March 6 Catch up & Review Wednesday, March 8 EXAM 2 Friday, March 10 Go over Exam 2 March 13 17 SPRING BREAK NO CLASS
Monday, March 20 Stress & Health Chapter 9 Wednesday, March 22 Stress & Health Chapter 9 Friday, March 24 Negative Emotions Chapter 10 Monday, March 27 Positive Emotions Chapter 11 Wednesday, March 29 Intrinsic Motivation Chapter 12 Friday, March 31 Control & Mastery Chapter 12 Monday, April 3 Catch up & Review Wednesday, April 5 EXAM 3 Friday, April 7 Go over Exam 3 Monday, April 10 Cognitive Motivation & Consistency Chapter 2, pp. 43-50 Wednesday, April 12 Social Influence TBA Friday, April 14 Social Influence Monday, April 17 Helping Behavior TBA Wednesday, April 19 Helping Behavior Friday, April 21 Self-Esteem Chapter 13 Monday, April 24 Self-Presentation Chapter 14 Wednesday, April 26 Open Topic - TBA Friday, April 28 Review Wednesday, May 3 FINAL EXAM: 7:30 am 9:30 am