Term Paper on "Human Motivation it Is Often Claimed"

Term Paper 7 pages (3180 words) Sources: 10 Style: APA

[EXCERPT] . . . .

Human Motivation

It is often claimed that certain negative outcomes of frustrated need can be countered by social and institutional support. According to much research the outcomes of abject poverty can be varied for the better with increased social and institutional support. (Ellwood, 1988, p. 238) the textbook outlines two scenarios of frustrated human need for, poverty and a difficult life. (Franken, 2007, p. 227) in one scenario Peter (15), experiences the frustrated need associated with poverty and a difficult life and responds with appropriate hostile feelings. Yet, Peter has the advantage of the influence of caring and supportive parents. For this reason Peter's hostile feelings regarding the frustration of poverty are channeled into instrumental behaviors, self-control and involvement and conventional participant behavior which is in turn influenced by positive role models and positive community structure. Peter's experience in a hypothetical scenario would be something like this: Peter is hostile to completing class homework assignments because they seem incongruent with his social needs outside of school, his parents intervene quickly when Peter's favorite teacher expresses concern to them about Peter's late and missing assignments. In talking with Peter his parents learn about his hostility, and explain to him that the homework he is doing now and the grades he will earn because of it will possibly help him get scholarship funding to go to college in a few years. Peter and his parents meet with his favorite teacher. Together they work out a plan for Peter to get caught up in his work before the midterm grades are due to be recorded. Peter follows the plan by going to his local community center after school everyday and participating in an after school homework program, where other role models from the community help kids stay focused on academic success. Once Peter has completed his proposed homework contract he continues to go to the after school program for further help achieving success on his midterm tests and projects as well as those required for his final term of his Junior year. Peter is then poised to achieve success his Senior year and apply for several scholarships to attend college. Through the process, Peter's parents and mentors continue to support his achievements and he is able to successfully apply for several scholarships and is accepted to three colleges in the area one of which has offered him a full ride scholarship for his four-year degree. Conversely Samantha (16), one of Peter's classmates is frequently absent from class because she tends to stay awake nights listening to her parents argue about everything from money for bills to fear of eviction. Samantha's mother is often verbally abusive towards her but then demands that she fulfill many household obligations, which often stops her from completing homework, which her mother sees as and father see as a waste of time. Samantha is barely attending school and is working to help support the family. Her hostility is apparent at school when she attends and at work where she is in constant conflict with superiors. Samantha feels helpless and angry most of the time and finally just stops attending school and instead hangs out with other school dropouts anytime she is not at work. She avoids her home and moves in with her older boyfriend (18) to avoid the unrealistic expectations of her parents and school. During the final term of what would have been her Junior year she is caught taking alcohol and money from work for her boyfriend and her employer reports it to the police. (Morlan, 1958, p. 289) Samantha is then arrested and sent to juvenile hall. Samantha has no visitors and is not reenrolled in school because she adamantly expresses that she is old enough to drop out and that it is a waste of time. "Any sensible model of behavior emphasizes the role of opportunities along with values and motivation. Two people who have the same opportunities will make different choices because their background and abilities lead them to have different goals and expectations." (Ellwood, 1988, p. 197) Peter is informed by his parents and mentors that there is value in his positive actions while Samantha facing the same circumstances is given the impression that there is no value in academics or hard work and each responds accordingly.

2. Fear is a concrete emotion associated with the development of human motivation. It can create both positive and negative outcomes, often as a result of the desire to escape. If one is escaping a dangerous situation that could be thought of as a positive outcome of fear-based motivation and yet if fear is associated with avoidance behaviors in social situations then negative outcomes are also possible. Historically fear has been thought of as an instinct behavior associated with protecting the individual from harm or even ambiguity yet more recent motivation theory acknowledges that fear is much more complicated than simple instinct and that this is particularly true of social fear. (Dibartolo, Albano, Barlow & Heimberg, 1998, p. 213) (Mill, 1991, p. 67)

Fear can be grounded in experience, such as witnessing or perceiving imminent or past acts of violence or it can be grounded in lack of experience (often called anxiety) which can socially challenge the individual to remain inactive because they do not wish to be uncomfortable in a new situation, or they do not wish to face failure that could be associated with effort. (Weiner, 1980, p. 29) Fear, though is not always based in avoidance as often fear motivates the individual to positive outcomes based upon the desire to overcome fear and therefore succeed at a task that made one fearful. An example of such a case would be the experience of fear associated with exposing oneself to a new set of social contacts. It might be fearful to most to even think about going to a party where you do not know anyone but the person who invited you, or attending a community meeting in a community where you have never been active before, yet doing either or both of those things can be positive and fruitful, as one may then help to create a whole array of social contacts he or she never had before. The satisfaction one feels in having accomplished such a task is often supported by positive social interaction at the initial event and possibly at later events which unfold because of it. The individual might also feel satisfied that they were able to overcome fear, attend and event and possibly redirect his or her anxiety or fear to a common goal that did not necessarily seem to have a solution in the past, or in the case of a social event meet people who could potentially provide them with future contacts for employment, friendship or even a relationship. On the other hand fear of the dark, a persistent childhood fear can be extended to adulthood to some degree as one is exposed to images of crime on television or just general anxiety associated with not being able to see one's surroundings enough to respond if unlikely but perceived to be imminent threats occur. In the last example fear of the dark (a collective of anxiety about perceived risk of crime or the unknown) could culminate into an inability to attend events after dark, or even simply walk to the corner store to get a needed ingredient for dinner. In most areas, there is a high probability that nothing will happen but the fear (anxiety) elicits isolation. Another negative example would be fear of failure or rejection stopping an individual from speaking to someone they admire. The person may demonstrate no indication of rejecting the individual and would be cordial if spoken to but fear stops an individual from ever speaking and therefore reduces his or her opportunity for potential improved social acceptance.

3. Learning also has a significant role in human motivation. One can learn about history, culture or even a physical object that was previously unknown to them and then feel capable of interacting with it. Social learning is also key to human development and motivation as ungrounded fears can be waylaid and result in the ability of an individual to take risks that they would not have taken before or to learn new things about others that help them commiserate and therefore believe in their ability to face fears of rejection or the unknown. In many instances learning can seriously impact a reduction of stress, improved happiness and increase self-esteem. One of the most common ways to develop improvements in these areas is through self observation. Many individuals learn how to improve their overall development by observing their reactions and feelings with regard to stressful situation or situations of the unknown. They learn from their own actions and from observing others how to emulate resolution in stressful situations. (Dembo, 2000, p. 248) if one is learning a concrete task, such as how to rebuild a carburetor, even though they feel they are to… READ MORE

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