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PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation

PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (54) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation Name Capella University PSYC FPX 3770 Psychology of Human Motivation and Performance Prof. Name Date Emotions and Motivation Motivation, which serves as a precursor to action, can be influenced both positively and negatively by various factors. Experiences, whether favorable or adverse, can significantly impact motivation, prompting individuals either to pursue desired outcomes or avoid negative stimuli. For instance, substances like drugs and experiences such as sex trigger the release of neurotransmitters like dopamine, which induces feelings of pleasure and euphoria. These pleasurable outcomes condition individuals to seek further exposure to stimuli associated with positive feelings. Furthermore, perceived outcomes, even if not yet realized, can greatly influence motivation. The interplay between emotions and motivation complicates this relationship, making it difficult to pinpoint the precise influence of a specific emotion on motivation (Deckers, 2018). Emotions arise from perceived or experienced outcomes and often coexist or contrast with one another. Positive emotions, such as feelings of ease and security, can enhance motivation to undertake challenging tasks in pursuit of rewards or relaxation. Conversely, the impact of negative emotions on motivation is complex. While threat stimuli can positively affect motivation by alerting individuals to potential dangers, emotions like worry and panic can dampen motivation and reduce overall quality of life. Prolonged experiences of worry and fear have been linked to adverse health effects and diminished positive social interactions (Deckers, 2018). Depression and Motivation Depression, characterized by persistent feelings of sadness and disinterest in life events, manifests uniquely in each individual but invariably affects motivation (Hysenbegasi, Hass, & Rowland, 2005). Sadness, a common emotion associated with depression, can signal a need for help but often results in decreased motivation and engagement with life. Individuals experiencing depression may struggle with daily tasks such as personal hygiene, household chores, and financial management. In academic settings, depression can have profound effects on performance due to its impact on cognitive function and task prioritization (Deckers, 2018). Research indicates that depression can distort individuals’ perceptions of themselves and their experiences, leading to biases such as the “self-positivity bias” (Takano et al., 2016). This bias involves attributing positive events to external factors while internalizing negative events. Studies have shown that individuals with depression exhibit a reduced preference for positive self-relevant information, highlighting the cognitive distortions associated with the condition (Takano et al., 2016). Current Research Findings A study conducted in 2016 explored the self-positivity bias among individuals with depression, revealing a diminished preference for positive self-relevant information in these individuals (Takano et al., 2016). Another study conducted in 2005 investigated the impact of depression on academic productivity, finding a negative correlation between depression and GPA among university students (Hysenbegasi, Hass, & Rowland, 2005). Treatment for depressive symptoms was associated with mitigated academic decline, emphasizing the importance of mental health interventions in academic success (Hysenbegasi, Hass, & Rowland, 2005). PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation Conclusion Depression poses significant challenges, particularly in academic settings, where motivation and drive are essential for success. Understanding the interplay between depression, motivation, and academic performance is crucial for developing effective intervention strategies. Providing accessible mental health support and counseling services on campuses can help mitigate the impact of depression on student success (Deckers, 2018; Hysenbegasi, Hass, & Rowland, 2005; Takano et al., 2016). References Deckers, L. (2018). Motivation: Biological, psychological, and environmental. ProQuest Ebook Central. Hysenbegasi, A., Hass, S. L., & Rowland, C. R. (2005). The impact of depression on the academic productivity of university students. Journal of Mental Health Policy and Economics, 8(3), 145. PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation Takano, K., Iijima, Y., Sakamoto, S., Raes, F., & Tanno, Y. (2016). Is self-positive information more appealing than money? Individual differences in positivity bias according to depressive symptoms. Cognition and Emotion, 30(8), 1402-1414. Also Read PSYC FPX 3770 Assessment 4 Depression and Goal-Directed Motivation Read More PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Read More PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Read More PSYC FPX 3770 Assessment 1 Procrastination Read More Load More

PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life

PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (53) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Name Capella University PSYC FPX 3770 Psychology of Human Motivation and Performance Prof. Name Date Becoming a Research Assistant: Exploring Career Goals and Motivation During my pursuit of a bachelor’s degree in psychology, a newfound aspiration emerged: to become a research assistant. As I progressed through my coursework, my fascination with research in various assessments grew more intense. This interest peaked as I neared the completion of my program. With only a few courses left, I embarked on investigating the role of a research assistant, focusing on the type of research facility I envisioned working for, such as a university’s research department, a research center, or a private research organization. Additionally, I aimed to understand the primary job functions of a research assistant, including the specific tasks involved, such as utilizing various computer programs. A significant challenge I encountered in pursuing this goal was gaining a deeper understanding of data analytics, particularly Big Data Analytics. This field encompasses new algorithms, methodologies, and systems crucial for large-scale research endeavors. Big Data Analytics revolutionizes daily life by integrating and analyzing heterogeneous and diverse data to inform decision-making processes. Its applications span various domains, including health and well-being, policy-making, and innovative educational models like MOOCs and Student-Teacher Modeling (Yang, Cao, & Shao, 2021). Motivation in Pursuit of Becoming a Research Assistant Psychologists delineate two primary types of human motivation: extrinsic and intrinsic. Extrinsic motivation is driven by external rewards such as money, success, or recognition, while intrinsic motivation stems from internal satisfaction, curiosity, or enjoyment of the task at hand (Lopez-Garrido, 2021). My motivation to pursue a career as a research assistant is influenced by both extrinsic and intrinsic factors. Extrinsically, this career path offers higher financial rewards and opportunities for recognition. Conversely, intrinsically, it aligns with my passion for research and curiosity about various phenomena. Moreover, achieving this goal would serve as a positive example for my adult children, motivating them to pursue their academic and professional aspirations. Personality Traits and Motivation Research suggests that personality traits play a significant role in one’s performance and motivation. For instance, individuals high in extraversion tend to excel in oral communications, while conscientiousness and agreeableness are conducive to effective teamwork (Kelsen & Liang, 2018). Considering my Big Five Personality Traits assessment, which indicates high scores in openness, conscientiousness, extraversion, and agreeableness, alongside a moderate score in neuroticism, I believe these traits equip me to thrive as a research assistant. My openness to new ideas, agreeableness in collaboration, conscientiousness in task completion, and extraversion in interpersonal interactions contribute to my intrinsic motivation to pursue this career path. Self-Determination Theory and Intrinsic Motivation The self-determination theory posits that individuals become self-determined when their needs for competence, relatedness, and autonomy are fulfilled. Intrinsic motivation, integral to this theory, emphasizes the importance of feeling in control of one’s behaviors and goals, mastering tasks, and experiencing a sense of belonging (Lopez-Garrido, 2021). Aligning with this theory, my intrinsic motivation towards becoming a research assistant stems from fulfilling these psychological needs, thereby sustaining my pursuit despite challenges. PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Conclusion Understanding the interplay between personality traits, motivation, and psychological theories informs my pursuit of becoming a research assistant. By leveraging intrinsic motivation, aligning with the self-determination theory, and capitalizing on my personality strengths, I am poised to navigate challenges and contribute effectively to research endeavors. References Kelsen, B. A., & Liang, H. (2018). Role of the Big Five Personality Traits and Motivation in Predicting Performance in Collaborated Presentations. Journal of Personality Assessment. https://doi.org/10.1177/0033294118795139 Lopez-Garrido, G. (2021). Self-Determination Theory and Motivation. Simply Psychology. https://www.simplypsychology.org PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Yang, Q., Cao, J., & Shao, Q. (2021). Proposal for the Theme on Big Data Analytics. University Grants Committee. https://www.ugc.hk/doc/eng/rgc/theme Also Read PSYC FPX 3770 Assessment 3 Motivation and Performance in Personal and Professional Life Read More PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Read More PSYC FPX 3770 Assessment 1 Procrastination Read More PSY FPX 5201 Assessment 5 The Effect of Remote Work on Isolation, Quit Rate, and Job Satisfaction Read More Load More

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education

PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (52) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Name Capella University PSYC FPX 3770 Psychology of Human Motivation and Performance Prof. Name Date The Problem: Procrastination Procrastination represents a significant obstacle for students in accomplishing tasks or assignments, negatively affecting their motivation and leading to subpar academic performance (Klingsieck, 2013). This issue consistently troubles a substantial number of students and is often associated with symptoms of anxiety and stress (Klingsieck, 2013). The Solution Implementing stimulus control can be highly effective in addressing procrastination, based on the principle that removing distractions will reduce procrastination behaviors (Steel, Svartdal, Thundiyil, & Brothen, 2018). This method aligns well with effective self-regulation techniques (Steel, Svartdal, Thundiyil, & Brothen, 2018). Additionally, Cognitive Behavioral Therapy (CBT) presents another practical solution, focusing on the idea that optimal performance is driven by intrinsic or extrinsic motivation, fulfilling basic psychological needs (Rozental et al., 2018; Cook & Artino Jr., 2016). The Theories The Self-Determination Theory emphasizes human motivation, centered on fundamental growth and psychological needs such as autonomy, competence, and relatedness (Lopez-Garrido, 2021). This theory differentiates between extrinsic and intrinsic motivation (Lopez-Garrido, 2021). On the other hand, the Temporal Motivation Theory highlights the importance of time as a motivational factor, examining elements like expectancy/self-efficacy, value, impulsiveness, and delay (Steel, Svartdal, Thundiyil, & Brothen, 2018). The Research Research indicates that impulsive decisions are intensified by stimuli, underscoring the importance of managing environmental cues (Steel, Svartdal, Thundiyil, & Brothen, 2018). Findings suggest that distancing oneself from temptations or eliminating them can reduce procrastination (Fishbach & Shah, 2006). Moreover, avoiding tempting activities by controlling stimuli and focusing on goal-oriented tasks can significantly decrease procrastination tendencies (Fishbach & Shah, 2006). PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Research (cont.) CBT, especially in group settings, has shown substantial improvements in academic procrastination (Rozental et al., 2018). It has proven effective in significantly lowering procrastination scores (Karas & Spada, 2007). Furthermore, studies reveal that CBT interventions, particularly when combined with therapist contact, positively influence treatment outcomes, including internet-based interventions (Rozental & Carlbring, 2013). Applying This Information by Professionals In educational environments, teachers can enhance autonomy by providing choices in learning materials and assessment formats (Usable Knowledge, 2016). They can foster relatedness through collaborative activities and minimize physical barriers to improve stimulus control (Usable Knowledge, 2016). Additionally, offering appropriately challenging tasks and constructive feedback can boost competence and motivation (Usable Knowledge, 2016). Summary & Conclusion In conclusion, procrastination is a significant challenge in academics, which can be addressed through the Self-Determination Theory and the Temporal Motivation Theory. Stimulus control and CBT are effective strategies for combating procrastination. Educators and professionals can apply these theories and research findings to reduce procrastination and enhance student motivation and performance. References Cook, D., & Artino Jr., A. (2016). Motivation to learn: an overview of contemporary theories. DOI: 10.111/medu.13074 Fishbach, A., & Shah, J. (2006). Self-Control in Action: implicit dispositions toward goals and away from temptations. DOI: 10.1037/0022-3514.90.5.820 Karas, D., & Spada, M. M. (2009). Brief cognitive-behavioral coaching for procrastination: A case series. DOI: 10.1037/0022-3514.90.5.820 Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. DOI: 10.1027/1016-90401/9000138 Lopez-Garrido, G. (2021). Self-Determination Theory and Motivation. Rozental, A., & Carlbring, P. (2013). Internet-Based cognitive behavioral therapy for procrastination: Study protocol for a randomized controlled trial. Rozental, A. et al. (2018). Treating Procrastination Using Cognitive Behavioral Therapy: A Pragmatic Randomized Controlled Trial Comparing Treatment Delivered via The Internet or in Groups. Steel, P., Svartdal, F., Thundiyil, T., & Brothen, T. (2018). Examining Procrastination Across Multiple Goal Stages: A longitudinal Study of Temporal Motivation Theory. PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Usable Knowledge (2016). Intrinsically Motivated.   Also Read PSYC FPX 3770 Assessment 2 Motivation and Performance in Education Read More PSYC FPX 3770 Assessment 1 Procrastination Read More PSY FPX 5201 Assessment 5 The Effect of Remote Work on Isolation, Quit Rate, and Job Satisfaction Read More PSY FPX 5201 Assessment 4 Population and Sampling Read More Load More

PSYC FPX 3770 Assessment 1 Procrastination

PSYC FPX 3770 Assessment 1 Procrastination Free Sample Papers Anxiety (1) BS Psychology (119) Depression (11) Essay (2) MS Psychology (51) Need writer for your Psychology Papers? Get your paper in 24 Hours. We have a team of Psychology Academic Writers who can help you quickly write plagiarism-free papers, essays, and research articles. Hire Writer PSYC FPX 3770 Assessment 1 Procrastination Name Capella University PSYC FPX 3770 Psychology of Human Motivation and Performance Prof. Name Date Procrastination Understanding Procrastination: A Deeper Dive Procrastination, a persistent issue since ancient times, continues to perplex scholars and individuals alike. While various definitions attempt to encapsulate its essence, none fully capture its complexity. A commonly accepted interpretation defines procrastination as the “voluntary postponing of intended actions despite anticipation of adverse consequences” (Rozental, 2022). However, the term “voluntary” presents a challenge, as many afflicted individuals perceive their procrastination as involuntary. Despite awareness of its detrimental outcomes, individuals often find themselves ensnared by its grasp, including myself, succumbing to its allure. PSYC FPX 3770 Assessment 1 Procrastination Exploring Procrastination: Insights from Science The scientific community has delved into procrastination’s intricacies through psychoanalysis, cognitive behaviorism, and neuropsychology (Klingsieck, 2013). Moreover, research illuminates its adverse effects on general well-being, particularly mental health. Procrastination is not merely avoidance; it poses significant risks to both psychological and physical health. The Perils of Procrastination: Insights from Research Studies, such as one conducted among Swedish university students, highlight the profound impact of procrastination. Findings revealed a correlation between procrastination and physical ailments like stress, anxiety, tension, and sleep disturbances, alongside psychological manifestations such as depression and diminished self-esteem (Rozental et al., 2022). Alarmingly, prolonged procrastination can exacerbate mental health conditions, with nearly half of surveyed students exhibiting symptoms of mild anxiety and depression. Navigating Procrastination: Strategies for Overcoming While procrastination may seem insurmountable, strategies exist to combat its grip. Refocusing on personal goals and desires serves as a potent antidote, aligning with motivational theories emphasizing autonomy, competence, and relatedness (Hsu & Chi, 2022). By reclaiming agency over one’s aspirations, individuals can thwart procrastination’s allure and foster meaningful progress. Conclusion: Confronting Procrastination Procrastination, though pervasive, need not dictate one’s trajectory. By understanding its intricacies and employing strategic interventions, individuals can navigate beyond its confines towards productivity and fulfillment. As we dismantle the stigma surrounding procrastination, we empower individuals to reclaim control over their lives and realize their full potential. References Hsu, Y., & Chi, Y. (2022). Academic major satisfaction and regret of students in different majors: Perspectives from Self Determination Theory. Psychology in the Schools, 59(11), 2287–2299. https://doi.org/10.1002/pits.22563 Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24–34. https://doi.org/10.1027/1016-9040/a000138 PSYC FPX 3770 Assessment 1 Procrastination Rozental, A., Forsström, D., Hussoon, A., & Klingsieck, K. B. (2022). Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases. Frontiers in Psychology, 13, 783570. https://doi.org/10.3389/fpsyg.2022.783570 Also Read PSYC FPX 3770 Assessment 1 Procrastination Read More PSY FPX 5201 Assessment 5 The Effect of Remote Work on Isolation, Quit Rate, and Job Satisfaction Read More PSY FPX 5201 Assessment 4 Population and Sampling Read More PSY FPX 5201 Assessment 3 Read More Load More

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