Universitat Internacional de Catalunya
Motivation and Emotion
Other languages of instruction: Catalan
Teaching staff
Dra. Claudia López Madrigal (clopezm@uic.es)
Dra. Mònica Oliver Jané (moliverj@uic.es)
Student care is done by email or after classes.
Introduction
The aim of this subject is to intend that the students deepen and reflect on two of the basic psychological processes, such as Motivation and Emotion, which try to explain and understand the complexity of the human being.
Learning about motivation and emotion is interesting since all human behavior is intentional and therefore motivated. Few topics arouse as much interest within the field of Psychology as trying to understand who we are, why we want what we want and how we can improve our lives (personal perspective) and that of others (professional perspective).
What drives us to act? How to explain the variety of personal goals? Why do we feel joy, anger, anxiety or fear? What is the function of emotional responses? How can we regulate them?
These and other questions will try to be explained and debated in light of different theoretical perspectives that are framed in different orientations: biological, behavioral, and cognitive.
Pre-course requirements
Own Degree studies.
Objectives
1. Understand, differentiate and relate the theoretical concepts of motivation and emotion.
2. Analyze the concept of emotion, classification and types.
3. Evaluate the emotional process from different theoretical perspectives of emotion.
4. Describe the motivational process and all the components that intervene in it.
5. Identify the sources of motivation and how they interact.
6. Differentiate and describe the main theories of the psychobiological perspective: activation theories, instinct theories, ethological theories and neural bases of motivation and addiction.
7. Differentiate and describe the main theories of the behavioral perspective: classical conditioning, instrumental conditioning, observational learning and theories of extrinsic motivation.
8. Differentiate and describe the main theories of the cognitive perspective: expectations, attributions, goals, flow theory, achievement motivation, cognitive dissonances, etc.
Competences/Learning outcomes of the degree programme
- CN02 - At the end of the Degree, the student will be able to recall principles, procedures, theoretical models, functions, characteristics, advantages and limitations of psychological intervention or schools of psychology, the structures and processes involved in basic psychological functions and the nature of individual differences.
- CN03 - At the end of the Degree, the student will be able to identify the biological basis of the functions of psychology and human behaviour, with an understanding of how they work and their influence on other aspects of an individual.
- CN04 - At the end of the Degree, the student will be able to recognise the various dimensions of personality, as well as the theoretical and methodological approaches and models for studying behaviour.
- CP01 - At the end of the Degree, the student will be able to propose a scientific, ethical, reflective and planned approach to intervention in the different areas of the profession, taking into account the most relevant data of each situation.
Learning outcomes of the subject
At the end of the course students must be able to:
a) To develop a critical vision on the current state of the study of motivation and emotion: main concepts and theories, as well as some methods and instruments used in this field.
b) Use this knowledge to interpret various everyday problems and propose possible interventions.
c) To analyze in a reflective way the opinions and the own system of beliefs.
d) To design and present in written and oral form empirical studies within this field of study.
Syllabus
BLOCK I: EMOTION
Unit 1. Theories of emotion
1.1 Concept of emotion and its study over time
1.2 Biological, cognitive and sociocultural theories of emotion
Unit 2. The affective dimension of the human being
2.1 Conceptualization and distinction between affective experiences: emotion, feeling, affects and moods.
2.2 Affective dynamism in human beings
2.3 The relationship of affectivity with the other dimensions of the human being
2.4 Emotional configuration and emotional maturity
2.5 Affective wounds
Unit 3. Emotion and emotional processing
3.1 Characteristics and classification of emotions
3.2 Function and dimensions of emotions
3.3 The emotional process
3.4 Emotion and cognitive processing
Unit 4. Basic and self-conscious emotions
4.1 Specific functions and triggers
4.2 Physiological activation
4.3 Motor and expressive behavior
Unit 5. Regulation and emotional intelligence
5.1 Theoretical models
5.2 Associated skills
5.3 Measures and evaluation
BLOCK II: MOTIVATION
Unit 1. Introduction
1.1 Motivation and Emotion
1.2 Historical background
Unit 2. The motivational process
2.1 Concept of motivation
2.2 Sources of motivation
2.3 Type of reasons
2.4 Components of motivation
2.5 Measure of motivation
Unit 3. Psychobiological theories of motivation
3.1 Instinctive and ethological theories
3.2 Theories of activation
3.3 Neural basis of motivation
Unit 4. Behavioral theories of motivation
4.1 Behaviorism
4.2 Classic and operating conditioning
4.3 Observational learning
4.4 Extrinsic motivation
Unit 5. Cognitive-social theories of motivation
5.1 Expectations
5.2 Causal attributions
5.3 Goals and objectives
5.4 Flow Theory
5.5 Reason for achievement
5.6 Cognitive dissonance
5.7 Social motivation
5.8 Motivation for growth
Teaching and learning activities
In person
| TRAINING ACTIVITY | METHODOLOGY |
| Lectures will be the setting in which students will learn and use the terminology and linguistic structures related to the sphere of study, for the purpose of practising and developing oral and written communication skills and becoming familiar with the literature and instruction materials provided to better integrate the curricular content. Case studies are a learning technique in which the subject is given the description of a specific situation that poses a problem, which must be understood, assessed and resolved by a group of people through discussion. Case studies are generally resolved in groups to promote student participation and develop their critical thinking skills. They also prepare students to make decisions, teaching them how to back up their arguments and contrast them with the opinions of the other group members. The guided reading of texts aims to develop the students’ critical thinking skills, which play a fundamental role in creating citizens who are both aware and responsible. The exercises provided and problems posed by the lecturer help students make headway in their academic career, and, guided by the lecturer, the students succeed in achieving short-term goals which facilitate the integration of theoretical knowledge. A non-classroom activity in which students undertake exercises autonomously, without the presence of the lecturer/professor. This is the stage in which most questions arise, but, as the option to immediately ask the question does not exist, students are forced to make an additional effort. | This is the method whereby students work on their own. In each subject, the students will complete assignments that reflect their autonomous learning experience. The students will also prepare themselves for lifelong learning by learning to use educational materials and multimedia resources autonomously. This will be where they learn to self-regulate learning and develop their time management skills. Practical classes enable students to gain first-hand experience with their future work tools; small practical demonstrations of the theoretical knowledge acquired during the theory classes will be carried out in small groups or individually. Session in which the lecturer presents and explains the course content. This learning methodology allows for the use of audiovisual methodologies that support the content description. Students may interact and actively participate in this session. Debates and discussion in large and small groups, which help develop the students’ critical thinking and judgement skills. This method encourages participation and initiative, the asking of constructive questions and the presentation of new problems that promote critical thinking. Group work promotes the convergence of the students’ ideas, tasks and proposals for the purpose of carrying out a cooperative project based on each student’s inter- and intrapersonal competences. |
Evaluation systems and criteria
In person
1st Call:
- 80% Written content test (40% Block I + 40% Block II)
- 20% Practical activities (10% Block I + 10% Block II)
A minimum of 5 will be required in the average of the written tests in order to calculate the average of the subject and pass. In case of suspending that part, it must be recovered in 2nd call.
2nd Call:
- 80% Written content test (of all content, partial notes are not saved)
- 20% Practical activities (same grade as in 1st call)
A minimum of 5 will be required in the written test to do average. The subject will be approved with a minimum average of 5 taking into account all the parts evaluated (approved and suspended).
The evaluation will always respect the general regulations established in the Degree of Psychology regarding spelling mistakes, redaction and plagiarism.
Students who repeat the subject:
Repeat students can waive the continuous assessment and go directly to the subject's final exam (whose mark will represent 100% of the subject's mark), as long as they have all the activities and works approved, a high level of attendance and the approval of the responsible teaching staff.
Bibliography and resources
Basic:
Reeve, J. (2010). Motivación y emoción. 5ª ed.México: McGraw Hill.
Complementary:
Aguado, L. (2005). Emoción, Afecto y Motivación. Madrid: Alianza.
Evans, D. (2002). Emoción. Madrid: Taurus.
García, E. (2010). Psicología de la Emoción. Madrid: CE Ramón Areces.
García, E. & Chóliz, M. (2004). Expresión facial de la emoción. Madrid: UNED
García & Martínez, F. (2006). Prácticas de cognición y emoción. Madrid. CEMAV.
Garrido, I. (Ed.) (2008). Psicología de la Motivación. Madrid: Síntesis.
Palmero, F. (2011). Manual de teorías emocionales y motivacionales. https://core.ac.uk/download/pdf/61393455.pdf
Sanz, M.T et alt. (2009). Psicología de la Motivación. Madrid: Sanz y Torres.
Web pages:
Asociación de Motivación y Emoción http: www.//ame.com.es
Sociedad española para el estudio de la ansiedad y el estrés http: www.ucm.es/info/seas/
Evaluation period
- E1 08/01/2025 A12 10:00h