Motivation and Emotion in Daily Life

1. Motivation and Emotion in Daily Life Introduction January 8th, 2018 Erik Chevrier

2. About Me • Erik ChevrierWebsite: www.erikchevrier.caOffice hours: By request (most likely 2:30 – 4PM on Monday and Wednesday)Office location: H-1125.12E-Mail: professor@erikchevrier.caResearch Project: Concordia Food GroupsMedia Education Coop: Co-op Collective Vision

3. Course Description • Why do people do the things they do? What motivates them to perform certain behaviours over others? How do people experience emotions? How do emotions affect peoples’ behaviour? Motivation and emotion are dynamic processes that are always changing. They direct our attention towards or away from certain behaviours. People are not always aware of what causes them to experience emotions or what causes them to behave in certain ways. Some motivating factors are internal, like psychological and physiological needs; while other factors that influence motivation are external, like environmental events and social contexts. • The goal of this course is to provide students with an overview of motivation and emotion science. Students will explore a variety of theories, frameworks and models that explain motivation and emotion. Furthermore, students will discuss experiences from their personal lives by relating them to the theories, models and frameworks introduced in the textbook and explained in class. • Topics in this course include historical perspectives of motivation and emotion science; physiological and psychological needs; extrinsic and intrinsic motives; goal setting and striving for success; mindsets; personal control beliefs; the self-concept; emotions; moods; growth motivation and positive psychology.

4. Course Materials and Text • Students are expected to complete ALL the designated readings BEFORE EACH CLASS. Students are also expected to attend ALL classes, complete ALL take home assignments and participate in class discussions. Please see the course schedule below for the dates the readings are due. • The required readings: • Reeve, J. (2015) Understanding Motivation and Emotion, 6th ed. John Wiley and Sons • This book is available at Concordia Community Solidarity Co-op Bookstore • The power-point lecture notes will be posted on the course website before each class. • URLs and other electronic sources may be posted on the course website from time to time. Please visit the course website to get this material.

5. Course Format • In this course, students will learn the science of motivation and emotion. • The professor provides a balance of lectures and discussion based activities to teach students about a variety of theories, frameworks and models that explain motivation and emotion. He will also show relevant multimedia clips, including documentary movies, Ted Talks and other interesting videos. • Students will be encouraged to participate in discussions by relating what they learn in class about motivation and emotion to their own lives. Students are expected to read the required text and/or watch the assigned movie before coming to class.

6. Participation • Participation is an important part of this course. From time to time, the professor will ask students to complete additional readings, watch video clips, think about certain subjects and/or complete short assignments outside of class time. • Students MUST accomplish these tasks. The grade given for participation will be determined according to the completion of these tasks, classroom attendance and participation in discussions. • I take attendance each class.

7. Course Evaluation • Exam 1 30% • Exam 2 30% • Exam 3 30% • Class Participation 10%

8. Letter Grade Equivalency • A+ (93 – 100%) B+ (77 – 79.9%) C+ (67 – 69.9%) D+ (57– 59.9%) • A (85 – 92.9%) B (73 – 76.9%) C (63 – 66.9%) D (53 – 56.9%) • A- (80 – 84.9%) B- (70 – 72.9%) C- (60 – 62.9%) D- (50 – 52.9%) • F < 50%

9. Tentative Schedule • January 8th – Introduction • January 10th – Overview of Motivation and EmotionChapter 1 – Introduction • January 15th – Motivation in a Historical PerspectiveChapter 2 – Motivation in a Historical Perspective • January 17th – Motivation in a Historical PerspectiveChapter 2 – Motivation in a Historical Perspective • January 22nd – Physiological NeedsChapter 4 – Physiological Needs • January 24th – Physiological NeedsChapter 4 – Physiological Needs • January 29th – Extrinsic MotivationChapter 5 – Extrinsic Motivation • January 31st – Extrinsic MotivationChapter 5 – Extrinsic Motivation • February 5th – Exam 1

10. Tentative Schedule • February 7th – Psychological NeedsChapter 6 – Psychological Needs • February 12th – Psychological NeedsChapter 6 – Psychological Needs • February 14th – Implicit MotivesChapter 7 – Implicit Motives • February 26th – Goals, Setting Goals and Goal StrivingChapter 8 – Goals, Setting Goals and Goal Striving • February 28th – Goals, Setting Goals and Goal StrivingChapter 8 – Goals, Setting Goals and Goal Striving • March 5th – MindsetsChapter 9 - Mindsets • March 7th – MindsetsChapter 9 - Mindsets • March 12th – Exam 2

11. Tentative Schedule • March 14th – Personal Control BeliefsChapter 10 – Personal Control Beliefs • March 19th – Personal Control BeliefsChapter 10 – Personal Control Beliefs • March 21st – The Self and Its StrivingsChapter 11 – The Self and Its Strivings • March 26th – The Self and Its StrivingsChapter 11 – The Self and Its Strivings • March 28th – Nature of EmotionsChapter 12 – Nature of Emotions: Six Perennial Questions • April 4th – Aspects of Emotion Chapter 13 – Aspects of Emotion • April 9th – Aspects of EmotionChapter 13 – Aspects of Emotion • April 11th – Individual EmotionsChapter 14 – Individual Emotions • April 16th – Growth Motivation and Positive PsychologyChapter 15 – Growth Motivation and Positive Psychology • Final Exam During the Final Exam Dates

12. Classroom Conduct • Students are encouraged to participate in class discussions in a mutually respectful way. Oppressive statements will not be tolerated in any form. This includes but is not limited to racism, sexism, classism, homophobia, transphobia, hate speech, bullying, and/or forms of derogatory statements. It is important that when others (including the professor) speak, we listen quietly and do not impede anyone’s ability to participate, pay attention to the conversation and/or have a positive classroom experience.

13. Academic Honesty • Academic dishonesty is a serious offense and will not be tolerated. Acts of dishonesty include, but are not limited to, cheating and plagiarism. It is your responsibility to know and understand university and departmental policies. All acts of academic dishonesty will be reported. Please refer to the Undergraduate Calendar for complete details of offenses and penalties: • http://registrar.concordia.ca/calendar/17/17.10.html

14. Students With Disabilities • Students with disabilities should register with the Access Centre for Students with Disabilities and follow its procedures for obtaining assistance. In addition, please inform me of any special needs you have so that I can make appropriate accommodations. Please visit this website for more information. • http://www.concordia.ca/students/accessibility.html

15. Framework to Understand Motivation and Emotion

16. Getting to Know You! • Who are you? • What do you like to do? • How do you define yourself? • What is motivating you to go to University? What do you expect to accomplish at the end of your degree? • What motivated you to register for the course? • Internal factors? • External factors? • What are your expectations regarding the course? • What part of the course do you expect you’ll enjoy? • What part of the course do you expect do dislike? • How well do you expect to perform? Why?

17. Ted Talk • The History of Human Emotions – Tiffany Watt Smith

18. Questions or Concerns? • Have a great day!