PSY2020 Motivation and Emotion

Contents

• Staffing
• Requisites
• Rationale
• Synopsis
• Objectives
• Topics
• Texts
• Reference materials
• Student workload
• Assessment details
• Important assessment information
• Assessment notes
• Other requirements
• Production date
• PDF version

STAFFING

REQUISITES

RATIONALE

This course is intended to introduce students to research and theory related to human motivation and emotion.These concepts underpin almost all human behaviour and are an integral part of the study of psychology.

SYNOPSIS

This course will cover a number of related topics in motivation and emotion, such as drives and instincts, theories of motivation, consciousness and volitional behaviour, self-control and self-regulation, the structure and function of emotions, relationships between emotion and cognition, and the regulation of emotions.

OBJECTIVES

On completion of this course students will be able to:

1. identify major theoretical concepts in motivation and emotion (Essay and CMA's);
2. apply major theories and findings into an analysis of specific instances of behaviour (CMA's);
3. integrate theories and findings in order to demonstrate an understanding of the role of motivation and emotion in human behaviour generally (Essay and Exam).

TOPICS

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

Burton, LJ 2007, An interactive approach to writing essays and research reports in psychology, 2nd edn, John Wiley & Sons, Milton, Qld.
((Alternatively, Burton, LJ, 2002, An interactive approach to writing essays and research reports in psychology, John Wiley & Sons, Milton, Australia, will be sufficient as a textbook))

CMA Book 2008, PSY2020 Motivation and Emotion, USQ Distance Education Centre, Toowoomba.

Introductory Book 2008, PSY2020 Motivation and Emotion, USQ Distance Education Centre, Toowoomba.

Selected Readings 2008, PSY2020 Motivation and Emotion, USQ Distance Education Centre, Toowoomba.

Study Book 2008, PSY2020 Motivation and Emotion, USQ Distance Education Centre, Toowoomba.

Weston, D, Burton, LJ, & Kowalski, R 2006, Psychology: Australia and New Zealand Edition, John Wiley & Sons, Brisbane, Australia (see note 1).
(Alternately, Westen, D, 2002, Psychology: brain, behaviour and culture, 3rd edn., John Wiley & Sons, Brisbane, Australia, will be sufficient as a textbook)

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Borod, JC 2000, The neuropsychology of emotion, Oxford University Press, Oxford.

Dalgleish, T & Power, MJ 1999, Handbook of cognition and emotion, John Wiley & Sons, Chichester, UK.

DeCatanzaro, DA 1999, Motivation and emotion: Evolutionary, physiological, developmental, and social perspectives, Prentice-Hall, Upper Saddle River, NJ.

Edwards, DC 1999, Motivation and emotion: Evolutionary, physiological, cognitive, and social influences, Sage, Thousand Oaks, CA.

Ekman, P & Davidson, RJ 1994, The nature of emotion: Fundamental questions, Oxford University Press, New York.

Ferguson, ED 2000, Motivation: A biosocial and cognitive integration of motivation and emotion, Oxford University Press, New York.

Franken, RE 2006, Human motivation, 6th edn, Wadsworth Thomson Learning, Belmont.

Frijda, NH 1986, The emotions, Cambridge University Press, New York.

Gollwitzer, PM & Bargh, JA 1996, The psychology of action: Linking cognition and motivation to behavior, Guilford Press, New York.

Heckhausen, J & Dweck, CS 1998, Motivation and self-regulation across the life span, Cambridge University Press, New York.

Lane, RD & Nadel, L 2000, Cognitive neuroscience of emotion, Oxford University Press, New York.

Lewis, M & Haviland-Jones, JM (eds) 2000, Handbook of emotions, 2nd edn, Guilford Press, New York.

Nunez, R & Freeman, WJ 1999, Reclaiming cognition: The primacy of action, intention and emotion, Imprint Academic, Thorverton, UK.

Sansone, C & Harackiewicz, JM 2000, Intrinsic and extrinsic motivation: The search for optimal motivation and performance, Academic Press, San Diego, CA.

Wagner, H 1999, The psychobiology of human motivation, Routledge, New York.

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

NOTES

1.

Examination dates will be available during the Semester. Please refer to the examination timetable when published.

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) scheduled for them, and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
2. Requirements for students to complete each assessment item satisfactorily:
   To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks or a grade of at least C-. Refer to Statement 4 below for the requirements to receive a passing grade in this course.
3. Penalties for late submission of required work:
   If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
4. Requirements for student to be awarded a passing grade in the course:
   To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
5. Method used to combine assessment results to attain final grade:
   The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
6. Examination information:
   Candidates are allowed access only to specific materials during a Restricted Examination. The only materials that candidates may use in the restricted examination for this course are: writing materials (non-electronic and free from material which could give the student an unfair advantage in the examination); calculators can not be used during the examination. Students whose first language is not English, may, with the Examiner's approval, take an appropriate non-electronic translation dictionary (but not technical dictionary) into the examination. Students who wish to use a translation dictionary MUST request and receive written approval from the Examiner at least one week before the examination date. Translation dictionaries will be subject to perusal and may be removed from the candidate's possession until appropriate disciplinary action is completed if found to contain material that could give the candidate an unfair advantage.
7. Examination period when Deferred/Supplementary examinations will be held:
   Any Deferred examinations for this course will be held during the examination period at the end of the semester of the next offering of this course.
8. University Regulations:
   Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

ASSESSMENT NOTES

OTHER REQUIREMENTS

1. Students will require access to e-mail and internet access to USQConnect for this course.
2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that can reasonably be expected to have been acquired before enrolling in the course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect to achieve the same grades as those students who do possess them.

This version produced 27 May 2008.