PSY2020 Motivation and Emotion
|Semester 1, 2013 On-campus Springfield|
|Faculty or Section :||Faculty of Sciences|
|School or Department :||Psychology|
|Version produced :||6 December 2013|
Examiner: Leander Mitchell
Moderator: Steven Christensen
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.
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.
On completion of this course students will be able to:
- identify major theoretical concepts in motivation and emotion;
- apply major theories and findings into an analysis of specific instances of behaviour;
- integrate theories and findings in order to demonstrate an understanding of the role of motivation and emotion in human behaviour generally.
|1.||Basic motivation - physiological, drives and instincts||8.37|
|2.||Goal directed behaviour||8.33|
|3.||Systems theories of motivation||8.33|
|4.||Self-regulation and self-control||8.33|
|5.||Determinism, freewill, and volitional action||8.33|
|6.||Emotion as motivation to action||8.33|
|7.||The nature of emotion - basic theoretical concepts||8.33|
|8.||The structure of emotion||8.33|
|9.||Phenomenology and functions of emotion||8.33|
|11.||Regulation of emotional states||8.33|
|12.||Relationships between emotion and cognition||8.33|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2013&sem=01&subject1=PSY2020)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Burton, LJ 2010, An interactive approach to writing essays and research reports in psychology, 3rd edn, John Wiley & Sons, Milton, Australia.
Reeve, J 2008, Understanding motivation and emotion, 5th edn, John Wiley & Sons, Brisbane, Australia.
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
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|CASE STUDY 1||30||30||26 Feb 2013||(see note 1)|
|CASE STUDY 2||40||40||26 Feb 2013||(see note 2)|
|FIRST PRINCIPLES QUIZ||30||30||26 Feb 2013||(see note 3)|
- Assessment due dates to be advised.
- Assessment due dates to be advised.
- Assessment due dates to be advised.
Important assessment information
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.
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.
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.
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. Note that the Conceded Pass is not available in this course due to APAC accreditation standard 2.1.9.
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.
Examination period when Deferred/Supplementary examinations will be held:
University Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
The due date for an assignment is the date by which a student must submit a printed copy of the assignment to the USQ.
The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media.
The Faculty will NOT accept submissions of assignments by facsimile.
In the event that a due date for an assignment falls on a local public holiday in their area, such as a Show holiday, the due date for the assignment will be the next day. Students are to note on the assignment cover the date of the public holiday for the Examiner's convenience.
Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination; IDM (Incomplete Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
Students may be required to provide a copy of assignments submitted for assessment purposes. Such copies should be dispatched to the USQ within 24 hours of receipt of a request to do so.
APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and internet access to UConnect for this course.
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.