Cognitive+Motivation

=Cognitive Motivation Theories=

**Cognition** is a term referring to the mental processes involved in gaining knowledge and comprehension, including thinking, knowing, remembering, judging and problem-solving. These are higher-level functions of the brain and encompass language, imagination, perception and planning.

Cognitive Dissonace Theory
Leon Festinger created the theory of cognitive dissonance as a variation of consistency or congruence theory. When two ideas, thoughts, or values we have are in sync with one another we can say that they are consonant, or in harmony. When they conflict with each other they create a sense of anxiety called "dissonance". Cognitive dissonance is the term used to describe the state of anxiety produced by a person having two conflicting cognitions. When we experience cognitive dissonance we are motivated to reduce the feeling of anxiety in some way. We do this by changing attitudes, beliefs, or actions to make them consistent with each other. We can (1) reduce the importance of the dissonant beliefs, (2) add more consonant beliefs that outweigh the dissonant beliefs, or (3) change the dissonant beliefs so that they are no longer inconsistent. The motivational process of cognitive dissonance is illustrated in the diagram below:



"As a rule, cognitive dissonance theory predicts that attitudes and behaviors will remain "in sync." If you change your attitudes, then presumably your behavior will change. More surprisingly, //if you change a person's behavior, the person will often change attitudes to match the behavior//." Dissonance theory is especially relevant to decision-making and problem-solving. situations

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Aquired Needs Theory
David McClelland first described the Aquired Needs theory in 1961. McClelland postulated that a person's needs are acquired over time and are based on their cultural and social experiences. The theory highlights three main need categories:

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 * 1) Achievement - the wish to take responsibility for finding solutions to problems, master complex tasks, set goals, get feedback on level of success.
 * 2) Affiliation - desire to belong, an enjoyment of teamwork, a concern about interpersonal relationships, and a need to reduce uncertainty.
 * 3) Power - drive to control and influence others, a need to win arguments, a need to persuade and prevail.

Achievement Motivation
McClelland's theory focuses on achievement motivation. He suggests that those who are motivated by achievement have the following characteristics:
 * Achievement of objectives matters more than material or financial reward
 * Greater personal satisfaction is felt by achieving the goal than from receiving praise or recognition
 * Money is regarded as a measure of success, but not the end in itself
 * Neither status nor security are prime motivations
 * Accurate quantative feedback is essential, because it enables measurement of success
 * Achievement-motivated people constantly looking for ways of doing things better
 * Achievement-motivated people will gravitate towards jobs and responsibilities that challenge them and satisfy their needs - for example sales and business leadership and management
 * Achievement-motivated people have the capacity to set high personal goals that they believe to be attainable

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Classroom Application ==

Acquired Needs Theory
A teacher who facilitates development of Achievement Motivation:
 * Increases self confidence of students
 * Trains in goal setting
 * Teaches how to handle failure
 * Inspires with real life examples
 * Assists with problem solving methods
 * Rewards success
 * Encourages reflective thinking
 * Encourages independent work

Links
What is Cognition? Motivation Theories Festinger's Theory of Cognitive Dissonance Theory of Achievement Motivation Aquired Needs Theory