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양광희 ( ) - 적십자 간호전문대학
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Abstract
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This study was conducted by reviewing literature of theories focused on motivation and to find out its possibility of applying good health behavior practice. Recently researches were focused on intrinsic factors rather than extrinsic f ac.tors especially when cognitive aspect studies were conducted.
Attribution theory by Weiner and social cognitive theory by Bandura are popular in cognitive aspect study. Attribution theories of motivation describe how an individual´s explanations, justifications, and excuses influence motivation. Some of the most powerful attributions affecting motivation in education are beliefs about ability. By examining these beliefs and how they affect motivation, we will understand why some people set appropriate, unmotivating goals.
Adults use two basic concepts of ability. An entity view assumes that ability is an internal, stable, uncontrollable trait. It is a characteristic of an individual that cannot be changed. An incremental view suggests that ability is internal, unstable, and controllable. Ability is an ever-expanding repertoire of skills and knowledge. By working hard, studying or practicing, ability can be improved.
One promising approach is to emphasize the progress a student has made in a particular area and stress the connection between past efforts and past accomplishments. It should also help people genuinely believe that improvement in albility is possible.
Bandura´s social learning theory suggests several basic sources of motivation. One source consists of thoughts and projections about possible outcomes of behavior. We imagine future consequences, based upon past experience, the consequences of those experiences, and our observations of others´ social condition.
These projections are also affected by our sense of self -efficacy. Clearly, our ability to imagine ourselves succeeding at a particular task will be determined by our sense of self-efficacy in that area.
Another source of motivation is an active setting of goals. The goals we set become our standards for evaluating performance. Our sense of self-efficacy comes into play here as well, influencing the goals we attempt to reach. We tend to persist in our efforts until we meet the standards we have set.
Behavior, cognition and social condition are reciprocal and simultaneous. They aare not in a cause-and-effect sepuence. A standard is flexible and can be changed by praise, reproval and role modeling.
Social learning theories of motivation are integration of behavioral and cognitive approaches.
. Each theory describes many aspects of motivation independently or reciprocally. It may be a viable approach to unify these theories rather than to advocate a particular theory by itself. It is a venture to integrate these theories . due to their differences in paradigms, concepts and measurement tools, however new try may be worth bringing up new research direction.
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KeyWords
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동기, 귀인이론, 사회인지이론, Motivation, attribution theory, social cognitive theory
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원문 및 링크아웃 정보
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등재저널 정보
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