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Lehrende: Prof. Dr. Gabriele Oettingen
Veranstaltungsart:
Seminar
Orga-Einheit: Sociology, Politics & Economics
Anzeige im Stundenplan:
SPE-Vertiefung I
Semesterwochenstunden:
3
Credits:
9,0
Standort:
Campus der Zeppelin Universität
Unterrichtssprache:
Englisch
Min. | Max. Teilnehmerzahl:
5 | 35
Prioritätsschema: Standard-Priorisierung
Inhalte:
Overview
The course provides an overview of the major theories and findings in research on motivation and self-regulation. After addressing the history of research on motivation and self-regulation (e.g., we will read the chapters on the will and on the stream of consciousness by William James), we will discuss phenomena such as delay of gratification, resistance to temptation, goal setting and forming goal commitments, persistence despite difficulties, disengagement of goals, epistemic structures, and fanaticism as well as the mastery of major negative life events and daily hassles. We will discuss classic and recent approaches and findings regarding these phenomena, will design studies geared at fostering theoretical and applied knowledge, and will consider the meaning of the phenomena in different cultural contexts. Finally, we will discuss how one can create intervention studies applying the learned principles to help solve everyday concerns, as well as institutional and societal challenges.
Weitere Informationen zu den Prüfungsleistungen:
Midterm: 50%, Exam: 50%
Grading will be based on a research presentation (50%), and a final research paper (50%).
In-class participation will be assessed by verbal contributions that promote constructive class discussions. The research presentations and papers aim at teaching students to understand the research process, from the inception of an idea to a finished article. Students will be guided through all the steps of the research process (e.g., generating a research question, conceptualizing, and operationalizing the respective variables, writing up the method section and discussing the theoretical and applied implications of their hypothesized findings). The theme of the papers will be based on the class readings and will be developed by students in group work and in collaboration with the instructor. Students will receive multiple times feedback on their work (e.g., topic proposal, design, method section). The presentation will be 10 minutes long and the final paper will be 8 pages long.
Attendance is expected. If a student needs to miss a class, please alert the instructor in time.
Literatur:
October 30th: Introduction and Overview
10:00 to 11:15
Oettingen, G., & Cachia, J. Y. (2016). The problems with positive thinking and how to overcome them. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (3rd ed., pp. 547–570). New York: Guilford.
October 30th: Historical Background I: The Will Group A
11:15 to 12:30
James, W. (1904). Psychology. Chapter XXVI: Will (pp. 414–460). H. Holt & Company.
12:30 to 13:30 Lunch Break
October 30th: Historical Background II: The Stream of Consciousness Group B
13:30 to 14:45
James, W. (1904). Psychology. Chapter XI: The stream of consciousness (pp. 151–175). H. Holt & Company.
October 30th: Historical Background III: Person Context Interaction Group A
14:45 to 16:00
Lewin, K. (1946). Behavior and development as a function of the total situation. In L. Carmichael (Ed.), Manual of child psychology (pp. 918–970). Wiley.
16:00 to 16:30 Tea Break
October 30thr : Historical Background IV: Traditional Theories of Motivation Group B
16:30 to 17:45
McClelland, D. C. (1985). How motives, skills, and values determine what people do. American Psychologist, 41(7), 812–825. https://doi.org/10.1037/0003-066X.40.7.812
17:45 to 18:00
Rap up and homework.
October 31st: Delay of Gratification Group A
10:00 to 11:15
Mischel, W. (1974). Processes in delay of gratification. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 7, pp. 249–292). Academic Press.
Michaelson, L. E., & Munakata, Y. (2020). Same data set, different conclusions: Preschool delay of gratification predicts later behavioral outcomes in a preregistered study. Psychological Science, 31(2), 193-201.
October 31st: Resistance to Temptations Group B
11:15 to 12:30
Mischel, W., & Patterson, C. J. (1978). Effective plans for self-control in children. In W. A. Collins (Ed.), Minnesota Symposium on Child Psychology (Vol. 11, pp. 199–230). Erlbaum.
Duckworth, A. L., Milkman, K. L., & Laibson, D. (2018). Beyond willpower: Strategies for reducing failures of self-control. Psychological Science in the Public Interest, 19(3), 102-129.
12:30 to 13:30 Lunch Break
October 31st: Cognitive Social Learning Theories Group A
13:30 to 14:45
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Goodman, S. H., Simon, H., McCarthy, L., Ziegler, J., & Ceballos, A. (2022). Testing models of associations between depression and parenting self-efficacy in mothers: A Meta-analytic Review. Clinical Child and Family Psychology Review, 1-29.
October 31st: Positive Fantasies: Motivational Consequences Group B
14:45 to 16:00
Oettingen, G., & Mayer, D. (2002). The motivating function of thinking about the future: Expectations versus fantasies. Journal of Personality and Social Psychology, 83(5), 1198–1212. https://doi.org/10.1037/0022-3514.83.5.1198
Sevincer, A. T., Wagner, G., & Oettingen, G. (2019). Positive fantasies and negative emotions in soccer fans. Cognition and Emotion, 34, 935–946.
16:00 to 16:30 Tea Break
October 31st: Positive Fantasies: Origins Group A
16:30 to 17:45
Kappes, H. B., Schwörer, B., & Oettingen, G. (2012). Needs instigate positive fantasies of idealized futures. European Journal of Social Psychology, 42, 299–307. doi:10.1002/ejsp.1854
Oettingen, G., & Chromik, M. P. (2018). How hope influences goal-directed behavior. In S. J. Lopez & M. W. Gallagher (Eds.), The Oxford handbook of hope (pp. 69–79). New York City, NY: Oxford University Press.
17:45 to 18:00
Rap up and homework.
November 2nd: Prudent Goal Pursuit Group B
10:00 to 11:15
Oettingen, G., Pak, H., & Schnetter, K. (2001). Self-regulation of goal setting: Turning free fantasies about the future into binding goals. Journal of Personality and Social Psychology, 80(5), 736–753. https://doi.org/10.1037/0022-3514.80.5.736
Kappes, A., & Oettingen, G. (2014). The emergence of goal pursuit: Mental contrasting connects future and reality. Journal of Experimental Social Psychology, 54, 25–39. https://doi.org/10.1016/j.jesp.2014.03.014
November 2nd: Pursuing and Planning Goal Pursuit Group A
11:15 to 12:30
Schrage, J., Schwörer, B., Krott, N. R., & Oettingen, G. (2020). Mental contrasting and conciliatory behavior in romantic relationships.? Motivation and Emotion, 44, 356–372. doi:10.1007/s11031-019-09791-9
Gollwitzer, P. M. (2014) Weakness of the will: Is a quick fix possible? Motivation and Emotion, 38(3), 305–322. https://doi.org/10.1007/s11031-014-9416-3
12:30 to 13:30 Lunch Break
November 2nd,: WOOP (Wish, Outcome, Obstacle, Plan) Intervention Group B
13:30 to 14:45
Check out woopmylife.org and the WOOP app, and recent WOOP publications:
Marquardt, M. K., Oettingen, G., Gollwitzer, P. M., Sheeran, P., & Liepert, J. (2017). Mental contrasting with implementation intentions (MCII) improves physical activity and weight loss among stroke survivors over one year. Rehabilitation Psychology, 62, 580–590. doi:10.1037/rep0000104
Wittleder, S., Kappes, A., Oettingen, G., Gollwitzer, P. M., Jay, M., & Morgenstern, J. (2019). Mental contrasting with implementation intentions (MCII) reduces drinking when drinking is hazardous: An online self-regulation intervention. Health Education & Behavior, 46, 666–676. doi:10.1177/1090198119826284
November 2nd,: Disengagement from Goal Pursuit Group A
14:45 to 16:00
Klinger, E. (1975). Consequences of commitment to and disengagement from incentives. Psychological Review, 82(1), 1–25. https://doi.org/10.1037/h0076171
Krott, N. R., & Oettingen, G. (2018). Mental contrasting of counterfactual fantasies attenuates disappointment, regret, and resentment. Motivation and Emotion, 42, 17–36. doi:10.1007/s11031-017-9644-4
16:00 to 16:30 Tea Break
November 2nd,: Content of Goals Group B
16:30 to 17:45
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Yeager, D. S., Carroll, J. M., Buontempo, J., Cimpian, A., Woody, S., Crosnoe, R., ... & Dweck, C. S. (2022). Teacher mindsets help explain where a growth-mindset intervention does and doesn’t Work. Psychological Science, 33(1), 18-32.
17:45 to 18:00
Rap up and homework
November 3 rd: Epistemic Structures and Their Motivational Impact: Focus on Individuals Group A
10:00 to 11:15
Gollwitzer, A., & Oettingen, G. (2019). Paradoxical knowing: A shortcut to knowledge and its antisocial correlates. Social Psychology, 50(3), 145–161. https://doi.org/10.1027/1864-9335/a000368
Gollwitzer, A., Olcaysoy Okten, I., Osorio Pizarro, A., & Oettingen, G. (2022). Discordant knowing: A social cognitive structure underlying fanaticism. Journal of Experimental Psychology: General. Advance Online Publication. http://dx.doi.org/10.1037/xge0001219
11:15 to 12:30
November 3 rd: Epistemic Structures and Their Motivational Impact: Focus on the Society Group B
Olcaysoy Okten, I., Gollwitzer, A., & Oettingen, G. (2022). When knowledge is blinding: The dangers of being certain about the future during uncertain social events. Personality and Individual Differences. https://doi.org/10.1016/j.paid.2022.111606
Oettingen, G., Gollwitzer, A., Jung J., & Olcaysoy Okten, I. (2022). Misplaced certainty in the context of conspiracy theories. Current Opinion in Psychology.
12:30 to 13:30 Lunch Break
November 3 rd: Mastering Negative Life Events Group A and Group B
13:30 to 14:45
Taylor, S. E. (1983). Adjustment to threatening events: A theory of cognitive adaptation. American Psychologist, 38(11), 1161–1173. https://doi.org/10.1037/0003-066X.38.11.1161
Klasen, F., Oettingen, G., Daniels, J., Post, M., Hoyer, C., & Adam, H. (2010). Posttraumatic resilience in former Ugandan child soldiers. Child Development, 81(4), 1096–1113. https://doi.org/10.1111/j.1467-8624.2010.01456.x
14:45 to 16:00
Designing Research Papers
16:00 to 16:30 Tea Break
16:30 to 17.45
Designing Research Papers
17:45 to 18:00 Rap and Outlook
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